University of Puerto Rico Medical Sciences Campus Conrado F.

Asenjo Library

Self-Study Report of the Conrado F. Asenjo Library of the Medical Sciences Campus 2001-02 to 2006-07 According to the Standards of the Association of College and Research Libraries

Submitted by: Prof. Victoria Delgado Aponte Director Self-Study Committee: Prof. Irma Quiñones-Coordinator Prof. Nilca Parrilla Prof. Francisca Corrada Mrs. Luz Evelyn Acevedo Miss Verónica Guevara Other collaborators: Prof. Efraín Flores Mrs. Amariliz Burgos

Content

Introduction .............................................................................................................3 Library Assessment Project ...................................................................................4

ACRL Standards Planning...........................................................................................................7 Assessment......................................................................................................16 Assessment Results........................................................................................21 Services ............................................................................................................31 Information Skills...........................................................................................55 Resources.........................................................................................................68 Access...............................................................................................................85 Human Resources ..........................................................................................93 Physical Facilities ...........................................................................................107 Communication and Cooperation...............................................................113 Administration ...............................................................................................126 Budget..............................................................................................................134 General Recommendations....................................................................................141

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Introduction The University of Puerto Rico (UPR) is the public system for higher education on the island. It has eleven university campuses, including the Río Piedras, Medical Sciences and Mayagüez campuses. It has approximately 70,000 registered students. The academic

offering of the UPR includes 495 programs that offer associate degrees, degrees in Bachelor of Arts, Bachelor of Science, Master of Arts or Science, doctorate in philosophy (PhD.) and Education (EdD), and Juris Doctorate. The UPR Medical Sciences Campus (MSC) is made up of six schools: the School of Medicine, the School of Pharmacy, the School of Dentistry, the School of Public Health, the School of Health Professions and the School of Nursing. The Campus also has three deans’ offices that provide support: The Office of the Dean of Administration, the Office of the Dean of Students and the Office of the Dean of Academic Affairs. More than 2,000 fulltime employees and approximately 3,000 students work on the Campus. Its diversity of services, complexity, and state-of-the art offerings in the area of health, have made the Medical Sciences Campus, with all its schools, responsible for higher education in all the disciplines it covers and makes it the leading university in research, service, and clinical aspects. This ensures our mission to educate, take care of, and maximize the health of all Puerto Ricans and identifies us as leading professionals in our fields throughout the world. The Conrado F. Asenjo Library of the University of Puerto Rico, Medical Sciences Campus, is the principal resource for information on health sciences on the island. It has the most complete collection of bibliographical resources in it class in the Caribbean. The Library offers its students and faculty multiple services and supports the curricula of the different schools. Its resources and services are also available to the personnel of the complex of the Medical Center, the University of Puerto Rico Hospital in Carolina, to health professionals in Puerto Rico, and to the general public (See the Library Profile, Appendix 0.1).
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Library Assessment Project: Description of the Self-Assessment Process

Since 1998, UNESCO has maintained that: Quality in higher education is a multidimensional concept that should embrace all its functions and activities--teaching and academic programs, research and scholarships, staffing, students, buildings, facilities, equipment, and services in the community and the academic environment. Internal self-assessment and external review, conducted openly by independent specialists, if possible with international expertise, are vital for enhancing quality. Independent national entities should be established and internationally recognized comparative standards of quality should be defined1. In keeping with international trends in higher education, the Administration of the University presents its work agenda in the document “Diez para el Década” (Ten for the Decade) and, as an initiative of the president of the University of Puerto Rico, Antonio García Padilla, an assessment was undertaken in 2007 by different professional organizations, including the Library, to accredit the academic programs. The initiative of the president and the Board of Trustees is presented in Certifications Nos. 136 and 138 (2003-2004), which establish that it is necessary to promote and maintain the accreditation of the academic programs and services that require accreditation. In the summer of 2005, Dr. Julia Vélez was named as the coordinator of the Project to Evaluate the Libraries of the UPR Library System. Coordinators were also designated in the campuses and working committees. The process includes the following phases:
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UNESCO (1998). World Declaration on Higher Education for the Twenty-First Century: Vision and Action and Framework for Priority Action for Change and Development in Higher Education. Accessed at: http://www.unesco.org/education/educprog/wche/declaration_eng.htm

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Phase 1 - Study of standards, criteria, and indicators Phase 2 - Preconditions Phase 3 - Internal Assessment– Self-assessment Phase 4 - External Assessment Phase 5 - Integration of both The quality standards for libraries, established by the Association of College and Research Libraries (ACRL) were used. The ACRL is the professional organization with expertise in academic libraries.2 ACRL includes academic librarians and other stakeholders. It is the largest division of the American Libraries Association (ALA) and has a diverse membership. For this, and other reasons, the external assessment will be conducted by experts from the ACRL. Also during the summer of 2005, the director of the Conrado F. Asenjo Library, Prof. Victoria Delgado, named Prof. Irma Quiñones to coordinate the library assessment process. Both attended meetings and training activities. In 2007, Prof. Irma Quiñones was named cocoordinator of the assessment project at the UPR system level. The Assessment Committee is made up of: • • • • • • Prof. Victoria Delgado, Director Prof. Irma Quiñones-Coordinator Prof. Nilca Parrilla-Director of Technical Services Prof. Francisca Corrada-Director of Serial Publications Mrs. Evelyn Acevedo-Director, Circulation and Reserve Department Mrs. Verónica Guevara-Assistant Librarian

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http://www.ala.org/ala/acrl/index.cfm
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This task force attended several activities and, together with the rest of the staff, carried out different tasks, such as: analyzing standards, assessing strengths, areas of development, opportunities, and pitfalls (See Appendix 0.2), revising the vision and mission, drafting values, and identifying strategic areas. A great part of the process included identifying and gathering documents essential to self-assessment. The committee met periodically. Other members of the staff met with the task force. Prof. Efraín Flores drafted the standard for Information Skills and Mrs. Amariliz Burgos, the library administrator, drafted the budget standard. Later, these standards were discussed and edited by the committee in dull. All members of the staff collaborated by providing data, revising documents, and carrying out many other functions. The preparation included frequently informing the staff on the status of the assessment process. The information was updated at every meeting and the project was discussed with all employees. The coordinator also conducted meetings in the different departments of the Library. The service was promoted in different forums, such as the Institutional Assessment Committee and the Council on Educational Integration and Planning, which is made up of the associate deans. Student organizations were contacted and a space was opened on the Library’s website to include documents and information on the project: http://rcm-

library.rcm.upr.edu/autoestudio/index.html. The self-study includes the 2001-2002 and 2006-2007 academic years and used a combination of strategies to gather qualitative and quantitative information. The following describes, analyzes, and interprets how the Library meets the ACRL standards, strengths, and areas of development and recommendations to continue developing services of excellence.

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1. Standard – Planning Introduction It is extremely important for Library administration and staff to plan their services and functions. The principal purpose of planning is to establish the mission, vision, goals, objectives, strategies, and actions to be taken. It is an organized and coherent effort to achieve the Library’s goals with its resources and needs. The emphasis on organization and planning is evident in different documents,3 such as: • Policies and procedures for developing and maintaining the Library collection – Revised in January 2008 (Appendix 1.1). • • • • • • Manual of Procedures for the Serial Publications Section. 2006 (Appendix 1.2) Manual of Procedures for Special Collections (Appendix 1.3) Procedures for Inter-Library Loans of the Medical Sciences Campus (Appendix 1.4) Virtual Reference Service Policy-2007 (Appendix 1.5) Policy for the evaluation and development of the Reference Collection (Appendix 1.6) Mission, Goals, and Classification System of the Historic Archives of the Conrado F. Asenjo Library (Appendix 1.7) • • Evacuation Plan for the Conrado F. Asenjo Library 2002 (Appendix 1.8) Plan of Action in case of a partial shutdown of the air conditioning system in the Library -2006 (Appendix 1.9) • • • Annual Work Plans (Appendix 1.10) Strategic Library Plan (Appendix 1.11) Library Assessment Plan (Appendix 1.12)

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At present, we continue updated other documents, such as, for example, the Library Regulations.
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1.1 Objective – The Library will have a mission and goals that serve as the framework for its activities. 1.1.1 Does your Library have a mission? From 2005-2006, the teaching staff of the Library underwent a formal revision of the Library’s mission and vision. Both of these were discussed with the rest of the staff. The Library of the Medical Sciences Campus has the following vision: To be the heart of the Medical Sciences Campus academic and research activities by meeting the information needs of our users in a dynamic and innovative way. Our mission reads as follows: We are a public academic library specialized in health sciences dedicated to meeting the information needs of the academic community of the Medical Sciences Campus, the professionals who work in public health in Puerto Rico, and the general public. We actively participate in the teaching, learning, and research processes, providing health services and promoting patient health by providing access to sources of quality information and by educating users on how to access and make critical use of the information. In order to achieve our mission, we have bibliographic, educational, and personnel resources that facilitate and promote access to information and learning. This mission was drafted to serve as the pivotal point in offering our services. An analysis of the mission was conducted. (Appendix 1.13) After undertaking a brainstorming process, we also drafted the values of the library. We are committed to excellence through: • • • Satisfying the information needs of our users in a dynamic and innovative way. Educating users on how to access and make critical use of the information. Providing access to sources of quality information that promotes health services and health care.
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Being an integral part of the teaching-learning and research processes of the Medical Sciences Campus.

We subscribe to the Library Bill of Rights, established by the American Library Association (ALA), particularly with regard to: • • • Offering free access to information and fostering the development of ideas. Providing materials and information presenting all points of view. Not excluding anyone from our services because of race, color, sexual orientation, gender, birth, age, physical or mental disability, ethnic origin, or social conditions, or because of political or religious ideas. • 1.2 Opposing any type of censorship. Objective – The mission and goals of the Library shall be compatible and consistent

with the mission and goals of the institution it serves. 1.2.1 Is the mission compatible or consistent with the mission of the institution? Mission and Vision of the Medical Sciences Campus: The Medical Sciences Campus is the unit of the state university system whose mission is to train the human resources who will make up the interdisciplinary staff to foster and maintain the best possible health conditions for the people of Puerto Rico. It is a multidisciplinary center whose institutional uniqueness gives it the responsibility of assuming leadership in teaching and in research on the prevailing health conditions in Puerto Rico. It is made up of three complementary educational components: Education, Research, and Service. Certification #071, Academic Senate 2003-2004 Vision:

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To become a renowned institution and interdisciplinary center of international prestige dedicated to higher education in health sciences, and to the development of new knowledge and models for providing health services in Puerto Rico. Certification #24, Academic Senate, 1997-98 The mission of the Library is compatible and consistent with the mission of the Medical Sciences Campus. It stresses leadership and training of professionals in the fields of health, research and the wellbeing of the community in general. Mission of the Campus The Medical Sciences Campus is the unit of the state university system whose mission is to train the human resources who will make up the interdisciplinary staff to foster and maintain the best possible health conditions for the people of Puerto Rico. Mission of the Library Emphasis

We are a public academic Training professionals. library specialized in health sciences dedicated to meeting the information needs of the academic community of the Medical Sciences Campus and the professionals who work in the area of public health in Puerto Rico.

…maintain the best health …dedicated to meeting the The wellbeing of the conditions amongst the information needs of the community in general. people of Puerto Rico. academic community of the Medical Sciences Campus, the professionals who work in the area of public health in Puerto Rico, and the general public. …responsibility assuming leadership teaching and research. It is made up of three complementary educational components: Education, Research, and Service. of We actively participate in the Leadership. in teaching, learning, and research processes. We actively participate in the Education, research, and teaching, learning, and service. research processes, as well as in health care services and
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promotion of patient health.

1.3 Objective – The assessment of the Library’s quality and efficiency shall relate to the specific mission and vision of the institution. 1.3.1 Does the Library have an Assessment Plan? The Library has had an assessment plan since March 2006 (Appendix 1.12). It was prepared and discussed with the Library staff and is continually revised. Work plans submitted by department directors include two columns, which include information on how the roles, processes and services will be evaluated. 1.4 Objective – Library programs and services within the context of the institution will be developed in a planned manner, using formal procedures and methods, such as strategic plans. 1.4.1 Does the Library have a Strategic Plan? The Library has a strategic plan that was designed in 2005-2006 (Appendix 1.11). In order to comply with this purpose, previous strategic plans were revised. The plan was prepared for the purpose of complying with the established vision and mission, thus achieving a paradigm change regarding our facilities, services, and resources. This plan presents the direction the Library will take from 2005 to 2010 and can be modified according to changes in our internal and external environment. In order to comply with all our projects and commitments with the community of the Medical Sciences Campus, the Library must act strategically and ensure that this plan is carried out. The plan is a flexible tool and is subject to annual evaluations and revisions. 1.5 Objective- The Library plan will be developed with the participation of the university community. These planning methods require feedback from a broad sector of the institution’s community. It helps the institution prepare for the future by clearly defining
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a vision and a mission, establishing objectives and goals, and implementing specific strategies or courses of action designed to reach these goals. 1.5.1 How does the Library staff participate in the institution’s general planning process? The director and teaching staff actively participate in the general planning process through the different committees and institutional forums (Appendix 8.3). These include: •
• • • • •

Academic Senate – Director and one librarian Council on Integration and Educational Planning – Director and one alternate member School Accreditation Committees Faculty Representatives Committee (FRC) Liaison librarians with the Schools (Functions of liaison librarians, Appendix 4.6) The Director and Coordinator of the Assessment Committee attend different institutional strategic planning activities.

Strategic planning establishes the course the Medical Sciences Campus will take, how it will achieve that goal, and the deadline to attain it. Members of the Library staff contribute to developing the plan by making suggestions to their supervisors who, in turn, include staff projects in their strategic and work plans that are subsequently considered for the strategic plan. The Library Administration encourages participation and suggestions. (Also see Standard 8 of Communication and Cooperation). 1.6 Objective – The strategic plan will be developed by including such aspects as

evaluation, updating, and fine-tuning. 1.6.1 How was the strategic plan developed?

The plan was developed according to the guide developed during the retreat, “Encounter: Breaking Paradigms in Planning, Implementing, and Evaluating the Professional Staff of the Academic Library,” held June 9-10, 2005 in Guayanilla, Puerto Rico. The principal purpose of this workshop was to instruct academic library directors and coordinators of the assessment
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project in the different campuses of the University of Puerto Rico in how to prepare a plan of action to develop and implement the Library Strategic Plan of the University of Puerto Rico libraries. The plan was initially drafted to include the years 2006-2010. The process was conducted as follows: • • Conceptualization and requirement of the plan. Analysis of the document “Diez para la década” (Ten for the Decade) (Appendix 1.14) and the strategic plan of the Medical Sciences Campus (Appendix 1.15) • The following strategic areas were identified: Developing new services and virtual information resources to meet the educational, research, and clinical needs of our users. Establishing a new virtual education program for users to promote the development of information skills of students and professors of the Medical Sciences Campus. Training our human resources to develop our virtual information services and to teach information skills as part of the curriculum. Developing a formal liaison librarian program to strengthen the links with Campus schools, entities, and faculties. Providing the Library with the necessary infrastructure to offer new virtual information services. • • Identifying the necessary fiscal resources to comply with our strategic plan. Continuing the Library remodeling process.

Several proposed goals and plans were presented by the different departments. The goals were integrated into the strategic areas.
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Subsequently, the strategic plan was revised.

Currently, the plan for analyzing compliance with the proposals for 2006-2007 is being revised and evaluated. This document was developed taking into consideration the MSC document. During this semester, representatives from the different schools, dean offices, and the Campus administration are updating the MSC strategic plan, which was to be in effect from 2003-2008. Goal 6.2 of the Strategic Plan of the Medical Sciences Campus reads as follows: To maintain a quality library on the Medical Sciences Campus that serves as the pivotal point for teaching, research, and creative activity for the academic community. The MSC strategic plan includes some of the areas that we have chosen as our focus of attention. The Director and the Coordinator of the Library Assessment Project have attended discussion activities on the strategic planning of the Campus. Strategic objective 8.2.1 states that emphasis will be placed on the participation of the academic community in the strategic planning. During these activities, discussion focused on new trends and events that are part of our external environment, which we are integrating into our planning process. Some of the most important activities include all the actions aimed at strengthening research4 and creating “Academic Medical Centers.” The introduction to Public Law No. 136 of 2006 (Appendix 1.15) reads as follows: To create Regional Academic Medical Centers in Puerto Rico in order to ensure workshops for training healthcare professionals, particularly in medical education and, as a result, to stimulate the development of teaching

Zerhouni E. (2005, octubre). Transnational and Clinical Science-Time for a new vision. The New England Journal of Medicine. p.1621.
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and clinical, epidemiological, and social medicine research, healthcare services; and other purposes in the Commonwealth of Puerto Rico. Electronic access: http://www.rcm.upr.edu/MisionVisionRCM.aspx UPR Plan “Documento Diez para la Década” Electronic access: http://www.certificaciones.upr.edu/certificaciones/ 1.7 Objective – The process will help the community focus on its essential values and provide general direction that helps guide its daily activities and decisions. 1.7.1 How is the strategic plan used to implement library services and programs?

The plan guides the actions and tasks carried out in the different departments. At the end of the fiscal year, each unit submits a report that sets forth the goals achieved. The Board of Trustees of the University of Puerto Rico. “Ten for the Decade: Planning Agenda for the University of Puerto Rico. (2005) Accessed June 1, 2006, at: http://www.certificaciones.upr.edu/certificaciones/ The Board of Trustees of the University of Puerto Rico. General Regulations of the University of Puerto Rico. Accessed February 2, 2008 at: http://www.upr.edu/sindicos/reglamento.htm Summary: The Library is involved in an ongoing planning and plan revision process, when needed. We participated in the planning of the Campus’s strategic plan and the institutional assessment. Nevertheless, we recognize that the Library’s participation in both documents is still limited. Partial aspects of the Library situation are included. It has not been possible to equally integrate all its functions. We now have an opportunity (we have positions on institutional committees) and, at the same time, a challenge since this process requires great dedication, effort, and openness.

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We agree with the definition of Chandra (1975) who believes that participation is a constant for discussion on matters that will be decided and will finally lead to the adoption of a course of action. It is an ongoing process where giving and receiving information is essential and is one of the first steps to follow5. One of the greatest strengths of our planning process is that we developed a mission and a vision that are compatible with those of the Campus. They are published on the Library web page. Librarians participate in the planning process through standing committees. (Institutional assessment, CIPE, FRC, and others). Nevertheless, we understand that we must make a greater effort to disseminate our plans, including strategic areas.

2. Standard - Assessment Introduction: The Library provides opportunities for the full community of users to participate actively in the assessment process. Users are those to whom services are offered from the facilities and who receive services from distant places through electronic access, virtual references, or other means. The Library has a tradition of data collection which, in turn, helps create an assessment culture such as the one we want to develop. Statistics compiled from other departments and offices are used to complement the assessment process. These include the Planning and Institutional Research Office and the Institutional Assessment Committee, among others. The librarian in charge of the assessment project is also a member of the Institutional Assessment Committee, which has facilitated the process and the discussion on the Library assessment and its relationship with the institution’s assessment.

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Chandra, R. (1975). Student participation in administration. New Delhi: Sterling Publishers.
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The Library has a library assessment committee made up of four teaching librarians (the project coordinator, the Library director, the technical services supervisor, and the Serial Publications supervisor) and two assistants. One of the assistants directs the Circulation and Reserves Department.
2.1. Objective – The assessment will be an ongoing process and will include different techniques. 2.1.1. Does the assessment plan include a broad range of techniques to evaluate the quality and effectiveness of the Library? The self-assessment processes conducted by the Medical Sciences Campus to renew the operating license granted by the Puerto Rico Council on Higher Education and accreditation by the Middle States Commission on Higher Education, provide very valuable information for assessing the Library’s services. The Library is also evaluated by professional accrediting agencies for academic programs requiring accreditation (See Appendix 2.1. for a list of professional accrediting agencies). The Library Assessment Plan (Appendix 1.12) includes a variety of quantitative and qualitative techniques that provide essential information for the ongoing improvement of its services. These techniques include: gathering statistics on services, document analysis, surveys, focus groups, and workshop evaluation questionnaires. The Evaluation Plan also contains indicators to evaluate the Library’s efficiency.

Our projects for developing an evaluation culture include the focus group strategy. We worked on this strategy during March 2002. The following is a list of the objectives: 1. Identifying the information needs of users –real and potential- of the MSC Library and how these can be met.
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2. 3. 4.

Identifying new services that help Library users meet their information needs. Identifying the most effective means to inform users of the Library’s services. Identifying other type of services the Library can offer, in addition to providing information.

5.

Evaluating the services currently offered by the Library.

(See more information in the report entitled: Information and Service Needs of Users of the Medical Sciences Campus Library of the University of Puerto Rico – Focus Groups Report (Appendix 2.2)). Based on the results of this focus group and other sources, new services were designed:

Professors requested remote access to a greater number of electronic journals, more frequent orientation and workshops, virtual references, proper facilities for the use of portable computers, and bookmarks for the most important Internet pages.

Students requested group study areas and computers with access to software, such as Word and Excel.

The development of these services included planning processes (See Strategic Plan, Appendix 1.11). Many of these were considered when remodeling the Library. In the case of virtual references, a questionnaire (Appendix 2.7) was prepared and administered to the Campus faculty in order to know, among other things, whether or not they knew what a virtual reference service was and the hours during which they would use the service.

See also other assessment sources, such as:

1) 2)

Reports on the survey results – (Appendices 2.3, 2.4, 2.5) Annual work plans (Appendix 1.10)

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3) 4) 5)

Annual Library Reports. Evaluation of activities (Appendix 2.6) Evaluation of collections or services (Appendix2.8)

2.2 Objective – The assessment plan will be used to evaluate the Library’s mission, vision, and goals in order to improve quality and efficiency. 2.2.1. How are the results of the assessment plan used to improve the quality and efficiency of the Library? At the end of each academic year, the Library departments submit an achievement report that analyzes whether or not the goals proposed for that year were met. The activities are evaluated and actions are taken in accordance with the results. We are in the process of gathering the information that was included in the different plans. During the current year, we are working with the results of the assessment plan to improve the quality and efficiency of the Library. 2.3 Objective – Library users will be given the opportunity to make comments and suggestions on the Library’s services and resources. 2.3.1. Does the plan provide for feedback on all the components of the Campus community? The Library continually receives feedback from users. In addition, it has conducted focus groups and user surveys. From November 2006 to February 2007, we conducted a survey as part of the self-study process. We distributed three questionnaires on the services offered by the Library. We had one questionnaire for the faculty, one for students, and another for employees. The questionnaire was distributed on all service desks of the Library. They were also sent to some schools and departments through liaison libraries. The Student Council also collaborated with the process.
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These instruments (Appendix 2.9) made it possible to gather information on facilities, equipment, access, services, and staff. The personal questionnaire includes the degree of satisfaction with the individual’s work environment, communication and other areas. The three instruments included open questions (Appendices 2.3, 2.4, 2.5) Summary: The Library has begun to develop an assessment culture. It provides for user participation in the assessment process. This is because a number of Campus program accreditations include the participation of the Library. We found the following strengths of this standard: • • • It has a tradition of gathering and analyzing data on its collections and services. These activities contribute to the development of an assessment culture. Recommendations on academic programs and accrediting agencies are taken into consideration. • The librarian in charge of the assessment project is a member of the institutional assessment committee. We identified the following areas of development: • • Many services are not evaluated periodically. This self-study process has led us to recognize the need to develop more effective quantitative and qualitative information gathering strategies.

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3. Standard – Assessment of results Introduction: The assessment of results is a mechanism used to improve Library practices. It indicates to what degree the Library has achieved the results it expected in order to reach the goals and objectives it established. It allows us to learn about the general panorama and identify areas of opportunity. 3.1. Objective – An assessment of the results will measure and demonstrate how the Library’s mission, vision, goals, and objectives are achieved. 3.1.1. Does the Library staff and the institution’s administration have a clear understanding of the Library’s mission? Is the mission revised periodically? The Library’s administration has endeavored to have the Library staff learn about and understand the Library’s mission. (See presentations to the staff, Appendix 3.1) The mission was revised in 2005-2006. The statement was the result of several meetings of librarians. All the members of the staff who work in the Library have a copy of the vision, the mission, and other documents that have been presented and discussed at several staff meetings (Presentations: Appendix 3.1) It was also published on the Library website: http://rcm-library.rcm.upr.edu. Documents including the previous mission drafted in 1987 are maintained as evidence of this process (Appendix 3.2). 3.2.1 How does the Library incorporate the institution’s mission into its goals and objectives? As discussed in Standard 1, the library planning processes are carried out in accordance with those of the Medical Sciences Campus. The institutional goals of the library, as well as the strategic areas of the plan, are geared toward complying with the Campus mission, within the planning agenda of the University of Puerto Rico. Ten for the Decade (Appendix 1.14).
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With this purpose in mind, several documents, including policy documents and procedures manuals were revised (Appendix 1.1-1.7). 3.3 Objective - The library will maintain a systematic, ongoing program to evidence its compliance in informing, identifying, and implementing necessary improvements. 3.3.1 How does the library maintain a systematic ongoing program to evaluate performance, to inform the institution’s community about its achievements, and to identify and implement the necessary improvements? As mentioned in the assessment standard, staff meetings are held at the end of the academic year, during which each supervisor presents and discusses the year’s achievements (Achievement reports, annual reports). 3.4 Objective – Generating mechanisms for evaluating results in order to improve library. The focus is on the achievement of the results that were identified as desirable in the library’s goals and objectives. Identifying performance benchmarks that indicate how well the library is doing what is has established in its goals and objectives and what it wants to do (self-assessment). 3.4.1. How does the library evaluate itself? The library uses different strategies for its self-assessment, such as surveys, focus groups, and analysis of documents such as reports, plans, and others. The library’s success in achieving the objectives established for the population it serves is measured. These efforts are reflected in different documents, such as survey reports (Appendices 2.3, 2.4, 2.5), the focus group report (Appendix 2.2), and the analysis of strengths, opportunities, areas for development, and pitfalls (Appendix 0.2) and in the assessment of user training activities (Appendix 2.6). The Library has been able to establish ongoing collaboration with several professors from different faculties and schools in order to formally integrate the teaching of information
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access skills into their courses. As a result, workshops or talks have been integrated into the syllabuses of different courses, placing special attention on research courses and courses that require intensive use of information. In many of these cases, what is learned in the activities offered by the library staff forms part of the evaluation requirements of the course. 3.4.2 Does the library revise and update its assessment procedures together with the campus planning process and the actions of the academic departments? The Library's integration into the institutional processes begins at the service planning stage. In addition:

The Medical Sciences Campus has an institutional assessment committee with representatives from all the schools and deans offices. The library has a representative on this committee. It participates in discussions on and the drafting of institutional assessment documents. During the meetings, assessment plans of the different schools are presented. This is very useful for learning about the projects and activities of the Campus community.

The library staff participates in workshops sponsored by the institutional assessment committee.

Program accreditation processes also call for rigorous preparation. The faculties of the different schools, together with the librarians, evaluate collections and other activities. Some of these efforts are presented in the annual reports of the technical services section and assessment summary, in addition to the following documents6: - Conrado F. Asenjo Library Physical Therapy Resources - Conrado F. Asenjo Library Resources for the School of Pharmacy

These and other evaluations of the collection for purposes of program accreditation are included in Appendix 3.5.
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- Conrado F. Asenjo Library Resources for Veterinary Technology Program –College of Allied and Health Professions - Professional Nursing Journals to Be Acquired For the Doctoral Program - Doctoral proposal: Nursing, Section “Learning resources” - Librarians draft the report on strengths, opportunities, areas of development, and pitfalls (Appendix 3.6). Problems and solutions are identified in this exercise. The plans are drafted and updated in the library, taking into consideration the plans and activities carried out by the departments and campus administrative offices. Resources added to the collection and the development of new services are decisions that are made taking into consideration institutional projections. (See: Institutional Strategic Plan and the Library Strategic Plan, Appendices 1.15 and 1.11). 3.4.3 Is the library assessment plan an integral component of the institution’s assessment and its accreditation strategies? There are different institutional areas for which the assessment of the library’s services and its collections are an integral component for assessing the institution and its accreditation strategies. First, periodic self-studies conducted by the campus for MSA accreditation and CES licensing, respectively, include assessments of library services and their contribution to the teaching-learning process as components of great importance. Evaluations conducted by the academic departments to develop proposals to create new programs include evaluating of library resources and information and how these support proposed programs. Lastly, self-assessment processes for professional accreditations conducted by the departments include an evaluation of available bibliographical resources and the integration of information and technology skills.

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The electronic platform WeaveOnline, Assessment Management System7 was acquired as part of the institution’s evaluation efforts. All the departments and programs, including the library, are expected to maintain their assessment plans on this platform. In this way, the results of the assessment process at the different levels of the institution will be documented. The following is a list of the institutional assessment committee’s areas of work for this year and how it is integrated into the library: Institutional Assessment Areas of Work Committee’s How it is integrated into the library

Development of Guidelines or Procedures Recommendations of the director and for institutional assessment and librarians. assessment of student learning. Participation of assessment project coordinator in institutional assessment committee meetings. Development of strategies, instruments, and indicators of student learning in activities sponsored by the library. Graduate profile The document8 was sent stating the characteristics of a person who is capable of accessing and using information. These characteristics are: • • • Determining the scope information required. of the

Accessing the information effectively and efficiently. Evaluating the information and its

7 Online Assessment System. Additional Information at: http://weaveonline.com/ 8 The ability to access and use information is the basis for continuous learning throughout a person's life. It is common to all disciplines, learning environments, and levels of education. ACRL. (2000). Normas sobre aptitudes para el acceso y uso de la información en la enseñanza superior. Accessed at: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetencystandards.cfm

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sources critically. • • • Incorporating selected information into one’s knowledge base. Using the information effectively to carry out specific tasks. Understanding the economic, legal, and social issues surrounding the use of the information, and accessing and using information ethically and legally.

Assessment plan for student learning

Including student learning strategies, instruments, and indicators in activities sponsored by the library. Updating the library assessment plan in keeping with the changes and trends of the institutional assessment. Using different strategies to learn if users are satisfied with library services and resources.

Institutional assessment plan

Satisfaction surveys

3.5 Objective – Design and use strategies that allow the compilation of library results. 3.5.1. Which results are measured by the library? How are they measured? The achievement of the goals set at the beginning of the academic year is measured. Supervisors conduct that analysis, together with the staff from the different departments and they prepare an achievement report. Operational plans are drawn up, taking into consideration the following institutional goals of the library: 1. To provide information resources and services, based on the MSC’s curricula, programs, and projects.

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2. To develop and administer collections so that they can be duly catalogued, organized, classified, described, updated, kept in good condition, and available to users. 3. To develop and offer reference services to allow users to obtain the information they need. 4. To encourage the training of life-long learners with skills for critical thinking by developing the information skills of the users. 5. To develop, apply, and administer electronic information resources and services to meet user needs. 6. To acquire, maintain, and provide pertinent information on the history of health sciences in Puerto Rico. 7. To preserve, organize and make available documents of the Medical Sciences Campus that are valuable to the history of the institution. 8. To promote the professional development of the library staff. 9. To periodically evaluate whether the library’s information resources and services respond to the needs of the users. 10. To promote the library’s resources and services. 11. To efficiently use the available physical space of the facilities. The document “Ten for the Decade” gives us the opportunity to reflect on our work. The librarian in charge of the Title V proposal made the following analysis: • Goal II: Updating, experimentation, and renewal of academic cultures – We comply with this by developing proposals and projects such as those under Title V; there have been experiences with co-teaching between professors and librarians. There have been processes to integrate information skills into the curricula. We have

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increased accessibility to bibliographical resources, databases, complete texts of journals and audiovisual resources. • Goal III: Research and competitive work – We have projects related to access to databases and information to develop research in any area, particularly the ISI Web of Science and Direct Science (Elsevier). • Goal V: Updating technology – The library’s technological equipment has been increased and updated. • Goal X: Strengthen the institution’s identity –Access will be given to unique digital collections, which will contribute to the history of health sciences in Puerto Rico and serve as a resource for public health. In addition, forms and questionnaires will be used to evaluate the different library activities. 3.5.2 What quantitative and qualitative data does the library compile on its performance? How does it take into account special needs, for example, the needs of users with physical disabilities? All departments gather date to evaluate their work. Annual reports present different statistics that are discussed in depth in the resource and services standards. Some include: • • • • • • • • Circulation by type of user and resources Consultations and other interventions in the Reference Section Activities to develop skills Attendance Inventory of collections Recommended, acquired and cataloged resources Use of resources by type and format Others

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With regard to services for the disabled, the library complies with the requirements of the Americans with Disabilities Act (ADA) • • • • Facilities: Ramps, water fountains, and bathrooms We have a representative on the Public Law 51 Committee Equipment: terminals, scanners Staff skills are updated (sign language, among others).

Services are provided in accordance with the law of reasonable accommodation. 3.6 Objective – To compare the library with other libraries with similar characteristics 3.6.1 How does the library compare with other libraries that have similar characteristics? The library compares favorably with other libraries of the Consortium of Southern Biomedical Libraries (CONBLS). It participates in the exchange of services and has received recognitions. According to the report of the “CONBLS Salary Survey,” the library compares favorably, except for the director’s salary (CONBLS Salary Survey, Appendix 3.9). Summary: The Conrado F. Asenjo Library carries out different quantitative and qualitative activities to evaluate the effectiveness of its services and the quality of its collections. Some of these activities include compiling statistics, questionnaires, and workshop evaluation sheets, among others. The following are some of the strengths of the process: • The director of the library has ensured that staff learn more about the library’s mission and vision. • A librarian was put in charge of the evaluation process of the unit.

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Both the strategic and work plans (Appendices 1.10 and 1.11) contain indicators to evaluate the library’s efficiency.

Some of the areas of development include: • • The results of the assessment process have not been systematized. The statistics necessary and essential to complete our assessment process have not been identified. • As part of our work plan, we will begin to analyze the statistics we gathered. We will also identify the sources of qualitative information that we will continue to use. In addition, we will renew our participation in the survey conducted by the Association of Academic Health Sciences Libraries.

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4. Standard - Services One of the most important strengths of the Conrado F. Asenjo Library is the quality of its services. They support the mission, objectives, and curricula of the MSC academic programs. The staff provides competent help and library hours are reasonable and convenient for its users. Reference services and other special aids are available when the Campus community most needs them. 4.1 Objective – The library will establish, promote, maintain and evaluate a variety of quality services that support the mission and goals of the institution. 4.1.1 How well does the library establish, promote, maintain, and evaluate the wide variety of quality services that support the institution’s academic programs and the optimum use of the library? The library services are geared to supporting curricular offerings and information needs. Therefore, services have been established for the public. In addition, in response to new trends, the library has established new services, such as virtual reference. As mentioned in Standard 2, the library responded to the needs of the community and administered a questionnaire to provide services in keeping with user specifications. The library also offers a variety of core services for the Campus community. We serve a population of 2,808 students, 879 faculty members and nonteaching employees who work in the institution. We also provide services to students and professors from the other units of the system, offering them universal an services interlibrary loans and others. Services are offered to students from other universities and to health care professionals, particularly to the Carolina Regional Hospital and other nearby hospitals. The services are promoted online: http://rcm-library.rcm.upr.edu, through the design and dissemination of information brochures, through the RCM News electronic
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dissemination tool, in meetings, and during different orientation sessions. As stated before, services are evaluated frequently using evaluation sheets, direct communication with users, and other means. The principal services include: • Reference-Orientation (group and individual), information searches, workshops, and others. Beginning in 2007, virtual reference has been offered through two service modes: e-mail and “chats.” In this way, we are complying with one of our priorities, to provide our users with remote access. • As part of an initiative to maintain active and updated communication with students, professors, and the academic community at large, the library has developed blogs that are useful and valuable in meeting information needs and integrating trends and technologies. The reference weblog address is:

http://referenciarcm.wordpress.com/ • The library also developed a tool for news, points of view, information, and experiences in the field of virtual reference, as well as communication tools, such as Web 2.0 and applications for Library 2.0 at: http://llamadavirtual.wordpress.com/ • The Reference Department offers a wide range of workshops and other educational activities. For example, it offers a workshop on the use of the electronic catalogue (Horizon), which is an essential tool for locating books, printed resources, and audiovisual material available in our collections. • Demonstrations and workshops including practice on the different electronic databases available on our web page: PubMed/MEDLINE, EBSCOhost, ProQuest, MDConsult, and others. In this way, students and professors learn how to locate bibliographical references and the complete texts of our extensive collection of electronic journals and books.
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In addition to teaching how to use databases effectively, the reference librarians offer workshops and talks on other essential aspects of the effective use of information, as part of academic and clinical research. This is the case of workshops like the

Introduction to APA and AMA manuals of style. These discuss, using concrete examples, core issues for all researchers; for example, how to paraphrase and quote correctly, how to prepare a list of references and basic aspects, and how to format a document for publication. • The library also offers workshops on the new program, RefWorks, an online research management program that allows the user to import his/her references directly from the database and prepare the bibliography according to the rules of APA, AMA, and hundreds of other publication styles9. • The librarians, in general, design and offer other workshops, adjusting them to the particular needs of the students, professors, and general public. Some recent examples of these workshops include: information search for women’s health, preparation of papers, poster presentations using PowerPoint, using PubMed for Evidence-Based Practice, databases of the National Library of Medicine and the universe of information resources on the library web page. • The library has an area of specialized resources on women’s health, located in the reference section. The librarian in charge of this section offers a variety of information services, including: Facilitating access to a specialized collection on women’s health (professional journals, books, reports, brochures, databases, the Internet, and the Women and Health Center site: http://whcpr.rcm.upr.edu)

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Workshop topics are dealt with in more detail in Standard 5, Information Skills.
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Coordinating and developing workshops on integrating gender and women’s health topics into the curriculum; the use of resources and services related to the collection.

Conducting bibliographical searches.

Circulation and Reserve – This is the section in charge of lending, recovering, and organizing the different bibliographical resources. The staff provides services seven days a week, during day and evening hours:

The Circulation collection is located permanently on the sixth floor, on open shelves that allow independent use. The Reserve Collection is the section that is made up of the principal textbooks and materials that professors use in the courses offered in the MSC. The Thesis Collection was recently integrated into this section. In order for these resources to always be available for the students, these resources are loaned only for internal use and for a limited time.

At this time, the professors’ reserve materials are in a transitional stage; with support from the Title V cooperation project, it is being changed from the traditional reserve section to an electronic reserve section. The objective is for the student to be able to access materials assigned by the professors from any computer, retrieve them and either copy them onto a physical device or print them.

Special Collections (SE) – This section includes the Puerto Rican Collection of Health Sciences, the Dr. Bailey K. Ashford Collection and the History of Medicine Collection. These collections include local material on health sciences and material of historical value in general. The SE is a small library in and of itself since different functions are carried out there, including service to the public, such as technical processes, sponsor

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searches, dissemination tasks, and research (See the Manual of Procedures for Special Collections, Appendix 1.3). The following is a summary of some of the quantitative data for the period. Visitors, Researchers 13 Cataloged Materials 201 Added Materials 5,131 Other Publications 148 Topics Added 24 aprox. Total 5,590

From 2006-2007, there was a considerable drop in the number of visitors to the area compared to previous years. In general terms, it can be said that the decrease is due to lack of space. This was due to the fact that areas usually used for his purpose were not available because they were being renovated. Secondly, because the collection was moved to the fifth floor of the library for several months and other remodeling situations.

The Resource Center for learning collects, provides access to and circulates audiovisual teaching material. Is provides access to videos over the library’s web page.

The Serial Publications Section processes, organizes, and maintains the journal collection, coordinates their binding and offers interlibrary loan services.

The interlibrary loan service is very efficient and effective. Through this service, the faculty, students, researcher, and healthcare professionals who need an article from a journal that is not available in print or electronic format in the library can request it and have it sent to them in digital format to their e-mail or in hard copy. The library is able to do this because it has collaboration agreements with the United States National Network of Medical Libraries, with libraries of other units of the UPR system, and the Veterans Library; it is also able to request materials or resources found in the United States Library of Congress.
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Loans can be requested in the office, at the Circulation desk, online from the web page, by fax, e-mail, regular mail or through the telephone. Interlibrary Loans10 2005-2006 Requests Received (From United States users) Requests Served (For United States users) Requests Made (By Puerto Rico Users) Requests Received (For Puerto Rico Users) Non DocLine Requests Served (from PR to PR) Non DocLine Requests Made (to UPR library) 1,383 987 1,583 1,327 1,271 56 2006-2007 1,116 832 1,704 1,675 1,273 34 % -19% -15% +8% +26% ----39%

Analysis of Significant Data of Comparative Statistics of Interlibrary Loans • Requests received from libraries in the United States decreased, possibly due to the globalized tendency of increased direct electronic access to the complete text of articles in electronic format. • • Requests from users in Puerto Rico continued to increase by 15%. During this year, by analyzing the statistics, we can see a decrease in internal use of printed journals, from 11,891 in 2005-2006 to 10,327 in 2006-2007. This could be due to the fact that many journals are available in electronic format as, for example, Elsevier, Lippincott Williams & Wilkins de Ovid and annual reviews. In fact, there was an

Statistics from July 2007 to February 2008 show the following totals: Professors = 478 Researchers = 998, Students = 234, and Others = 190
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increase in the use of A to Z and access to electronic journals from 2,070 in the 2005-2006 academic year to 4,888 in 2006-2007, an increase of 1.36%. • The historic archive contains institutional documents that are of value for the history of the Medical Sciences Campus. Since 1992, the historic archive has collected institutional documents generated by the units of the Medical Sciences Campus that date back to 1966. This is the year the legislature approved Medical Sciences as a campus of the University of Puerto Rico. The Technical Services section provides the following services to the Campus community: • • • • • • Information on what is being published and/or produced (A-V) in health sciences. Information on publishing houses and/or production houses Information on providers Information on collections Lists of bibliographical resources by topic to evaluate the collection. Self-study documents of the programs are worked on for accreditations in the area of library services and resources. • Bibliographical lists of new curricular program syllabuses are checked against the catalog published online. • Lists of bibliographical resources are checked from core lists for the purpose of new acquisitions. The library continues to develop virtual as well as in-person services. We have users who access resources online only, others who visit the facilities and some who combine both strategies. This is illustrated by the faculty members who participated in the survey. Twenty-two (22) percent of the professors go directly to the facilities to receive services,
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34.5% mentioned that they access materials online and 39% use both strategies. Thus, we can say that 56% use online access (combining the figures of those who use only online access and those who use both strategies) and 61% come to the facilities, although some of these also access electronic resources outside the MSC (Report of survey results) (Appendix 2.3, 2.4, and 2.5). 4.1.2 How are students and faculty informed of the library’s services? Different methods have been developed to inform users of the changes to and details on the library’s services. These strategies allow for very active and efficient feedback. Some examples are: 1. Bulletins- Cyberbulletin http://rcm-library.rcm.upr.edu/ciberboletin 2. Home page http://rcm-library.rcm.upr.edu 3. Virtual reference page: http://llamadavirtual.wordpress.com/about/ 4. Brochures (Appendix 4.1) 5. Blogs, for example: http://rcmlibraryweek.wordpress.com/ http://referenciarcm.wordpress.com/ http://llamadavirtual.wordpress.com/ 6. Interactive message boards 7. Alert services 4.2 Objective – Reference services and other special aids (resource loans) must be available when users need them the most. 4.2.1 How do student and faculty expectations affect library services? Student and faculty expectations affect library services since our goal is to meet their needs as identified in different points of service. The library is a center for study and research. The services are totally designed to benefit our users. For example, in general

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terms, professors expressed their satisfaction with the different areas mentioned here, especially with those in the reference section, which reflects 83.3% satisfaction. The faculty has the option of recommending books and other resources for the curricular offerings (Report on the Results of the Survey, Appendix 2.3, 2.4. and 2.5). 4.2.2 Does the library maintain and use quantitative and qualitative measures of their capacity to serve users? The library uses different quantitative and qualitative measures for the variety of services it offers its users. It is important to note that there was a significant increase in requests from the faculty and administration. This could be due to the workshops that have been offered and have served to inform them of the services we offer. The administrative staff who visits the library also presents different information needs, such as health and academic topics for them as well as for members of their families. There has been a decrease in questions from students from private universities. The following table shows some statistics on reference services: Requests 2005-2006 1296 259 74 146 179 557 2,511 2006-2007 1503 401 105 195 201 502 2,907 % 16 55 42 34 12 -10 16

Students Faculty Administration Residents Healthcare professionals Private Individuals TOTAL 1. Reference Questions

Direct Information Telephone Fax E-mail Referral TOTAL

2005-2006 207 1,517 300 80 374 41 2,519

2006-2007 264 1865 345 104 321 40 2,939

% 28 23 15 30 -14 -2 17
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The decrease in e-mail questions may be due to the fact that many are channeled through virtual reference (See the Title V report for the federal fiscal year, Appendix 4.2) Workshops and Orientation (Persons per workshop)

Workshops Internet Library web page PubMed Databases Others - ENFE scientific literature search - APA - AMA - Women’s health - RefWorks - Poster presentations - Databases/ PubMed - Databases / library web page - PubMed / EBM - PubMed / EBP - PubMed / library web page - library web page / orientation tour TOTAL

2006-2007 32 77 60 127

46 118 10 2 45 18 33 70 103 28 49 44 862
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Number of workshops

72

Hours invested

146 Individuals trained _862_

The number of workshops has increased by offering combined workshops, for example: “Orientation/Tour” together with an explanation of the library web page. A RefWorks workshop was added. Under “others”, most requests are from pharmaceutical companies or medical insurance plans. Professors and researchers represent 78% of the requests and students represent 12%, for a total of 1900 requests so far this year. The Circulation and Reserve Department reflects the following statistics: From July 2005 to June 2006, the library was visited by 173,864 users, which represents a + 9% increase in attendance. It is necessary to note that the attendance is an approximate figure, since the number shown on the resource control sheet is the total number of times people enter and leave the library. Statistical data shows that there was a decrease in student use of the permanent and professors reserve areas. The data also shows a decrease in the use of resources in the following categories: faculty, students (except students from the School of Dentistry), employees, hospitals, MSC residents, and universal loans. However, there was an increase in transactions in the categories of healthcare professionals, visiting professors and students from the School of Dentistry.

Library Attendance Year General attendance 2004-2005 159, 151 2005-2006 173.864 Changes +9%

Library Hours

Schedule for the facilities, including the Study Room

Total number of hours

Sunday Monday to Friday Saturday

9:00 a.m. to 2:00 a.m. 7:00 a.m to 2:00 a.m. 8:00 a.m to 2:00 a.m. Weekday hours for service to the public 130

Sunday

9:00 a.m to 10:00 p.m. 105

Monday to Thursday 7:00 a.m to 11:00 p.m. Friday 7:00 a.m to 9:00 p.m. Saturday 9:00 a.m to 10:00 p.m.

Comparatives Year * Books on shelves 2004-2005 14,400 2005-2006 14,554 Changes +1%

Resources loaned/Books 6,862 7,336 +7% Resources loaned/journals 3,466 2,443 - 30 % ** Renewals 4,060 3,714 -9% Notices generated 2,411 2,519 +4% * Includes data on books that are not circulated and books turned in. ** Books loaned

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User transactions by category

YEAR Employees Special* Students Faculty Hospitals MSC Residents Universal loans Total *

2004-2005 1,556 460 7,112 1,098 876 679 54 11,835

2005-2006 1,144 532 6,411 1,015 686 629 33 10,450

Changes - 26 % + 16 % - 10 % -8% - 22 % -7 % - 39 % - 12 %

Health care professionals and visiting professors. Statistics on the use of the reserve section

Year Permanent Reserve Collection Professors’ Reserve Use of professors’ reserve section

2004-2005 10,080 75 3,536

2005-2006 8,580 68 3,252

Changes - 15 % -9% -8%

This report presents the most outstanding aspects of the Circulation and Reserve Section. In preparing the report, statistics generated in the Horizon statistics module were

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considered, as well the observations of Circulation and Reserve Section staff while on duty during the 2005-2006 fiscal year. • The data are presented mostly in tables and include the following components: transactions according to the type of resource, by book topic, students by category, general users by category, use of the permanent and professors’ reserve sections and library attendance. • The most relevant data show that during the 2005-2006 academic year, there was an increase in the number of users who visited our library and in the number of transactions made by students from the School of Dentistry (we must note that in this item, in addition to statistical data from Horizon, we noticed an increase in the use of the library by dentistry students, visiting professors, and health care professionals while providing our daily services. • It should be noted that the continued decrease in journal loans and transactions by users in some categories are indicative of the continued strengthening of the different online information options that are currently available on both campus and personal computers. 4.3 Objective – The library must provide competent and fast help to our users. 4.3.1 Are reference, circulation, and other services designed to allow students to reap the most benefit from available resources? • All the services are designed to allow students to reap the most benefit from available resources. The resources respond to the curricular needs of the six (6) schools of the institution. The printed and electronic collections are developed in accordance with recommendations from the faculty, students, and liaison librarians

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in each school. During the program accreditation process and the revision or establishment of new programs, the collections that are pertinent to the programs are reviewed. This makes it possible to acquire the necessary resources. • Professors are given a space, the professors’ reserve section, to provide the resources that the library has not been able to acquire. Currently, work is being carried out to computerize many of the professors’ reserve resources in order to establish a virtual reserve. • The library web page also provides electronic resources that support all the academic programs. All these products have been tested before acquiring them and statistics on use have been one of the criteria used for acquiring and maintaining them. We have a proxy server that allows the academic community to use the resources online to maximize their use. It should be noted that user prefer this method, a fact that can be seen in the annual statistics. • Workshops are offered on the effective and efficient use of all databases, online catalogs, and other electronic resources. • We have a virtual reference service that guides users through the program “Question Point.” This service helps or guides the user on how to obtain the information needed, in consultation with an online librarian. The librarian answers the questions through chat and e-mail. • The library has an extended schedule, a computer laboratory, computers on all floors and photocopiers/printers. • The collections are open and labeled, which provides easy access and independent use of the resources.

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It loans resources for a reasonable time, which maximizes the use of the resources. Resources can be renewed by telephone or e-mail. Questions on reference materials and requests for bibliographical searches can be made in the same way.

Wireless Internet access throughout the library, its surroundings and the Student Center broadens access since many users have their own laptops. Electrical outlets have been added on the floor and under the tables in response to student requests. Many students spend hours in the library and their laptop batteries do not last long enough.

All of these mechanisms that are part of the library’s services are designed to allow students to gain maximum benefits from the available resources. Students have provided feedback through recommendations made directly to the staff, through conversations, and through the participation of librarians in academic activities and on curriculum committees.

• •

In addition, some of the results of the student survey are as follows: 69.6 % of the students are very satisfied or satisfied with the work and study environment; 16.1% are neutral and 10.6 % are dissatisfied or very dissatisfied with the work environment.

76.9 % of the students are very satisfied or satisfied with library hours. • 56.7% of the students are very satisfied or satisfied with the summer schedule. Nevertheless, 28.1% selected the “neutral” option in response to this question. A low percent of 3.7% stated that they were dissatisfied or very dissatisfied with the summer schedule.

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A large majority of 82.1% is satisfied or very satisfied with the library web page and only 2.8% were dissatisfied or very dissatisfied. The library is working on keeping its web page up to date, given the dramatic changes in providing electronic services.

• A majority of 75.6% is satisfied or very satisfied with the online catalog. A minority 2.8% is dissatisfied or very dissatisfied. This is one of the core services that, in turn, promotes access to other resources. • A majority of 75.1% is satisfied or very satisfied with the databases and only 3.3% are dissatisfied or very dissatisfied. • 34.6% of the students replied that they were very satisfied with the circulation service and another 34.6 % indicated that they were satisfied, for a total of nearly 70%. Twentythree and a half (23.5 %) stated that they were neutral. 2% percent indicated that they were dissatisfied. • 35.9% of the students selected the “neutral” option and 29% indicated that they were “very satisfied” with the interlibrary loan system. As seen in the statistics, this service is used more by researchers. Therefore, most students did not indicate that they were very satisfied since they are not the principal users of the service. Students commented that they were satisfied with the services. They included expressions such as “Excellent treatment,” “The quality of the services is excellent,” “They always help me a lot,” The library employees are excellent,” and “are very willing to help.” Their principal complaints are related to hours, since they want the library to be open 24 hours a day or to have extended hours during final exams. They also noted that the cold and noise bothered them.

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Many of these situations will be resolved once the remodeling of the library is finished. Nevertheless, we must remember that to expect a library to be completely quiet is an educational paradigm of the past. Libraries must provide individual quiet study spaces, but certain areas are dedicated to the exchange of ideas and interaction between employees and users. Other frequent complaints that we hope to resolve once the remodeling is completed refer to the quality and availability of equipment, including photocopiers, terminals, printers, and electrical outlets for laptops. Students requested more electronic journals, the most recent edition of books, more labeling, and staff.11 The professors’ survey provided more data showing how adequate the service areas are: • Reference – A large majority of 83.3% indicated that they were satisfied and only a small minority of 1.2% was dissatisfied. • Reserve – A large majority of 82.2% indicated that they were satisfied or very satisfied and only 1.2% indicated that they were dissatisfied. • Digital reserve - 54.8% are satisfied, 2.4% unsatisfied, and 31.0% are neutral. Some may be unaware of this service, which, is fact, is currently in the development stage. • Circulation – A majority of 70.3% are satisfied or very satisfied and only 1.2% are dissatisfied. • Audiovisual Collection – A minority of 42.9% are satisfied or very satisfied. However, only 3.6% indicated that they were dissatisfied and 36.9% were neutral. This seems to indicate that they are unaware of the service.
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This is a summary of the comments. The complete version is available upon request. A more detailed analysis of the survey is found in the Self-study Section of the library’s web page.

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Journals – A majority of 77.4% are satisfied or very satisfied and a small minority of 2.4% is dissatisfied.

Special Collections - 54.7% are very satisfied or satisfied and only a minority of 2.4% is dissatisfied and 27.4% are neutral, which may mean that those surveyed have not had to use these special collections.

Updated information resources – A majority of 73.8% are very satisfied or satisfied and a minority of 3.6% is dissatisfied.

Loans – A majority of 66.6% are very satisfied or satisfied and only small minority of 1.2% is dissatisfied.

Interlibrary loans in PR – A majority of 64.3% is very satisfied or satisfied and no one indicated being dissatisfied or very dissatisfied.

International interlibrary loans - 57.1% are satisfied or very satisfied and only 2.4% are dissatisfied.

It is important to note that with the exception of Books, that shows rate of 9.5% dissatisfaction, the other areas do not exceed 5% dissatisfaction. Therefore, we can deduce that, in general terms, for the areas mentioned here professors are satisfied with these resources and services, especially the reference section that reached a level of satisfaction of 83.3%. Professors made the following comments in relation to the acquisition of resources: “When I have had the opportunity to identify books for courses, the librarians have given me options, and when I submitted lists of new books, they acquired them.” The questionnaire also described relations between some members of the faculty and the library. They mentioned that, at times, professors do not communicate enough. They

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understand that the faculty must have close links with the library, and participate in updating the library and in its successes. Librarians indicated that professors could make better use of the library’s resources. One professor believes that, in his case, his relationship with the library is excellent, but that in other cases there is practically no relationship and a “case by case” evaluation is needed. Good relations between the library and the faculty helps keep the collection, databases, and books acquired for courses up to date. (See: Survey Report, Appendices 2.3, 2.4, and 2.5) and the letter of recognition for excellence in interlibrary loan services granted by the National Network of Libraries (Appendix 4.5) 4.3.2 How well do interlibrary loan services and the delivery of resources support the needs of users who are eligible for this service? As a part of the CONBLS, the interlibrary loan service is based on the criteria of quality and speed of its services. This service has been recognized both locally and internationally for its excellence as illustrated by the letter of recognition for excellence in the interlibrary loan service issued by National Network of Libraries (Appendix 4.5) This self-study included an in-depth-analysis of the work carried out from July 2007 to February 2008 in the interlibrary loan section, which indicated the following: We provided a total of 505 articles to users in the United States. Of these, 466 requested were responded to the same day they were received, which represents 92.27%; 36 or 7.12%, were responded to the next workday, and 3 articles or 0.61% requests took 2 or more days. 4.3.3 What services do librarians provide for programs outside the campus?

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The Medical Sciences Campus has combined programs with the Natural Science Faculty, the University of Puerto Rico in Bayamon, and the Central University of the Caribbean. There are academic collaboration agreements that include lending services and resources. In addition, services are provides to health professionals in hospitals outside the Campus. For example: The director of the Reference Department coordinates and offers workshops on the Cochrane database for resident physicians ate University Hospital at Carolina Regional Hospital. Also, during the 2004-2005 academic year, she designed an online course titled, “The Physician as a Life-Long Learner in Medical Informatics,” using the WebCT software for the Center of Academic Excellence of the School of Medicine. 4.3.4 What method is used to identify user needs and their satisfaction with the places were services are provided? There are several strategies that can be used to identify the information needs of our users in all the places where services are offered:

Liaison librarians participate in curriculum development activities in the schools (Appendix 4.6). They are involved in these processes and, as a result, in their information needs.

The professionals who work in these schools are: Prof. Carmen Santos-Graduate School of Public Health Prof. Efraín Flores- School of Nursing Prof. Pedro del Valle-School of Dentistry Prof. Zaida García-School of Pharmacy Prof. Nilca Parrilla- Health Related Professions College

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Prof. Margarita González-School of Medicine The library also has a liaison librarian with the Center of Excellence in Women’s Health of the Women and Health Center: Prof. Irma Quiñones.

We have forms to evaluate user satisfaction with the different activities carried out in the library. (Activities evaluation sheet, Appendix 2.6).

Every day our users express their information needs personally, by e-mail, or telephone. These data (needs, concerns, and recommendations) are included in searches, orientation workshops, informal offerings, and other services. There is lot of daily information that is not necessarily gathered.

The library makes great efforts to learn what the information needs of its users are. A good example of this are the focus groups that sound out the feelings of the different sectors of the MSC community, including some who do not use the library. As mentioned in the Focus Groups Report (Appendix 2.2):

Five one-hour focus groups were held during March 2002. Students and professors from all the faculties of the UPR Medical Sciences Campus were invited. Two groups were made up of professors from the schools of medicine, dentistry, public health, nursing, pharmacy, and the health related professions. Another two groups were made up of day students from the schools of public health, nursing, dentistry, and health-related professions. The fifth group was made up of evening students from the schools of public health and nursing. When selecting participants, an effort was made to include regular library users and individuals who never use or services, or who do so in frequently. A librarian from the reference section telephoned professors to invite them to the meetings. They were then sent a letter to remind them of the details of the activity. Academic counselors from the different

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faculties were responsible for inviting students. Librarians from the reference section personally invited other students. Responses were grouped in seven thematic areas, to wit: (1) information needs; (2) services needs; (3) other types of needs; (4) characteristics of an ideal library; (5) strategies for informing users of services; (6) evaluation of services currently offered in the library; and (7) general comments. Two surveys were conducted for this self-study (one for professors and another for students). Both included questions to learn about user satisfaction with regard to schedules and services. (See the Report on survey results – Appendices 2.3. 2.4, and 2.5). 4.3.5 Does the library keep a schedule that is in line with the reasonable demand of its users? The library administration took great efforts to keep a schedule that is in line with the needs of the community it serves. For example, the circulation and reserve sections provide services seven days a week during day and evening hours. Before the remodeling process of the 5th floor began, the library was open until 2:00 A.M. At this time it is not possible to keep the facilities open until that time. Once the remodeling is completed, an area will be available 24 hours a day, seven days a week. Although, as mentioned before, the majority of students (76.9%) are very satisfied or satisfied with the library schedule, there are always requests for extended hours under different circumstances, such as during final exams and summer. These needs are being addressed with other services, such as virtual reference and the project to computerize the professors’ reserve section.

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Summary: The Conrado F. Asenjo Library has received local and international recognition for the quality of the information services it provides. It has a committed, experienced staff with broad knowledge, which allows them to provide excellent information services to all who request them. Some of the library’s strengths in relation to this standard include:

The equipment and access to databases and the Internet make it possible to help provide excellent services, even in areas not covered by the library’s collection.

We have an excellent collection of databases and complete texts, which have been continually enriched over the years.

The service has been evaluated as excellent by the Middle States Association and other organizations.

In general terms, users have expressed their satisfaction with the services.

Nevertheless, we have included budgetary problems among the areas of development, since they:
• • •

affect services by not being able to hire staff for weekends; do not allow us greater access to electronic journals; and make it difficult to address recurring commitments.

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Standard 5 – Information Skills Introduction: Information skills (IS) refer to a group of abilities that transform an ordinary student into an intelligent information consumer and a lifelong learner. An individual is competent in using information when capable of clearly articulating his/her information needs, in addition to locating, accessing, evaluating, and effectively applying the information to meet his/her original needs. In order to promote the development of information skills, the staff of the Medical Sciences Campus library offers a variety of formal and informal educational activities. 5.1. Objective – The library will provide information and instruction through a variety of reference and education services to users, such as instruction related to and integrated into courses, practical learning, orientation, formal courses, tutoring, maps or guides, individualized instruction, and reference interviews. 5.1.1. Does the library provide formal and informal opportunities for instruction? The library offers formal and informal opportunities to develop the information skills of students and members of the faculty. These are listed below: • Educational activities that are offered as part of the courses of the Medical Sciences Campus: Librarians, in collaboration with professors, plan workshops, lectures, and presentations to address the academic and research needs of the students. In general, these activities are integrated into course syllabuses. (See syllabuses in Appendix 5.1 and a summary of the content of educational activities integrated into these syllabuses in Appendix 5.2).

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Educational activities to promote the development of the faculty’s information skills and integrate them into the curriculum: The library offers workshops, lectures, and other training activities designed for the faculty. Some of these are sponsored by the Office of Academic Development of the Medical Sciences Campus. External resources are also invited to offer training sessions to professors on the use of databases and other resources available on the library web page (See summaries of examples of recent activities in Appendix 5.3).

Online Course: As an additional strategy to promote the development of students’ information skills, the library is working on the creation of an online course, “Information Skills for Research,” using the Blackboard platform. This project is sponsored by the Title V Project – Cooperation I: “Enhancement of the TeachingLearning Process Through Integration of Technology and Information Literacy.” A course to be taught as an elective without credit for students in the graduate courses will be submitted for approval during the second semester of the 2007-2008 academic year. (See letter of approval of the proposal in Appendix 5.4 and a copy of the draft course syllabus in Appendix 5.5).

Informal instruction opportunities Informal instruction is offered to users of the library services on the use of its information resources through the following strategies: • Orientation during the interview and reference consultation, either in person or over the telephone, e-mail, or the virtual reference service (e-mail and chat). • Orientation at the Circulation and Reserve desk on the use of the online catalog and the organization of resources available in the collections.

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• Information pamphlets on the use of different databases. • Power Point presentations are available on the library web page. • Students and professors are recommended to use their help guide account and online tutorials available in the research interfaces and in other information resources used in the library. Among the resources most often recommended are: PubMed Tutorial, PubMed Quick Tours, and online tutorials by ISI Web of Science, EBSCOhost, Science Direct and RefWorks. Several presentations (Appendix 5.6), brochures, and other documents (Appendix 5.7) are available in the library. 5.2 The library, as an academic and educational unit, shall facilitate student success and foster lifelong learning. 5.2.1 Does the library provide the proper space for teaching information skills to large and small groups? The library has sufficient space for teaching information skills to large and small groups. Two multiple-use rooms with space for 15 people each were recently inaugurated on the sixth floor of the building. These rooms are separated by a partition that can be opened to comfortably seat a group of up to 30 people. The rooms have wireless Internet access and each room is equipped with a digital projector, screen, and multimedia podium. This area also has a cart with 27 laptop computers that are used in workshops, lectures, and training sessions. Once the current remodeling of the building is completed, the library will also have 2 small classrooms, each of which will accommodate up to ten people, comfortably seated. Both rooms will have wireless Internet access and a plasma screen for presentations. The library staff will use these rooms for workshops and training small groups.

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In addition to the multi-use rooms and the small rooms mentioned above, the library staff also uses classrooms and computer centers that are available in the different faculties and schools of the Medical Sciences Campus. As a rule, the workshops or presentations offered by librarians as part of a course, are offered in the computer centers or in the classrooms of their respective faculties. In this way, the library is able to expand the space it has available for teaching information skills. At the same time, the library staff can have a greater presence in the faculty. The following is a list of the computer centers currently used by the library teaching staff:

Faculty or school Nursing

Computer Center Audiovisual and Technology Interaction Center (CAIT, Spanish acronym) A-473 Computer Center José L. Janer Center Center for Informatics & Technology (CIT) OIRE

Capacity 20 people

Public Health Medicine Health Professions12

20 people 20 people 25 people 3 rooms (20 people each)

5.2.2. Does the library provide appropriate available space for practical instruction and the presentation of all types of resources? The design of multi-use rooms, recently inaugurated on the sixth floor of the library is appropriate for active instruction and other resources. Both are equipped with worktables with semicircular modules that facilitate participant interaction and work in small groups during the workshops offered by the librarians. The substitution of desktop computers for
12

Currently closed for remodeling.

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laptops, which can be moved easily for practical instruction.

working in pairs or small groups, facilitates

Likewise, the design of the multi-use rooms facilitates the presentation of all types of resources since they have wireless Internet access, a digital projector, a screen and a multimedia podium to for computer presentations, using both VHS and DVDs. Also, if necessary, both multi-use rooms can be joined to accommodate a group of 30 people, seated comfortably. In this case, the digital projectors of each room can be synchronized so that both multi-use rooms can see the same presentation simultaneously. On the other hand, the design of two rooms for small classes (10 people) to be built on the second floor as part of the library remodeling process, will be appropriate for practical instruction and other resources. Both rooms will have modular tables connected in a circle to facilitate interaction and teamwork during classes or workshops. In addition, both rooms will have wireless Internet access and will be equipped with flat screens for audiovisual presentations. The design of the multi-use rooms that have already been inaugurated, and the classrooms to be built meet the specifications of the Americans with Disabilities Act (ADA). 5.3 To support users in information retrieval, evaluation and documentation methods by combining new techniques and technologies with the most traditional sources. 5.3.1 Does the library make proper use of technology for instruction? Librarians effectively use different technologies to facilitate the teaching-learning process for students and the rest of the teaching staff of the Medical Sciences Campus. They continually use MS Word, MS Power Point, MSPublisher and Adobe to prepare instructional materials such as pamphlets, tutorials, handouts, exercises, and presentations

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for lectures, workshops, and other educational activities. They also use a computer and digital projector (Infocus) and the Internet as basic teaching tools. The library staff developed the “RefWorks” tutorial in Spanish as part of the Title V project – Cooperative I: “Enhancement of the Teaching-Learning Process Through Integration of Technology and Information Literacy.” They are also working on the preparation of an online course, “Information Skills for Research,” which will use the Blackboard platform, as an non-credit elective for students in graduate programs. 5.4 Librarians collaborate with classroom professors by helping to plan the curriculum and to develop information skills; they also participate in assessing the results of the teaching/learning process. 5.4.1 How do the librarians work with the professors in developing and evaluating the curriculum to support specific courses? The librarians work closely with professors from different faculties and schools, particularly professors who teach research courses and who require the intensive use of information. The following are some examples of this type of collaboration: • Two librarians regularly participate in planning, implementing, and evaluating the course MPRI 7130: Integration Seminar I, in the School of Medicine and the course EDVI 7115: Human Development and Behavior Management, in the School of Dentistry. The librarians participated as facilitators in both courses, using the Problem-Based Learning Strategy. (See related documentation in Appendix 5.8). • One librarian participated in revising the course ENFE 4075: Introduction to the Research Process. As a result of this process, the professor and librarians collaborate in teaching students how to prepare a well-structured clinical question, locate scientific

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studies in PubMed/MEDLINE, and critically evaluate the quality of the information retrieved. A workshop on the design of presentation posters and another on the style of the American Psychological Association (APA) were incorporated into the course. The posters are evaluated with a scale designed by one of the librarians. The professor who teaches the course and a librarian gave a talk/workshop on their experience as collaborators in this course. (See Appendices 5.9 and 5.10 – Include the lecture program and the presentation). • A librarian collaborated in revising the syllabus for the course NUTR 6528: Seminar on Nutrition in Public Health, to formally integrate the development of information skills. As a result of this work, workshops and lectures on the use of the library’s databases, APA style standards and the use of the RefWorks online bibliographic management program (See revised syllabus in Appendix 5.11). • A librarian participated in the creation of the elective course GERO 6990: Special Topics: Design of Information Resources for Informal Caregivers of the Elderly, in the Graduate School of Public Health. Part of the course included lectures or workshops on effective Internet searches, use of the library databases, evaluation of resources and the creation and management of a blog as a tool to manage content (See the course syllabus in Appendix 5.12). • The teaching of information skills has been incorporated into other courses in which librarians regularly offer lectures, talks, or workshops. (See examples of the syllabuses in Appendix 5.14). • Librarians participate on the curriculum committees of the following schools: Health Related Professions, Medicine, Nursing, Dentistry, and Pharmacy. By serving on

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these committees, the librarians are able to collaborate with the faculty in revising and evaluating existing courses or programs and help in preparing proposals to create new programs.

5.4.2 How does the library facilitate professors’ research? The library directly supports the research of professors of the Medical Sciences Campus as follows: • It offers an extensive collection of full-text databases and printed journals that cover the main health sciences disciplines. (See Inventory of databases in Appendix 6.1). Most of the electronic databases provide remote access to their content; in addition, the library acquired a proxy server to facilitate remote access for the institution’s users. • It provides interlibrary loan service to locate, in or outside Puerto Rico, resources that are not available in the library. • It provides access to RefWorks, an online bibliographic management program on its web page that allows researchers to import their references directly from databases and prepare their bibliographies according to the standards of the APA, AMA, and hundreds of other publication styles. • It offers reference services, such as: help in reviewing literature, verifying bibliographies, etc. It also offers this service virtually, by e-mail or chat. • It offers workshops, lectures, and presentations to research professors on the use of databases, the RefWorks online bibliographic management program, the use of the APA style manual, etc. (Some presentations are available in Appendix 5.2).

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The director of the Reference Section is an active member of the Institutional Animal Care and Use Committee (IACUC) of the Medical Sciences Campus. As part of her functions, she collaborates in the evaluation and supervision of research protocols that are submitted to this committee for approval, and advises researchers on the literature review process. With this in mind, she prepared the document, Guidelines to perform searches for non-duplicative efforts and alternatives to painful and distress procedures. (See Appendix 5.13).

5.5 Users will be offered different ways to develop information skills. This can include different methods of teaching; for example, detailed consultations for research, individualized instruction, educational aids in electronic format or in print, or group instruction in traditional or online classrooms. 5.5.1. Does the library provide a variety of educational programs? The library offers formal educational activities, such as workshops, lectures, and demonstrations, to promote the development of students’ information skills. Frequently, these activities are offered as an integral part of the courses and are included in the syllabuses. It also offers workshops and other formal activities to professors and other members of the Medical Sciences Campus staff. In order to expand its current offer of educational activities for students, the library is planning to start offering the online course Information skills for research, using the Blackboard online education platform. This is a non-credit elective course for graduate students. (See the draft syllabus of the course in Appendix 5.14). The course Information skills for research includes a series of learning units where students complete practical exercises in order to learn how to: (1) select and define a possible research

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topic; (2) design search strategies; (3) learn and use a variety of information sources in print or electronic format that are available in the library; (4) evaluate the quality and relevancy of the information obtained; (5) take correct research notes; and (6) draft an academic

document, following the main standards of the APA or AMA. Prof. Efraín Flores, Prof. Margarita González, Prof. Rossana Barrios and Prof. Charles Seguí, librarians in the Reference Section, will be in charge of this course. Hopefully, the syllabus of the course will be submitted during the second semester of the 2007-2008 academic year so that the university authorities can approve it. 5.5.2. How does the library promote and evaluate its instruction programs? The library promotes its teaching activities thorough the institutional e-mail service, handouts (Appendix 5.7), the library web page, during meetings of the curriculum committees of the different faculties, and over the telephone (in the case of professors). The workshops and lectures offered by the library staff are evaluated mi means of a satisfaction scale (Evaluation Sheet, Appendix 2.6). There is no formal analysis of the results of these evaluations, but they are discussed informally in the library and taken into consideration for making changes to the content of the activities, the teaching strategies, or to design new activities. 5.6 The development of information skills as part of user education must be integrated through the curriculum and appropriate courses, paying special attention to the evaluation of information, critical thought, intellectual property, copyrights, and plagiarism.

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5.6.1 How does the library apply the Information Literacy Competency Standards for Higher Education? The application of the Information Literacy Competency Standards for Higher Education has led the library staff to expand its regular offering of the workshops offered as part of the courses. Currently, in addition to teaching how to use the online catalog and electronic databases, workshops and lectures include aspects such as how to formulate a wellstructured clinical question as the basis for an effective search, how to use RefWorks, and how to use the APA and AMA style manuals. They also include workshops and lectures on how to prepare papers, presentation posters, and weblogs. In fact, several courses have been able to integrate more than one workshop or lecture. (Syllabuses, Appendix 3.4). The Standards have also been applied in designing the online course mentioned above, Information skills for research, by including learning units that range from identifying and defining a research topic to the different information search and retrieval phases, evaluation of the phases and presentation of the results in a written document. The standards are available as an appendix in the written version of this self-study (Appendix 5.6) and in electronic format at: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetencystandards.cfm

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Summary: The library has carried out a variety of activities to develop information skills. It is continually renewing its offerings. The librarians promote and evaluate the educational activities that have been integrated into certain curricular areas. Strengths: • The teaching of information skills has been integrated into several courses in different faculties or schools of the Campus. • The standards of the Middle States Association, one of the agencies that accredit the programs of the Medical Sciences Campus, require that the teaching of information skills be formally integrated into the curriculum. This is a tool that supports the librarians’ efforts toward formal inclusion of information skills in the academic programs. • The gradual incorporation of the evidence-based practice model into several academic programs is an opportunity to continue strengthening ties between professors and librarians, and to integrate the teaching of information skills into the curriculum. • The library has a space and new equipment for its teaching activities. In addition, the library staff has access to most of the computer centers of the different faculties for their teaching activities. • The four reference librarians participate actively as facilitators in workshops and other activities related to the teaching of information skills. • The director of the library offers orientation, and other librarians offer workshops and participate in different educational activities.

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Workshops are offered during the day and evening hours

Areas of development: • Curriculum revision processes tend to be slow and complex. This makes it difficult to systematically include the teaching of information skills within the curricular sequence and in the official course syllabuses. • The results of the evaluations of workshops and other educational activities are not formally analyzed. • The library evaluates only the user’s level of satisfaction with the workshops or other teaching activities. Even when several professors have incorporated information skills as part of the evaluation criteria of their courses, this provides librarians only with informal feedback. • Reference section librarians have other responsibilities that are inherent to their teaching functions, which, at times, limit their time needed for teaching-related work.

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6. Standard – Resources Introduction: The Conrado F. Asenjo Library of the Medical Sciences Campus is the principal resource for health science information in the country and it has the most complete collection of its type in the Caribbean. Its collections and services offer support to the academic programs of the School of Medicine, the School of Public Health, the School of Dentistry, the School of Nursing, the School of Pharmacy, and the Health Professions College. It also provides services to the hospitals of the Medical Center and all health professionals in Puerto Rico that request these services. The library provides various updated resources for the different disciplines in the campuses that support the mission of the MSC and the needs of the users. It is fully committed to providing access and promoting information resources to health professionals and the community, both in their personal capacities as well as through the affiliated institutions. The Technical Services Section carries out work related to the acquisition and cataloging of papers. It also coordinates the inventory processes and the disposal of material, together with the rest of the staff. The library is also in charge of the electronic catalog, using the Horizon system. The Serial Publications Sections processes, organizes, and maintains the journal collection, coordinating the binding of the journals and offering interlibrary loan services. The Special Rooms Section includes the Puerto Rico Collection of Health Sciences, the Dr. Bailey K. Ashford Collection, and the History of Medicine Collection. These rooms bring together local material on health and material of historical value in general. In the Audiovisual Resource Center, audiovisual didactic material is acquired, cataloged, and circulated. The historical archive compiles institutional documents that are valuable for the Medical Sciences

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Campus. The Reserve Collection is the section made up of the principal textbooks and materials that professors use in the courses they teach in our Campus. In order for these resources to be available to students at all times, they are loaned only for internal use and for a limited time.

We continue to work on our collection, in keeping with the strategic area of our plan: to develop new virtual services and information resources to meet the educational, research, and clinical needs of our users. At this time, the professors’ reserve section is in a state of transition. With support from the Title V Cooperative Project, we are changing from a traditional reserve section to a virtual one. The objective is to give students access to materials assigned by their professors from any computer in an electronic format so that it can be retrieved, whether by recording it onto a physical device or by printing it. The library offers access to several databases on health sciences and other areas of knowledge. (See the Inventory of Databases and the Tables of Use, Appendix 6.1). The library also has an area of specialized resources on women’s health as well as access to the web page of the Center for Women and Health (http//whcpr.rcm.upr.edu). The library facilities include two information centers, the Information and Medication Center and the Hostosiano Institute, that are not part of the library but offer services in the same physical facility (See Appendices 6.2 and 6.3). 6.1 Objective – The library will provide various updated resources and experts in their fields who support the mission of the Institution and the needs of its users.

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6.1.1 What criteria are used to make decisions on acquiring, keeping, and using printed and electronic material and audiovisual resources? How does the library select resources for its users? The library has a policy for developing and maintaining collections (Appendix 1.1) that describes the criteria for acquiring and retaining collections and other important functions. Acquisition • The library will give priority to acquiring bibliographical, electronic, and audiovisual resources on topics that are taught in the different academic programs of the Medical Sciences Campus. • The library takes into consideration recommendations from the faculty, the library staff, and students. • The library will acquire resources in other subject areas as allowed by the allocated budget. • Retention and use – The development of the collections in the Conrado F. Asenjo Library of the Medical Sciences Campus is a dynamic and continually evolving process. The following guidelines have been established in the library’s policy: Periodic evaluation of current resources in the library for the different programs. Needs of the users in the academic community. Modifications and new trends that are being developed in health care professions. Requirements and standards of program accreditation agencies. New curricular developments in the different Campus programs.

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Developments and new trends in information management technologies. Availability of federal funds allocated each year for the Institution. Changes and trends in disseminating information on health sciences. Changes in the offering of health services. Environmental changes, diseases, epidemics, and other events that occur and are researched in health sciences. In addition, the library will acquire: Books for the reference collections, in collaboration with the reference librarians. In coordination with the director of the department and the reference staff, the library will revise the reference collection in order to update it. Textbooks for the library’s reserve collection, in coordination with the faculty, the staff members in charge of the Circulation Section, and the director of technical services, and with recommendations from the users. The library will coordinate the revision the reserve collection with the director of circulation in order to update it. Books and documents for the Puerto Rico Collection and the History of Medicine Collection. The supervisor of technical services coordinates with Prof. Carmen Santos, supervisor of Special Collections, to determine which resources need to be acquired for the special collections for the academic year. The director of special collections developed a procedures manual (Appendix 1.3) that contains a description of the tasks and functions carried out in this section. Audiovisual resources will be acquired, in coordination with the person in charge. B. Methodology to identify bibliographical resources. The following are some of the select lists that will be used to acquire resources:

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• Medical Library Association. Collection development section (2007). Subject based resource list. Accessed at: http://colldev.mlanet.org/resources/subjectlist.htm • The Library Health Center. Brandon Hill Updates. (2007). Brandon Hill Updates. http://www.libraryhealthcenter.com/bh.htm • • Doody’s Core Titles (DCT) Online Published by Doody’s Enterprises, Inc. Basic Resources for Pharmaceutical Education published by the American Association of Colleges of Pharmacy. • Lists and samples of resources from different suppliers. School liaison librarians, in coordination with the faculty, will carry out activities to gather recommendation for purchasing resources and developing the collection in different disciplines,13 such as: • Participation of library staff in curriculum committees and other pertinent committees in the School, such as the Council on Integration and Educational Planning (CIPE), the Academic Senate, and other forums. • During April and May (before the beginning of the academic year) an e-mail is sent to every school liaison librarians asking them to coordinate with the faculty a list of their recommendations for the purchase of resources by reviewing the different disciplines in the collection, to be sent the Library. • The library, together with school liaison librarians, will identify which programs will receive accreditation visits during the academic year.

13

The functions of school liaison librarians are described in greater detail in Standard 8, Human Resources.

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Bibliographical and electronic resources are acquired for new curricular developments that result from academic proposals that are duly approved by the Academic Senate of the Medical Sciences Campus.

Individual recommendations are gathered from the Campus faculty and the library staff, and are processed for purchase.

The director of the library participates in the annual negotiations with the different providers of electronic resources, taking into consideration the recommendations from the library staff and the Board of Directors of the UPR system libraries. As a result of these negotiations, the libraries of the UPR system will gain access to these Consortium resources. Recommendations for purchasing resources from the faculty and library staff are received and processed. Database suppliers provide samples and tests of databases and other electronic resources. The resources are selected according to how they will be used. Table 4: Comparative Table of Acquisitions 2000-2001 1,169 175 994 443 331 112 1,208 1,125 83 4 4 0 2001-2002 1,307 77 1,230 487 380 107 1,215 1,132 83 1 0 1 2002-2003 2,232 1,767 465 1,732 60 1,672 1,245 1,162 83 28 27 1 2003-2004 1,217 211 1,006 160 125 35 1,180 1,097 83 22 22 0 2005-2006 768 230 538 140 75 65 1,145 1,062 83 46 22 24 2006-2007 645 244 401 195 110 80 5 1,145 1,062 83 38 7 31

Books acquired Purchased Donated Recommendations Received Library Faculty

Subscriptions Purchased Donated Audiovisual Material Purchased Donated

Interpretation of the table:

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The Middle States Accreditation Committee visited the library during the 2001-2002 academic year. (See Appendix 6.4). The Committee of external evaluators at that time described the collection as “deplorable.” As a result, the library was given approximately $138,672 to purchase books. A plan to develop the collection was prepared together with the librarians. The library checked lists of authorities, such Brandon Hill, to identify books that were deemed to be “essential.” School liaison librarians coordinated efforts related to the recommendations for bibliographical resources and, as a result, a large number of books were acquired. Ever since then, there has been a tendency to reduce the acquisition of resources. As part of the resource assessment process, the director of the Serial Publications Department made a study of the availability of journals, according to different lists of authorities. The results of this assessment are as follows: Pharmacy: AACP Core List of Journals for Libraries that Serve Schools and Colleges of Pharmacy: In the category* = Every library that serves a school or college of pharmacy should consider these titles for first purchase, we have 97% of the titles. We have 79% of the titles in the category of additional titles recommended. Nursing: Brandon Hill Selected Lists: Nursing journal List: In the category* = Suggested for initial purchase, we have 100% of the titles. We have 86% of the titles in the category of additional titles recommended.

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Medicine Brandon Hill Selected Lists: Journals for the Small Medical Library: In the category = Suggested for initial purchase, we have 100% of the titles. We have 100% of the titles in the category of additional recommended titles. Dentistry: Building a Dental Science Collection in a General Academic Library by Eva Stowers and Gillian Galbraith: We have 91% of the recommended titles. Health Professions: Brandon Hill Selected Lists: Journals in Allied Health: In the category = Suggested for initial purchase, we have 87% of the titles. We have 60% of the titles in the category of additional recommended titles. Public Health: Core Public Health Journals. Developed by the Public Health section of the Medical Library Association and backed by the Association of Schools of Public Health and the American Health Association. Environmental Health Sciences: In the category = Essential Core, we have 81% of the titles. In the category = Research Level Core, we have 59% of the titles. Epidemiology: In the category = Essential Core, we have 100% of the titles. In the category = Research Level Core, we have 81% of the titles. Biostatistics:

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In the category = Essential Core, we have 75% of the titles. In the category = Research Level Core, we have 2% of the titles. Public Health Practice: In the category = Essential Core, we have 70% of the titles. In the category = Research Level Core, we have 66% of the titles. Health Services Administration: In the category = Essential Core, we have 69% of the titles. In the category = Research Level Core, we have 65% of the titles Maternal & Child Health: In the category = Essential Core, we have 95% of the titles. In the category = Research Level Core, we have 81% of the titles. Health Education/ Behavioral Science: In the category = Essential Core, we have 82% of the titles. In the category = Research Level Core, we have 88% of the titles Public Health Nutrition: In the category = Essential Core, we have 86% of the titles. In the category = Research Level Core, we have 64% of the titles One of the challenges we face is updating the “core list” since the Brandon core list of journals ceased publication in 2003 and only some of the journals were picked up by professional associations, as in the case of public health, but not in the case of medicine. Based on this analysis, we can see that the biostatistics area needs attention. 6.1.2 Does the library have an ongoing effective program for evaluating collections, resources, and online databases both quantitatively and qualitatively?

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The collections are examined periodically. To this end, the following activities are carried out: • • • • Study of use of printed journals. Physical revision of the collections (faculty and library staff). Study of use of printed journals. The faculty and librarians request lists of collections by topic in order to see how current they are. • • Evaluation projects. Several inventory projects have been carried out in order to record and analyze the collection. • Other efforts are geared toward the pondered disposal of certain journals. For example, journals that had been cancelled or that were not published in English and/or Spanish, journals in advanced stages of deterioration, and journals that were used 0 to 3 times in a period of five years were discarded (See Appendix 6.6 Report on Discarded Journals in the Serial Publications Section). In addition, the library conducted a survey on user opinion of the collection. The results are available in the self-study section on the library web page at: http://rcm-

library.rcm.upr.edu/autoestudio. A large majority of the students indicated that they were satisfied or very satisfied with the library web page and only a minority of 2.8% indicated that they were dissatisfied or very dissatisfied. Given the dramatic changes that have taken place in providing electronic services, the library is working on a project to keep the page up to date.

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Online Catalog: A majority of 75.6% of the students indicated that they are satisfied or very satisfied and a minority of 2.8% stated that they are dissatisfied or very dissatisfied. This is one of the core services which, in turn, promote access to other resources. Databases: A majority of 75.1% of the students indicated that they are satisfied or very satisfied and a minority of only 3.3% stated that they are dissatisfied or very dissatisfied with the library’s databases.

6.1.3 What role do classroom professors play in selecting library resources and in the constant development and evaluation of the collection? The number of classroom professors and those who submit their recommendations for purchasing library resources is small compared to the number of professors in the MSC. The following shows the number of professors who recommended that resources be purchased for the library in 2006-2007: School of Health Professions -10 Nursing: 3 Dentistry: 3 Public Health: 3 Pharmacy: 1 The number of books recommended by the different schools is as follows: Nursing-66 School of Health Professions-54

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Public Health-4 Pharmacy-2 Dentistry -16 This is an area of great opportunity for developing projects to promote our services and to collaborate with different Campus sectors. 6.2 Objective –The library will have information resources in a variety of formats, including hard copy, online images, and electronic texts as well as other media. 6.2.1 Do the printed, audiovisual and electronic resources reflect curricular and research needs? The collection was developed by periodically evaluating the existing resources in the library for the different programs. Liaison librarians conduct different activities in the schools to respond to curricular and research needs. Some of their activities include participation on the curriculum committees of the schools, participation in different forums, such as the Academic Senate and the Council on Integration and Educational Planning (CIPE, Spanish acronym) (letters of appointment to committees, temporary positions, creation of committees, positions in the Campus, invitations, and others are available, Appendix 8.3), activities with schools, such as Problem Based Learning (PBL), and others (Syllabuses, Appendix 3.4). Liaison librarians also promote and practice interaction with the faculty and students in workshops on information skills. 6.3 Objective – To provide information resources in the library or from storage places, on the campus as well as in locations outside the campus. 6.3.1 Does the library have sufficient licenses for their electronic resources to accommodate primary users (FTE) either on site or remotely?

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The library has a sufficient number of licenses to accommodate primary users since most of these resources have limited access. Some databases with a limited number of licenses are for one segment of the population. Some of these are MD Consult (5 licenses) for the faculty and students of the School of Medicine, Micromedex (5 licenses) for the faculty and students of the School of Pharmacy, and Web of Science (15 licenses) for two campuses (MSC and Río Piedras). According to statistics, the use of Web of Sciences is more limited. We also have five simultaneous licenses with the Natural Sciences Library for use with the Biological Abstracts index. In order to complete our possibilities for access for special circumstances (workshops and presentations), additional licenses are requested from suppliers and they are provided. 6.3.2 How are the agreements with the Consortium used for purchases and licenses? Consortiums: The library acquires a large part of its databases and electronic resources with unlimited licenses from one source, the University of Puerto Rico, at the consortium price. Subscriptions to printed journals are also purchased through the same intermediary, EBSCO, which benefits everyone in the UPR by receiving lower service charges. The library is part of the National Network of Libraries of Medicine of the United States. It belongs to the southeast region of the consortium of libraries affiliated with the National Network of Libraries of Medicine. As part of this relationship, it participates in the exchange of resources, such as interlibrary loans and document delivery and access services. As part of the extended services, it also has collaborative arrangements with the Veterans Hospital library, with the Natural Sciences Library of the University of Puerto Rico, and with all the libraries in the UPR system. The Conrado F. Asenjo library participates in the Consortium of Southern Biomedical Libraries, composed of 17 medical libraries in the southern part of the United States. The

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library acquires databases with consortium discounts, offers continuing education and demonstrations of products for directors, and completes a survey on library staff salaries every year. The directors meet once a year in the SC/MLA convention and every two years for a two-day retreat. During the meetings, they discuss matters of general interest, common problems and possible solutions, and the acquisition of products at the consortium price, which is more economical than each library buying separately. Ongoing activities include consolidating lists of journal titles, coordinating the publication of current serial titles on the SERHOLD database of the NLM, reciprocal activities involving interlibrary loans, offers of opportunities for continuing education, and an annual survey of salary scales for librarians and other library support staff. Seventeen institutions are members of CONBLS, including six states and the Commonwealth of Puerto Rico. In July 2007, we began to participate in the network of virtual health libraries, a part of BIREME, the Center for Scientific and Technical Information on Health of PAHO/WHO. We share the same platform for bibliographical searches with many Latin American countries, which allows us to learn about what they produce and allows them to learn about what we produce. Development of the Virtual Health Library of Puerto Rico ( began in December 2007, in collaboration with academic libraries and government and nongovernmental organizations. 6.4 Objective – The library will provide quality resources as efficiently as possible, within the limitations of its budget. 6.4.1 If the library is responsible for collecting and maintaining the institution’s archives, how does it respond to these responsibilities? In accordance with its mission and goals and current archivists principles, the documents in the historic archive are classified in series subseries, based on the principle of provenance; that

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is, organized according to the unit that generates the documents. Some series (Accreditations, Annual Reports) have been artificially created to group documents that should be kept together for easy consultation. In these cases, the originating unit (School of Pharmacy, School of Medicine, etc.) becomes the name of a sub-series. This method affords easy access to documents that provide a wealth of information if organized in sequence. Likewise, this organization facilitates institutional research from a general or macro perspective. In 2007, following the remodeling of the facilities, the archives lost half of its original space. As a result, it was necessary to redefine its collection and send all the serial documents of the schools of the Campus to the Iron Mountain Company, keeping only the Administration Board Series (JA), the Academic Senate (SA), Annual Reports (INFO), Accreditation (ACRE), the Council on Integration and Educational Planning (CIPE), and the Office of the Dead of Academic Affairs (DAA) and personal papers (PERS) that contain documents from Enrique Koppisch and Conrado Asenjo. 6.4.2 How do the library’s collection and databases compare with those of other similar institutions? Based on this self-study, we will start to integrate our data into the “Annual Statistics of Medical School Libraries in the United States and Canada.” 6.5 Objective – The collections will be kept up to date and relevant through a pondered disposal process. 6.5.1 Does the library keep the collection up to date and relevant through a pondered disposal process? Due to the problem of physical space in the library and in order to keep the collection up to date, the disposal process is carried out regularly and systematically. In this process, the first

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edition of a title is kept (if not deteriorated) as well as any publication by Puerto Rican authors, particularly if they belong to the Campus faculty. Any paper that has to be discarded because it is in poor physical condition, and that still relevant for its discipline despite of its year of publication, will be reacquired for the collection or efforts will be made to repair it. The following activities are seen in the mini-projects carried out by the employees of the Circulation Department and the Department of Technical Services: • Review of the stacks in Circulation (6th floor), Reserve (3rd floor) and Reference (3rd floor). This also consisted of identifying the labels that need to be changed and, at the same time, identify books that are in need of repair (different levels). • The review began in April 2007 and every week staff from Circulation sent lists to the director of Technical Services. A total of 15 lists were sent. The first list was sent on April 15th, and after the usual interruptions during holidays and vacation time (June/July), the last list was sent on September 19, 2007. • One thousand four hundred sixty-five (1,465) labels that had to be substituted and 1,081 books that needed to be repaired were identified. • Four hundred fifty-two (452) books were repaired. Work was conducted from May to December 2007. Once this semester starts, we will begin to work again and our goal is to complete a good part of the book repairs this semester. The library promotes the disposal process and tries to involve the specialized faculty in the area where the resources are to be discarded. The activities are carried out in coordination with school liaison librarians. Criteria to be considered in the disposal process: • Physical condition of the resource (deterioration, mold)

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• • • • • •

Multiple copies Frequency in circulation over the last five years and topic Donations First edition of a title Titles of historic value Titles of topics that are not published frequently or topics that are covered in one edition and not in another.

These topics are discussed in: Policy for disposal – Included in the policy to develop the collection, the policy to develop and maintain collections (Appendix 1.1) and annual reports (annual purchases, subscriptions, and databases) Summary: The Medical Sciences Campus Library assigns librarians who serve as liaisons to the programs. Through their participation, the library maintains a close relationship with the faculty and stays abreast of curriculum changes, courses revisions, new courses, self-studies for accreditation, and other curricular proposals. Some of the library’s strengths in terms of resources are: • Having school liaison librarians to develop topical areas; they participate in the Academic Senate, CIPE, and other committees. Letters: Appointments to committees, positions, temporary positions, creation of committees, positions in the Campus, invitations, and others (Appendix 8.3). • Being included in consortiums that add a wide range of opportunities for developing collections.

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Having an exceptional interlibrary loaning service (See statistics in the Services Standard).

Receiving donations of books from the National Library of Medicine, which are added to the inventory.

The greatest limitations are budgetary: insufficient funds to acquire more resources. We have found an area of opportunity in Title V federal funds that we have used to acquire resources. We have also identified other funds through the UPR Central Administration, the allocation of budget funds from the technology quota and other entities, such as the Pan American Health Organization (PAHO), with which the library has agreements, as previously mentioned. 7. Standard – Access Introduction: The library makes different, sustained efforts to improve physical, electronic, and intellectual access. It provides rapid and orderly access to resources through the sections including: circulation, reserve, interlibrary loan, reference, serial publications, and electronic and technical services, among others. 7.1 Objective – Timely and organized access will be provided to the library’s resources. The library collections and catalog to access them must be organized, using international bibliographical standards. 7.1.1 What methods are used to provide maximum access, both intellectual and physical, to the library and its resources? The first aspect that facilitates access to the library is its location. It is strategically located across the street from the principal building of the Medical Sciences Campus. The Medical

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Center emergency room is located next to the library. The health care professionals of the hospital (Industrial, Municipal, Oncology, University, and other entities) and the Carolina Regional Hospital also receive library services. The method par excellence for providing electronic access is the library’s web page (http://rcmlibrary.rcm.upr.edu), which provides a description of the services, schedules, access to the catalo, and databases, and other relevant information for our community of users. We have a proxy server to access the complete text of several electronic journals. Remote access to the databases through this tool allows users to obtain up-to-date information, most of which is peer reviewed. Users can access it by using the information in their institutional e-mail accounts. The library’s collections and public catalog are organized in accordance with international standards to provide users with physical and intellectual access to its bibliographical inventory. Other methods used to facilitate access include: service areas are designed to simplify access for the Campus community. The service areas are all labeled, except those that are in the process of transition due to remodeling. Most of the collections are in open stacks. The library conducts an ongoing inventory of the collections to ensure the availability of titles. Staff members are available to answer questions and help users locate and use the resources. The library has also developed brochures, information sheets, and other literature to instruct users how to use the databases and printed collections (See Appendix 5.7, list of brochures and handouts). Users receive orientation in groups or individually. Workshops are also offered to teach users how to access library resources.

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Members of the staff of the technical services section are responsible for cataloging and processing information resources and keeping the online catalog up to date. The director of Special Collections, the director of the Department of Audiovisual Resources, and the librarian in charge of services related to Women’s Health also participate in this process. In addition, the staff of the Serial Publications Section catalogs the journals and adds issues as they arrive. Title V, Cooperative I and II projects, entitled: Enhancement of the Teaching-Learning Process Through Integration of Technology and Information Literacy and Improving Outcomes Through Extensive Assessment, Faculty Development, and Improvement of Library and Telecommunications Infrastructure, (Appendix 7.1,) respectively, contain a component that is of great importance in developing the libraries of the Medical Sciences Campus and the Carolina Campus of the UPR. The primary objectives of the library projects are: • • To strengthen the development of students’ information skills. To increase: The number of professors who information skills in the teaching-learning process. The availability of library services and resources over the Internet. The infrastructure and technology and telecommunications resources.

The most significant activities to be carried out in order to achieve these goals are: the publication of tutorials on the MSC library web pages, acquisition of computers for students, and the implementation of the virtual reference service. The library will also work with the professors virtual reserve section, access to audiovisual materials, electronic journals, and other activities geared to developing a more accessible digital library.

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RefWorks is an online research management program that helps in drafting articles, papers, and theses: Its tutorials are designed to develop students’ information skills and are based on the standards of the Middle States Commission on Higher Education, to wit: • • • • Identification of information needs; Identification and evaluation of possible sources of information; Evaluation of the content of information found; and Production of new information. Undoubtedly, these proposals have boosted the achievement of the Library’s strategic plan goals, by developing new virtual information services and resources to meet the educational, research, and clinical needs of our users. (Cyberbulletin http://rcm-

library.rcm.upr.edu/ciberboletin/titulo_V.html.)

7.1.2 Are the library catalog and other resources available on and off campus? The online catalog is part of the UPR library system. However, our library’s database is separate. This was done so that our database, which is smaller and more manageable, could be used to install and test new versions of the HORIZON system before being installed in the rest of the UPR libraries. Our catalog was the pilot project. The online catalog is available on and off campus. Through this site, students have access to the catalog from any computer. This is a great tool since it informs our students of the vast store of bibliographical material and the status of the resources. For example, users can find out whether a resource is on loan and the return date. It also includes links to the catalogs of libraries in all campuses of the UPR system (see Appendix 6.1, inventory of electronic resources).

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Students who participated in our survey mentioned that they use the resources both in our facilities and through remote resources (57.1%). Twenty-six percent (26%) answered that they go to the library and 12% said they access only virtual resources. The use of the library predominates with 26.7% (58 students); 7 (3%) did not respond. With regard to frequency of computer use, 68.6% of those surveyed said that they use computers two or more times a week, once a week or at least once a month. Almost thirty percent (29.5%) said that they do not use computers. It should be noted that many students use their laptops and take advantage of the wireless connections on all the floors of the library. Remote access is provided to members of the Campus community.14 (Link to the proxy server over http://rcm-library.rcm.upr.edu) 7.2 Objective – Multiple users will be provided simultaneous access to central catalog of library resources clearly indicating all the resources. accessible to users. 7.2.1 How does the library ensure that the catalog is updated and accurate? The supervisor of Technical Services carries out a process of ongoing revision and quality control of the public catalog. She receives notices from other colleagues on possible typographical or other types of errors. The versions of Horizon are periodically changed and, as a result, a series of activities are carried out to update the catalog. It is important to note that there are ongoing projects to revise the index of materials in Spanish and English and to revise the records of the collections in Reference, Reserve, the Puerto Rico Collection and the Audiovisual Department. Access policies must be easily

14

Indicador adapted to situation at the Conrado F. Asenjo Library of the Medical Sciences Campus.

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All the projects carried out in the collections and the online catalog records are coordinated with the director of Technical Services. The Department of Serial Publications also conducts an ongoing review of the catalog in order to keep up to date the changes in the publishing houses and in journal titles (See Annual Reports, Technical Services Report). 7.2.2 Are the collections organized in a user-friendly way? Collections are organized by subject and topic, according to the Classification System of the National Library of Medicine and, in some cases, the Library of Congress for all resources that do not specialize in biomedical sciences. The stacks are labeled and frequently organized. They are nicely presented and, in our experience, this motivates users to keep the area neat. During the cataloging process, different points of access are assigned, including material in English and Spanish. There are posters showing the National Library of Medicine classification system to make it easy to locate books in different places in the library. 7.2.3 Does the library provide sufficient and appropriate computer stations to access electronic resources? Computers are available on all floors for users to access the catalog and other electronic resources. The computers are distributed as follows: • • • 3rd floor – 4 computers 4t th floor - 2 computers 6th floor - 30 (15 + 15) in multi-use rooms and 14 in the computer room.

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The 50 computers are visible and easily accessible.15 In order to provide greater access to electronic resources, wireless connection was added to allow users to access the catalog and databases on their personal computers from any place on campus. Once the remodeling process is completed, we will have computers on all floors and, in some areas, they will be available 24 hours a day. At present, electrical outlets are being identified to promote the use of laptop computers. 7.3 Objective – To provide interlibrary loans in order to access the resources the library does not have. This will be done through loan agreements with consortiums and virtual electronic collections and the delivery of documents. 7.3.1 Does the library provide interlibrary loan and delivery services for resources it does not have in an effective and timely manner? The library provides interlibrary loan services to the entire community, including individuals not affiliated to the MSC or the Medical Center. Interlibrary loans can be requested in the office, on line, by fax, e-mail, mail, and telephone. It is preferable to request loans in the office where users can receive orientation, if necessary. When the office is closed, loans can be requested at the Circulation desk. There is a minimum charge for the loans.16 The excellence of this service is recognized in the charter of recognition for excellent service in interlibrary loans, granted by the National Network of Libraries (Appendix 4.5) 7.3.2 Does the library participate in available consortiums for loan programs? The library belongs to different consortiums:

15 16

This number will increase after remodeling. This topic is discussed in detail in the Facilities Standard. Free or an average of $3.00.

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In the United States: Consortium of Southern Biomedical Libraries - CONBLS, http://www.uab.edu/conbls

In Puerto Rico: UPR libraries PRAABRE (Puerto Rico Alliance for the Advancement of Biomedical Research Excellence)

Veterans Hospital

CONBLS Members Directory- (Appendix 7.2) • Letters on participation in consortiums (Appendix 7.3) • Annual reports (Consortiums are mentioned) Summary: The Conrado F. Asenjo Library provides intellectual and physical access to various resources for its community of users. Efforts are made to facilitate the location of books, journals, audiovisual materials, and other library resources. The central location of the library encourages different healthcare professionals to use it serves frequently. Services, such as interlibrary loans, are offered to provide information that is not available immediately. The staff organizes and labels the sections and wireless Internet connection is available. The library’s web page offers rapid access to the online public catalog, databases, and information on resources available to the Campus community and the general public. This page is updated frequently and includes all the necessary information with regard to the library. Library resources are organized by recognized classification systems (NLM and Library of Congress). This facilitates the organization, location and access to the resources. The following are some of the strengths in relation to the library resources:

The online public catalog available anywhere with Internet access.

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• • •

Its web page. Access to different updated databases and electronic journals. The proxy server that ensures that the Campus community has access to the resources they need for teaching, learning, and research.

The printed inventory of several collections that make the library a leader in the Caribbean.

• •

The interlibrary loan service is very efficient and has received several recognitions. Title V funds

In terms of areas of development, it is worth mentioning that the remodeling of the facilities has resulted in that many of the areas are not labeled. This, and other situations, will be resolved when the process is completed. 8. Standard – Human Resources Introduction: The library staff offers a service of excellence to the academic community and the general public. Librarians contribute to the teaching-learning and research processes in the Campus, serving as resources in academic activities. They provide services of excellence for which they have received several recognitions. They develop innovative services that respond to the offerings and programs of the Medical Sciences Campus. 8.1 Objective – The library will have sufficient staff to meet program needs and to offer the services to users, taking into consideration the size and quality of the staff. 8.1.1 Does the library have sufficient qualified librarians, other professional staff, skilled support staff, and student aides to meet user needs?

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The librarians have graduate studies in library sciences, information sciences, and second master’s degrees in different disciplines. The director has graduate courses in business administration. Assistant staff members have a combination of skills, experience, and academic degrees. Three teaching librarians have two master’s degrees, one librarian has two bachelor’s degrees, and two teaching librarians are completing doctoral studies. One librarian has a certificate in advanced studies. Some members of the non-teaching staff also have master’s degrees or are currently pursuing master’s degrees. The library has a total of twenty-nine staff members (12 teaching and 17 non-teaching). There are three individuals with technical, secretarial, and administrative classifications. We also have three student aides. For more information, see the table on staff, with detailed information on professional librarians, assistant librarians, and other library staff (See the Staff Distribution Table, Appendix 4.4). Three librarians have a IV ranking (Full Professor), three have a III ranking (Associate Professor), three have a II ranking (Assistant Professor) and two have a I ranking (Instructor). Teaching librarians promote the development of new leaders in the library. They design projects in which librarians and assistant librarians participate. They are encouraged to continue graduate studies, which many members of the non-teaching staff are already doing. The library staff stands out for its professionalism and the quality of their work. This is seen in the excellent performance of the activities they conduct in and outside the library. Teaching librarians participate in the Academic Senate and other deliberation forums in the institution. They also participate in standing and ad hoc working committees and working committees in our professional organization, Southern Chapter/ Medical Library

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Association, and in other local and international professional organizations (See Appendix 8.1, Membership list of the Southern Chapter). As mentioned in Mozenter et al. (2000),17 academic librarians are undergoing numerous changes. These can be seen in their functions and expectations vis-à-vis liaison librarians. Each school of the Campus has one. Their functions include coordinating educational activities, participating on curriculum committees, preparing accreditation processes, recommending resources, promoting services, inquiring about information needs, developing projects, integrating information skills into the curriculum, among others. The professional and support staff are constantly trained in light of the changes in new technologies. The teaching staff also participates actively on different committees in our Campus, in Central Administration of the University of Puerto Rico, and in professional organizations in and outside of Puerto Rico.

As proof of this, we can mention the following achievements: 2000-2001: • The director of the Historical Archive coordinated the self-study process for the accreditation of the Campus by the Middle States Association, and accreditation was obtained. • Several members of the teaching staff (library director, reference, technical services, systems administrator) participated in activities during the final phase of the Health Information Gateway to the Caribbean project through workshops and the development of collections and advisory services in Puerto Rico and Haiti.
17

Mozenter, F., Sanders, B.& Welch, J. (2000, septiembre). Restructuring a liaison program in academia library. College and Research Libraries.

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The director of technical services served as an evaluator in the Eighth Meeting of the Atlantea Project (a UPR organization to promote projects in the Caribbean).

Several members of the teaching staff worked on a project to revitalize the library of the Island of Vieques (workshops, development of collections).

The director of technical services offered consultancy services and workshops on the development, organization, and electronic cataloguing of health-related collections to the staff of several universities in Puerto Rico, a hospital, and the staff of the Autonomous University of Santo Domingo.

Part of the assistant and support staff was evaluated and considered for reclassification (2 people) and for merit steps (5 people). Two members of the Section staff presented a paper: Helping to Improve the Quality

of Health Care and Services in the Republic of Haiti: An Outreach Project of the Medical Sciences Campus Library of the University of Puerto Rico, in the Eighth World Congress of Medical Library Science in London. • Two assistant librarians were hired and a regular position was created in this category to address the service needs during evening hours and on weekends. • An assistant librarian was recruited for the Technical Services Section to support cataloguing procedures. • The director of Technical Services served as a member of the thesis committee of a student from the Graduate School of Library and Information Sciences. • Two continuing education courses were offered for librarians under the auspices of the National Network of Libraries of Medicine Southeastern/ Atlantic Region.

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2002-03: • Collaboration projects were developed with Caribbean universities, especially with the Dominican Republic, through the Atlantea Project, under to the Office of the President. • A new course was created: Evidence-Based Medicine: In Search of the Best Evidence. This module was prepared to train the faculty and first- and second-year medical students. Several librarians participated on the committee to include this course in the School of Medicine curriculum. • Librarians collaborated and served as facilitators in the course entitled, “Changing the Culture: Integrating Evidence-Based Practice to Problem-Based Learning,” sponsored by the Campus Faculty Development Program. • The library provided remote access for electronic resources and databases to students and faculty in clinical areas of the San Juan Municipal Hospital and the University Hospital. We are currently negotiating with other hospitals. • The library faculty has stood out for its active participation in planning the international convention of the Association of Caribbean University, Research and Institutional Libraries (ACURIL XXXIII). 2003-04: • One of the reference librarians taught the course “Development of Information Skills,” using Blackboard, the online education program, in the Graduate School of Sciences and Information Technology. • The director of the Reference Department designed and offered workshops on the Cochrane database for resident physicians of the University Hospital and the

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Carolina Regional Hospital. She also designed the online course “The Physician as a Life Long Learner in Medical Informatics,” using the WebCT program, for the Center for Academic Excellence of the School of Medicine. • The director of the Archives Unit continued to provide advisory services to the Museum Committee and the Archives Unit of the School of Health Professions and designed a plan to protect the institutional documents of that unit during its remodeling. • A librarian from the Technical Services Section offered workshops on the design and preparation of World Wide Web pages in the Universidad de la Tercera Edad (University of Senior Citizens) in Santo Domingo, the Dominican Republic, sponsored by the UPR Atlantea Project. • Two librarians (Technical Services and Special Collections) were evaluated and promoted. 2004-05: • Several librarians served as resources by offering workshops and making presentations in conventions and other local and international activities. • • Four librarians were evaluated and promoted. On June 10, 2005, the library received the Leadership in the Use of New Information Technologies to Expand and Facilitate Access to Serials Content Award, granted during the annual meeting of ACURIL in Martinique, for his Prof. Charles Seguí’s work in facilitating access to complete texts in journals through the PubMed LinkOut Service (See Certificate of Recognition, Appendix 8.2)

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2005-06: • • Two librarians (Serial Publications and Reference) were evaluated and promoted. All the librarians participated on different committees and in activities to plan the Annual Assembly of the Southern Chapter/Medical Library Association in San Juan, PR, which we hosted. 2006-07: • • • January 2007-Virtual reference service began. A librarian in charge of electronic resources was evaluated and promoted. The director of Technical Services was included in the Oral History Project of the Oral History Committee of the Southern Chapter/Medical Library Association for her experience as an active member of the professional organization over the years. (Published in the organization’s web page.) • The library, in collaboration with several librarians, created the Cyberbulletin that appears on its web page. • The Virtual Professors’ Reserve was created, in collaboration with librarians and assistant librarians. 2007-2008: • Seven teaching librarians are participating in the communities practice project.

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8.1.2 How do library staff policies and procedures compare to the guidelines of the Institution and sound management practices, particularly in the areas of recruitment, hiring, appointments, contract renewals, promotions, tenure, dismissal, and appeal?

The library’s policies and procedures concerning staff management are established in accordance with the requirements of the University of Puerto Rico and, therefore, are regulated under the General Regulations of the University of Puerto Rico. A personnel committee elected by professional librarians advises the director of the library on matters dealing with hiring, recruitment, promotions, and professional librarians. The Office of Human Resources is responsible for matters related to support personnel. In addition to the regulations of the University of Puerto Rico, the Office of Human Resources is governed by agreements between the University and different unions (Brotherhood of Non-teaching Employees and the Workers Union). When there is a vacant position, the Office of Human Resources sends five candidates to the director of the library to be interviewed. The library’s staff policies and procedures are compatible with the guidelines of the institution and sound management of administrative personnel (General Regulations of the University of Puerto Rico, Appendix 8.4 and the rules and procedures for appointments, tenure, and promotions, Appendix 8.5). 8.1.3 Does the library employ staff that can support and provide information in all available formats, including electronic formats? Their academic background and their participation in continuing education activities keep library staff up to date on information management technologies (Annual reports).

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The staff provides support and information for all available formats. (Table of staff distribution, Appendix 4.4) 8.1.4 What is the relationship of the library staff with the goals and services of the library, the programs of the institution, the degrees, registration, number of faculty and staff and auxiliary programs? The library staff carries out countless activities in order to comply with the mission of the library and of the MSC. For example: • During the 2001-2002 academic year, the faculty of the Reference Section participated in community outreach projects, which helped project the mission and commitment of the library and the MSC with its users and with the general public. The relationship of the library staff with the mission and services: The library staff responds to the mission and services in terms of the number of faculty members and programs. The ratio between the number of employees and the number of members of the Campus community is as follows:

Number of people

20052006-07 2007Avera 06 08 ge FTE Students 3,215 3,015 2,940 2,938 2,849 2,860 2,808 2,946 Library employees* 29 29 29 29 29 29 29 29 Ratio 115 108 106 105 102 102 100 105 FTE Faculty 788 828 842 865 842 879 879 846 Ratio 28 29 30 31 30 31.3 31.3 30 * When a position is vacant, the recruiting process to fill it begins as soon as possible. Ten (10) student aides who work 20 hours a week are not included in these numbers.

2001-02

2002-03

2003-04

2004-05

The ratio of the number of employees has not changed much over the past 7 years. The number of populations has not undergone any drastic changes. This is very positive since it

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makes it possible to plan services while taking into consideration an estimate of our principal users. It also implies that there has not been a drastic decline in the library’s human resources.

8.2 Objective – Librarians must have a graduate degree from an ALA accredited university program. Other members of the professional team must also have appropriate combinations of training, experience, and university degrees. 8.2.1 How does the institution guarantee that the professional library staff has the proper academic degrees and how does it encourage them to participate in the proper professional activities? According to ACRL standards, a degree in library sciences from a library science program approved by the American Library Association (ALA) is the degree recommended for an academic librarian. All the librarians have master’s degrees from ALA accredited graduate schools. The teaching and non-teaching staff also have academic background in different disciplines, such as business administration, humanities, social sciences, natural sciences, communications, information systems, secretarial sciences, education, among others. The academic background of the staff is suitable for providing different services. The diversity of the staff’s preparation is shown on the staff distribution table (Appendix 4.4).

8.3 Objective – The staff will be responsible for participating in professional activities. 8.3.1 Is sufficient budget allocated to ensure the ongoing training of all members of the staff?

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The professional development of the library’s employees is essential and the library has available funds for its employees to attend conferences, professional meetings, and other activities. Some activities are fully covered by the library and others in part. Employees are given time to attend workshops and other activities. At the beginning of each academic year, the University teaching staff receives a grant of $450 that they can use to purchase professional journals and other didactic materials, to pay memberships, or to attend professional activities in or outside the country. In special situations, they also receive funds from Central Administration to participate in activities outside Puerto Rico. 8.3.2 How do the members of the staff acquire sufficient knowledge and skills to be effective teachers? The staff attends different professional development activities to update their knowledge and skills related to their duties and other areas of general interest. The Institution provides financial support, such as time to promote the professional development of the staff. Staff members who are responsible for instruction keep their knowledge and skills up to date in order to be effective teachers. (See the standard on Information Skills).

8.4 Objective – The library promotes training for its staff in safety, emergencies, and the conservation of resources. 8.4.1 How does the library provide staff training on safety, emergencies, and the conservation of resources? The library gives its staff the opportunity to participate in training sessions related to safety and emergency management. A day and evening emergency evacuation plan was

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developed (Appendix 1.8). However, we recognize that the plan must be updated since the facilities have undergone changes due to remodeling. A plan of action was also developed in case of partial shutdown of the library’s air conditioning system (Appendix 1.9). One of the teaching librarians is coordinating a workshop on information searches related to disaster preparedness for the MSC community in collaboration with the School of Medicine. The following is a sample of the different safety and emergency topics by year: ACTIVITY Workshops: Windows; Internet; Eportfolio; Word and Excel. Workshops: Digital image management; Digital video editing Tutorial components and PowerPoint tutorials. Workshop: Prevention of workrelated accidents. Workshop: Laboratory safety, to offer first aid in emergency situations. Lecture: The ethics of transferring knowledge to the workplace and its assessment. Workshop: Orientation on Evacuation. Professional ethics: “An uncomfortable truth” documentary. DATE July 10-14, 2006 Dec. 4, 5 and 6, 2006

February 22, 2007 March 29, 2007

April 17, 2007

April 19, 2007 April 26, 2007

Lecture: Women’s Health: Partnerships, Challenges, and May 7-8, 2007 Opportunities, Workshop: Information Searches May 31, 2007 in PubMed and Medline Plus

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8.5 Objective – Professional librarians will be covered by a written policy that clearly establishes their status, rights, and responsibilities. The policy must be consistent with ACRL Standards for Faculty Status for College and University Librarians (http:// www.ala.org/acrl/guides/facstat01.html). The policies and procedures that govern the functions and responsibilities of the teaching staff of the library are established in the General Regulations of the University of Puerto Rico. Actions related to recruitment, appointments, and evaluations for tenure and promotions of Conrado F. Asenjo Library teaching staff are stipulated in a document entitled: Rules and Procedures for Appointments, Tenure, and Promotion for the Teaching Staff of the library of the Medical Sciences Campus (Appendix 8.5) and the current assessment instrument (Appendix 8.6). The library meets the ACRL standards for teaching staff18 in terms of professional responsibilities and library administration; members of the staff participate in institutional governance, earn tenure, receive promotions and may apply for research funds and enjoy academic freedom. In addition, for the past few years, a new evaluation system is being developed for all the teaching staff of the Medical Sciences Campus, including teaching librarians. Members of the library faculty belong to the committee that is currently working on assessment instruments. Summary: The library staff stands out for its professionalism, commitment to the Institution, their professional development and the quality of their work. The librarians continue to participate actively in different academic, educational, research processes, and services of
18

Association of College and Research Libraries Standards for Faculty Status for College and University Librarianshttp://www.ala.org/ala/acrl/acrlstandards/standardsfaculty.cfm

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the Campus. As a result of the excellent work of its staff, the library has been the recipient of local and international recognition for the quality of the information services it provides. Some of the strengths related to this standard include:

All librarians show leadership in their profession and in different institutional roles where they have developed different areas of expertise within medical library science and the functions they perform in the library.

The librarians are outstanding in creating and offering workshops on information searches and using the Internet and other electronic systems, according to the needs of the users. Other librarians stand out for the evaluation, development, and management of the collections and electronic bibliographical systems.

The “Journal Club,” where the librarians discuss and learn about new trends in the profession, has existed for several years.

Some of the areas identified as needing attention are:

A librarian manages the library and receives a bonus because the position of director does not exist as such. Likewise, the current administrator holds a secretarial position because the position of administrator does not exist as such. It would be convenient to create the positions of director and administrator.

There are two basic pay scales for the teaching staff of the MSC; one exclusively for the Medical Sciences Campus and another for the University system. The teaching staff of the library is paid according to the latter.

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9. Standard – Physical facilities The library’s facilities and equipment are currently being remodeled in order to be more suitable and functional. 9.1 Objective- The library’s facilities must be well planned and must provide safe spaces, and environmental conditions appropriate for offering its services, as well as appropriate staff, resources, and collections to foster study and research. 9.1.1 Does the library provide sufficient, well-planned and safe space to meet the perceived needs of students and staff? The remodeling of the library included the reorganization of both personal staff space and space for providing user services. New technologies and computer rooms were incorporated. As part of the remodeling process, many meetings were held with all the staff and users and with the architect and his staff, so that they could identify current and foreseeable needs. They were then presented with different models that were discussed and analyzed. The facilities have a complete inventory of furniture, study space, and equipment for students. The building has security and fire alarms. The library is also supervised by the Campus Security Office. They provide continual surveillance inside and outside the facilities. The MSC strategic plan (Appendix 1.15), like the library’s (Appendix 1.11), includes keeping the physical facilities in proper condition. While the self-study was being conducted, the facilities were being remodeled. This information is contained in the minutes of different meetings with the architect (Appendix 9.1)

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9.1.2 What do the students think of the study space, including whether there is sufficient space and different types of accommodations? The students indicated the following: Study Area: Surveys show, 58.5% of the students are very satisfied or satisfied with the study areas; 20.3% said they were very dissatisfied or dissatisfied with these areas and 17.2% said they were neutral. Comfort of the facilities, in general As with the study area, 58.5% said they were very satisfied or satisfied with the facilities; 17.5% said they were very dissatisfied or dissatisfied and 19.8% said they were neutral. Working and study environment of the library

Of the students surveyed, 69.6% of the students said they were very satisfied or satisfied with the work and study environment; 16.1 said they were neutral and 10.6% said they were very dissatisfied or dissatisfied with the working environment. Lighting A majority of 74.7 % said they were very satisfied or satisfied with the lighting and 8.3% said they were very dissatisfied or dissatisfied with the lighting. Temperature A large majority of 64.5% said they were satisfied or very satisfied with the temperature in the library. However, 11% said they were dissatisfied or very dissatisfied with the temperature, while 18.9% said they were neutral.

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With regard to library hours, it was also found that students are generally satisfied with the services (79.9% y 56.7%). In terms of the hours during final exams, only 36.8% indicated that they were satisfied. In terms signage, 64% of the students said they were satisfied. The degree of student satisfaction with the study areas and the environment is remarkable when we take into consideration that we are currently remodeling the different floors of the library where the environment and study space have been affected (Survey reports, Appendices 2.3-2.5). As we saw in the questions on the environment and study areas, most of the students were satisfied or very satisfied with these aspects (69.9%, 74.7%, 64.5%, 58.5%). After all the remodeling is completed, the library will have 320 seats for the public (Plans, Appendix 9.3). Computerized systems, such as the online catalog, are accessible online 24/7. The equipment in the physical library is available during the regular hours, which contributes to the availability of different types of accommodations. (See the library’s web page, http://rcm-library.rcm.upr.edu) 9.1.3 Does the staff have sufficient working space? Does the layout promote efficient operations to address present and future needs? The administration strives to cover any request related to problems with the facilities and requests for equipment, within the limitations of its budget, in addition to taking appropriate steps to maintain the equipment. The workstations have sufficient space and are laid out to promote efficient operations that respond to present and future needs. The work areas of the employees are comfortable for performing their tasks. As part of the remodeling process, new ergonomic furniture was acquired for the different workstations. Computers are updated regularly and new computers were acquired in 2006.

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9.1.4 Is there sufficient space for the current library collections and the future growth of printed resources? The library has an area of 48,440 linear feet, which will be increased by the end of the remodeling process. When the remodeling was planned, it included the growth of the collection over ten years. The collection assessment and disposal program is continuous (See Appendix 1.1). More electronic resources are being acquired and new shelves were purchased for the collection. 9.1.4 Does the library meet the requirements of the Americans with Disabilities Act? (ADA Accessibility Guidelines-8 http://www.access-board.gov/adaag/html/adaag.htm) The ADA is part of the University’s regulations and, therefore, it is a part of the provisions that must be complied with in the library’s physical facilities and its current and future equipment (Equipment Inventory, Appendix 9.2). 9.1.5 Are the facilities provided for participants of online education programs in line with the ACRL Guidelines for Distance Learning and Library Services

http://www.ala.org/acrl/guides/distancelrng.html? The library complies with the ACRL guidelines for online education services, although there is room for improvement by establishing written policies. The library has developed tutorials in “slides shows”, blogs and a variety of social markers that are discussed in the service standard. Both the faculty and students have access to all of the library’s resources and services. Access was improved with the proxy server. We have a virtual reference service and we will also soon have a virtual professors’ reference. In addition, equipment can be used from different geographical locations in the different units of the UPR system. 9.2 Objective - The library equipment will be appropriate and operational.

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9.2.1 Are the mechanical systems of the library designed and maintained or order to comply with the recommended levels in temperature and humidity? Controlling temperature and humidity in Puerto Rico is a great challenge. Climate conditions change quite frequently and create unstable temperatures. This affects the humidity. In order to counteract this situation, we have placed dehumidifiers in strategic places and have contracted the services of a cleaning and spraying company. As part of the remodeling process, the library installed a new air conditioning system that includes humidity control. The library is safe and suitable for studying and research, with environmental conditions that are appropriate for its services, staff, resources, and collections (Spraying and cleaning reports, Appendix 10.4) 9.2.2 Over the past few years, how often has the library been closed due to lack of air conditioning? For how long? The library has not had to close due to lack of air conditioning in the past five years. The collective bargaining agreement of the Brotherhood of Non-teaching Employees stipulates that after three hours without air conditioning or electricity, employees can leave work. The library has a contingency plan in case there is a partial shutdown of air conditioning, to guarantee employees a proper environment for carrying out their work. The library is safe and suitable for studying and research, with environmental conditions that are appropriate for its services, staff, its resources and collections (Plan of action in case of a partial shutdown of the air conditioning in the library, Appendix 1.9) 9.2.3 Does the library provide ergonomic work space for users and staff?

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When the facilities were designed, ergonomic aspects of the furniture were taken into consideration. All the chairs are ergonomic (Inventory of equipment, Appendix 9.2) 9.2.4 Are there sufficient electrical cables and networks to meet the needs of electronic access? There has been an increase in the number of laptop computers used over the past few years. The MSC library understands and encourages the use of laptops and, therefore, has improved (expanded) access for the benefit of the students. (Survey reports, Appendices 2.3, 2.4, 2.5). We also have wireless access to the Internet and sufficient network cables (Equipment inventory, Appendix 9.2). 9.2.5 Does signage in the library facilitate use and provide proper directions? The stacks are labeled. For books, the classification numbers of the resources on the shelves are indicated; in the case of journals, the titles are indicated. The departments are identified. Users have indicated that they are satisfied with the way all resources are labeled in the library. (Survey reports, Appendices 2.3, 2.4, 2.5). Summary: The library is currently remodeling its facilities. Service development and improvement has been taken into consideration in the planning and designing of all phases of the process. Strengths: o o o o o Ample and safe remodeled facilities Minimal total closures due to lack of air conditioning Spaces for growth Installation of new technologies Establishment of new services

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o o

Remodeled work areas Areas of development. The plans were changed due to budgetary limitations; the library had planned on acquiring more modern technological equipment.

o

In the beginning, the whole building was to be remodeled. Currently, this is guaranteed for only the third floor (in addition to the 6th and 2nd floors that have already been remodeled). However, there is an institutional commitment to remodel the whole library.

10. Standard – Communication and cooperation Introduction: The library has effective communications systems and internal cooperation (at all levels) as well as external cooperation with other units of the Institution. The director of the library is constantly in contact with the library staff, as well as with the senior management of the Campus. The director of the library encourages the participation of the staff in the department’s decision-making process through periodic meetings, written communications, telephone calls, monthly, semi-annual and annual reports, e-mails, memoranda, bulletins, and faxes. In this way, the staff is informed of the decisions that affect them.

10.1 Objective – The operation of the library is guaranteed through communication. 10.1.1 Is communication within the library sufficient to allow for the flow of administrative and management information? The library has several ways to facilitate communication at all levels and in all directions. Each department conducts staff meetings. The director of the library convenes meetings with

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department supervisors and with the complete staff. She uses printed matter, such as letters, memos and others (Appendix 10.1), electronic means (e-mail: htps://email.rcm.upr.edu and the library web page: http://rcm-library.rcm.upr.edu/), and other materials such as bulletin boards and faxes. The library has also developed blogs to promote interactive communication. It participates in the Campus communication system and can access all the documents included through the Campus intranet: http://intranet.rcm.upr.edu/ and through the Campus web page: http://www.rcm.upr.edu Employees learn about all the Campus events through the publication “RCM News,” that is sent directly to their e-mail addresses. The Campus also has closed circuit screens, distributed in different hallways. 10.2 Objective – Communication will flow from all levels of the library: from the director / dean to the librarians and from the librarians to the director / dean. 10.2.1 Are the members of the staff encouraged to suggest new ideas or procedures to improve operations and working conditions in the library? Does the library have a procedure to facilitate this? The director of the library is constantly in contact with library staff and the senior management of the Campus. This promotes the flow of new ideas to advance and facilitate library efforts. To this end, the director delegates functions among supervisors so that, in turn, they can motivate employees to express their points of view. She also encourages staff participation in department decisions. The director and the supervisors are available to meet formally and informally, individually or as a group with the members of the staff. During these meetings, different matters of interest

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for library management and employees are discussed. Some of the topics involve new procedures to improve operations and working conditions or any other matter they wish to discuss. Another practice that has been institutionalized is obtaining recommendations in regular meetings held at least once or twice per semester. Meetings with all staff members are held periodically to inform them of department priorities, decisions made regarding the services, and duties of each individual in his/her respective work area. During these meetings, the staff has the opportunity to express their concerns and suggestions.

Different complaints from the staff concerning lighting, temperature, and needed materials are also discussed and sent to the departments. The following are some of the responses from the employee survey.
Do you believe the structure is open to organizational changes?

Frecuency Valid 0 Si No 3 Total 4 14 13 1 32

Percent 12.5 43.8 40.6 3.1 100.0

Valid Percent 12.5 43.8 40.6 3.1 100.0

Cumulative Percent 12.5 56.3 96.9 100.0

This question refers to organizational changes: 43.8% of the employees believe that the structure is open to change and 40.6% (almost a tie), believe that, as far as organizational changes are concerned, the structure is still rigid. This perception coincides with studies that have been conducted at the university and that describe it as a bureaucratic organization with a structure that is resistant to change. (Ostolaza, 2001).

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Is communication among thein your work are effective? Is communication among staff staff in your area effective?
Cumulative Percent 93.8 96.9 100.0

Valid

Si No 3 Total

Frecuency 30 1 1 32

Percent 93.8 3.1 3.1 100.0

Valid Percent 93.8 3.1 3.1 100.0

With regard to communication between the staff and their work areas, almost all members of the staff (93%) believe that there is communication between work areas. This is very positive and ensures the efficiency of library operations. This is the highest ranked response in this section of questions.
Is communication between library management and staff effective?

Frecuency Valid 0 Si No 3 Total 1 21 9 1 32

Percent 3.1 65.6 28.1 3.1 100.0

Valid Percent 3.1 65.6 28.1 3.1 100.0

Cumulative Percent 3.1 68.8 96.9 100.0

With regard to communication between management and the library staff, more than half the staff (66%) believe that communication is good, 28.1% pointed out that communication is not effective. Sixty-six percent is a rather high rating. However, this shows 28% of areas needing attention which must be examined and triangulated with other information. It would be interesting to know whether there are gaps in the way the information flows in printed and electronic versions or between groups of daytime and evening employees.

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Is cooperative work promoted?

Is cooperative work encouraged?
Cumulative Percent 6.3 71.9 96.9 100.0

Frecuency Valid 0 Si No 3 Total 2 21 8 1 32

Percent 6.3 65.6 25.0 3.1 100.0

Valid Percent 6.3 65.6 25.0 3.1 100.0

More than half the staff (66%) believe that cooperative work is encouraged, which is essential for the operation of the library. This is an essential element for the flow of information and, as a result, in order to provide good service, efforts must be made to make collaborative work viable. Is the staff encouraged to submit suggestions to improve operations and working conditions?
Cumulative Percent 3.1 65.6 96.9 100.0

Frecuency Valid 0 Si No 3 Total 1 20 10 1 32

Percent 3.1 62.5 31.3 3.1 100.0

Valid Percent 3.1 62.5 31.3 3.1 100.0

According to the responses, 63% of the staff believes their suggestions are taken into consideration and only 31% believe they are not.

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Are professors involved in the decision-making process? Valid 0 Yes No Total Frequency Percent 12.5 68.6 18.8 100.0 Valid Percent 12.5 68.8 18.8 100.0 Cumulative Percent 12.5 81.3 100.0

22 6 32

As for whether professors are involved in the decision-making process, more than half (68.8%) of the professors surveyed believe that they are involved and 18% believe that they are not. Therefore, we must examine this area and triangulate with other sources. More than half (53.1%) of the staff surveyed believe that students are not involved in the decisions made on library operations. This response is detailed below: Are students involved in the decision-making process? Valid 0 Yes No Total Frequency 4 11 17 32 Percent 12.5 34.4 53.1 100.0 Valid Percent 12.5 34.4 53.1 100.0 Cumulative Percent 12.5 46.9 100.0

This number represents almost half of those surveyed and, therefore, thought must be given to developing more strategies to include the student community in decisions. During focus groups, some of the recommendations included the following: discussing and developing with the staff or head of the library sections an effective communication plan on the library’s services and resources since many of these are not known, including the universal loan system for professors of the UPR system. (The study reveals that there are discrepancies with regard to how services are marketed; some think that e-mail is the most effective, while others prefer

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handouts. It might be best to use a combination of different means). In order to continue efforts to strengthen communications, documents will continue to be sent in different formats. Members of the staff suggested new ideas or procedures to improve operations and the working conditions in the library. (See: Annual reports, Proposals for new projects and the manuals of procedures, since they incorporate the ideas and recommendations, Appendices 1.1-1.6).

10.3 Objective – The library will have an effective mechanism of communication within the campus. 10.3.1 Does the library have an effective mechanism to share information with the campus? Communication with the rest of the campus units is vital for the library’s processes. Different means are used to share information, such as those mentioned above. The library employees have developed social and professional links with the staff of the other MSC offices and units. They participate in educational, cultural, sporting, and professional activities and serve on committees and other forms of organization with the members of the Campus community. The participation of librarians in meetings of the faculty, the Academic Senate (the director of the library is an ex-officio member), and institutional committees make communication and interaction viable with the senior management of the campus, faculty, student representatives, and other academic departments. The integration of professors on different committees and in activities promotes communication with the campus schools and the university community. These links facilitate communication. In addition, the library has integrated several educational activities; for

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example, the integration seminars of the School of Medicine and in a course on human development and human behavior management. 10.4 Objective – The library staff will work in collaboration and cooperation with other Campus departments. 10.4.1 Has the library established cooperative working relations with other Campus departments? The library has developed several types of cooperative work with other Campus departments:

Each school is represented by a liaison librarian. They, in turn, have participated in projects and committees. As mentioned before, the Center for Women and Health (Center for Excellence in Women’s Health: http://whcpr.rcm.upr.edu) also has a librarian who is in charge of developing information services related to women’s health.

The non-teaching staff also participates in other activities such as those related to the Medical Emergency Response Committee and the committee on Evacuation, Rescue, and Emergency Operations Equipment of the Medical Sciences Campus (EODRE, Spanish acronym).

The library staff collaborates with the departments of the school in achieving institutional goals. For example, they are making efforts to implement Information Skills. To do this, librarians are working closely with faculty to produce competent graduates who are capable of independent and life-long learning.

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These efforts can be seen in the number of letters that the teaching, non-teaching staff, supervisors, and the Campus community receive on the different institutional processes in which librarians participate (Appendix 8.3).

10.5 Objective – A special relationship will be encouraged between the library and the technologies staff to provide access to electronic information resources. 10.5.1 If the library and information technologies are managed separately, does the organizational structure provide opportunities for productive communication and collaborations between them? The library and the Information Systems Office (OSI, Spanish acronym) of the Campus are managed separately. Due to the integration of computer technology into the services, the library maintains close working and communications relationships with the Information Systems Office at the campus level as well as at the central level. This maximizes the use of available resources. The library also stays in contact with the Information Systems Office of Central Administration, especially with the division in charge of computerizing the resources of the library, from which it receives advice, guidelines, and instructions concerning the online catalog, computerized cataloguing modules, acquisitions, and circulation. The Central OSI offers training on updates and new programs or modules integrated into the computerized system of the libraries. It also coordinates presentations on new electronic resources by suppliers, and training on the use of databases. The organizational structure provides opportunities for productive communication and collaboration among technology staff.

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10.6 Objective – The audiovisual and technological resources of the library will be integrated. 10.6.1 If one administrator is responsible for the library and information technologies, how well are both functions integrated? The library has one information systems administrator, who is a specialist in communication and telecommunication equipment. He is responsible for everything related to systems and telecommunications. He is also the administrator of the library’s local computer network. This involves giving maintenance to the library servers, personal computers, and students’ computers. He is in charge of updating technical aspects of bibliographical databases, software of the different sections of the library, and the web page. He provides maintenance and technical support to the library network after regular hours. He coordinates everything related to library systems and products with the staff of Central Administration. He also works in coordination with the Campus Information Systems Office. Over the last two years, he has performed outstanding work in installing the proxy server, which facilitates remote access to the databases; relocating equipment due to remodeling; supporting the implementation of the Virtual Reference System and participating in the development of the Virtual Health Library (BVS, Spanish acronym), which will be under the BIREME, headquartered in São Paulo, Brazil (Annual Report, report on achievements and projects, 2005-2006, 2006-2007). The number and the complexity of the electronic resources and services that the library offers increase on a daily basis. This work is very valuable given how important it is for the services the library offers. Therefore, information systems must operate under optimal conditions.

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Our efforts to maximize the channels of communication and to integrate the Library 2.0 model include Web 2.0 tools, many of which are available on the library web page. Library 2.0 is an operations model that allows the libraries to respond rapidly to the needs of the communities they serve. This does not mean that we are abandoning our current users or our mission. It is a philosophy of rapid change, of flexible organization structures, of new Web 2.0 tools, and of user participation, that will place the library in a much stronger position to effectively meet the needs of a larger community of users. This redefinition suggests that the user be included in the design and execution of library services, prompting active participation. The objective would be its constant updating and review to adapt to the needs of each moment. Library 2.0 would simply make the space in your library (whether physical or virtual) more interactive, more collaborative, and guided by the needs of the community (Universia, 2008).

10.7 Objective – The capacity of the technology infrastructure will serve as support in providing information. 10.7.1 Can the library get technical support from the experts who work for the institution and who provide electronic resources on site and online? The library has the support of staff from the MSC Information Systems Office. They collaborate in identifying and solving problems related to technological infrastructure. The offices of Central Administration also provide support for everything related to Horizon (computerized system) and for databases. 10.8 Objective – The library will collaborate to maintain a flow of information between local and remote resources.

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10.8.1 Is the capacity of the campus network sufficient to provide timely responses for remote and local information resources? The Medical Sciences Campus network has the capacity to offer its users rapid access to UPR services twenty-four hours a day, either by cable or wireless connections. A survey in which students participated showed that a majority (64%) was satisfied or very satisfied with the wireless service. Only 5.5% said they were dissatisfied or very dissatisfied. This is a very important service due to the proliferation of electronic and Internet resources. In a survey of professors, 50% stated that they were satisfied and 36.4% of the users remained neutral. It can be inferred that only half of the people surveyed are satisfied with the wireless access because they are really the ones who use the service. No percentage of responses indicated dissatisfaction. Summary: Communications generated within the library between staff members, departments and all levels of the organizational structure and communication from the library to other offices and areas of the Campus are a very important element in the overall operation of the library. Some of the strengths related to this topic are listed below:

The library has links with each of the schools and librarians participate in different activities in the courses (Medicine, Dentistry, Nursing), curricular processes, development of collections and others.

An effective communications process makes it possible to integrate all the services to meet the needs of information users. The attitude of the administration and the

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rest of the staff promotes the ongoing development of different channels of communication at all levels.

There are good channels of communication with academic departments, offices, staff, the MSC administration and the university in general.

An area in need of attention is a more active promotion the library’s services and resources. To this end, workshops and other efforts are being planned, including changes to the library web page and the integration of Web 2.0 into the services.

References: Ostolaza, M. (2001). Informe del estudio ordenado por la R. del S. 44 (Report on the Study ordered by the S.R. 44), La transformación de la educación superior en Puerto Rico. Senado de Puerto Rico, Comisión de Educación, Ciencia y Cultura. (Transformation of higher education in Puerto Rico. Puerto Rico Senate, Commission on Education, Science and Culture). UNIVERSIA (2008) Reinventando el concepto de Biblioteca (Reinventing the concept of Library). Retrieved from: http://biblio.universia.es/seccionEspecial.jsp?idEspecial=108&idSeccion=5652&title=REI NVENTANDO-CONCEPTO-BIBLIOTECA

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11. Standard-Administration The library must be managed in way that promotes the most effective use of existing resources. The responsibilities and authority of the director/dean must be well defined and in writing. The library must be managed in accordance with ALA principles (“Library Bill of Rights”). 11.1 Objective- The library will be managed in a way that fosters the most effective use of its bibliographical resources. 11.1.1 How does the library administration foster the effective use of its bibliographical resources? Library administration is the responsibility of the director, who has a master’s degree in Library and Information Sciences, accredited by the ALA. The person who holds this trust service position is appointed by the Chancellor (General Regulations of the University of Puerto Rico 2002), Article 30, Section 30.1.8 – Appointments to trust service positions) and reported to the Dean of Academic Affairs until 2005. Today, she reports to the Assistant Dean of Academic Affairs. The administrative offices have one administrative secretary, an administrator, a librarian in charge of the assessment process and two part-time student aides. This office deals with personnel matters related and supports all the activities carried out to meet the information needs of the academic community. The level of funds allocated guarantees access to quality information and users are trained in the retrieval and critical use of the information. The services are extended to health care professionals and the general public.

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The purpose of the services we offer is to meet our mission by achieving the goals in the library’s Strategic Plan. The work plans presented by the sections for each fiscal year also describe activities that result in better services and more effective use of the resources. The Strategic Plan is in line with the Strategic Plan of the Medical Sciences Campus, which is also in line with the Ten for the Decade, the Strategic Plan of the University of Puerto Rico. The library director and the administrative office staff support all library staff activities that promote the effective use of the resources in a variety of ways. The offices work with the allocation of funds and the process for acquiring office materials, equipment, and bibliographical resources and with continuing education for the library staff and other administrative matters. The following is a description of the activities designed to provide the most effective use of the resources. 1. The development of the collection is based on the needs of the academic programs of the Schools. The acquisition of resources is based on the recommendations of the faculty, students, and librarians. Liaison librarians with the different schools, gather input through their participation in curriculum committees and the workshops they offer, where they are able to share with students and faculty, among others. 2. Checking bibliographical resources for new or revised programs and for program accreditation. The director of the library and a librarian elected by library faculty participate in the Academic Senate. The members of the Senate discuss information needs in general terms and the needs of the newly created academic programs or the revision of existing programs. The Senate analyzes the necessary resources in its Committee on Academic Affairs, in which the director of the library participates. Staff members from the Technical Services and Serial Publications sections

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collaborate in checking the bibliographical resources presented in proposed syllabuses. The necessary funds are earmarked in the budget for these proposed syllabuses. The process is similar to the one for accrediting some 46 programs. At times, the library processes the acquisition of resources that are requested or recommended for purchase and the schools pay for them. 3. The library’s web page is http://library-rcm.upr.edu: Remote access to the online catalog and the different electronic databases through the proxy server gives users access to resources 24/7. 4. The labeling on the stacks identifying the materials they contain facilitates rapid access to the resources. 5. Direct support from the staff to locate resources facilitates access to the resources. 6. Workshops to develop information skills. This is an informal program that prepares workshops, at the request of professors from the different schools, to train them and their students in managing different databases (See: Workshop presentations, Appendix 5.2). These workshops provide better use of printed and electronic resources. The reference section offers the most workshops, but on occasion, it collaborates with the staff from other sections, such as Serial Publications. We also have a virtual reference service to guide students who use remote access: http://rcm-library.rcm.upr.edu/rv/index.html 7. The professors’ reserve and the permanent reserve collections allow these resources to be available at all times since they are to be used in the library. Nevertheless, the library is working on a virtual professors’ reference section so that students can have access 24 hours a day, 7 days a week.

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8. Through their activities in the schools, liaison librarians also receive input for the collection of resources that are needed to support the programs. Some of these librarians participate on curriculum committees and others serve as facilitators in seminars; PBL; seminars on integration of the School of Medicine and the School of Dentistry. 9. Participation in federal proposals (Title V – United States Department of Education) has allowed us to acquire equipment for students, train library staff, hire personnel to establish a virtual reference service and start to develop the virtual professors’ reserve. 10. The brochures that are prepared in each section describe the collections, services, databases, and how to use them (Appendix 4.1). They are also documents that help promote the effective use of the resources. 11.2 Objective- The director of the library/dean will report to the president or the chief executive academic officer of the institution. 11.2.1 To whom does the director of the library/dean report? Is this appropriate? Until recently, the director of the library reported to the Dean of Academic Affairs, who has a direct relationship with the Chancellor in the chain of command. In 2005, the position of Assistant Dean of Academic Affairs was created. The Assistant Dean is in charge of the Office for the Integration of Technology and Access to Information. The library and other units of the Office of the Dean of Academic Affairs were then placed under the supervision of the Assistant Dean. It is appropriate for the library to be under the abovementioned office insofar as library matters are concerned. The Assistant Dean deals with the main needs of the library by drafting proposals, which have been approved. (Organizational chart of the

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library, Appendix 11, and Organizational chart of the Office of the Assistant Dean of Academic Affairs, Appendix 11.2 and Organizational chart of the Office of the Dean of Academic Affairs, Appendix 11.3 and Organizational chart of the Medical Sciences Campus, Appendix 11.4). 11.3 Objective – Will the library have a standing advisory committee? 11.3.1 Does the library have a standing advisory committee? Are professors and students adequately represented on that committee? How effective is the committee? The library does not have a standing advisory committee. Nevertheless, faculty and students make recommendations for the acquisition of resources directly in the library or through the liaison librarians. The director is a member ex-officio of the Senate Academic Affairs committee. This committee evaluates the proposals for new programs and the revision of existing programs. All these proposals have a bibliographical section that is checked against the library inventory. Recommendations are made for the purchase of books and for books to be placed in the professors’ reserve section. The committee requests a list of printed and electronic resources for all programs with scheduled accreditation visits to see whether the collections are relevant for their programs and to update them by making recommendations to acquire resources. 11.4 Objective- The responsibilities and authority of the director/dean will be established in writing. 11.4.1 Is there a document that establishes the responsibilities and authority of the director/dean? The duties and attributes of the director are described in the General Regulations of the University of Puerto Rico (2002), as amended in 2006, Article 25, Section 25.3.3, Duties and

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Attributes of the Director. The director is the principal executive and administrative official of the library and she is the official representative of the department to the faculty and other university authorities. She presides over library meetings and is responsible for implementing the agreements made and submitting them to the corresponding authority, if necessary. She is a member ex-officio of the standing committees, except for the Personnel Committee. The director is a member of this committee, but the chairperson is elected from among the members of the staff (Rules and Procedures on Appointments, Tenure, and Promotion of Teaching Staff of the Library of the Medical Sciences Campus (Appendix 8.5)). 11.4.2 What is the legal basis or institutional regulations on which the library activities are based? The library’s activities are based on its mission: “We are a public academic library specialized in health sciences dedicated to meeting the information needs of the academic community of the Medical Sciences Campus, the healthcare professionals and the general public. We actively participate in the teaching, learning, and investigation processes, providing health services and promoting patient health by providing access to sources of quality information and train users on how to retrieve and make critical use of the information.” The Strategic Plan of the Library (Appendix 1.11) and the Strategic Plan of the Medical Sciences Campus, Goal 6.2 (Appendix 1.15) describe the activities that guide us in order to fulfill our the mission. Article 63, Section 63.3 of the General Regulations of the University of Puerto Rico (Library Teaching Staff) also describes the activities carried out by the library staff to maintain a quality library that serves as the pivotal point for teaching, research, and creative activities in the academic community.

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11.5 Objective – If online education services are provided, they will be administered as suggested in the ACRL Guidelines for Distance Learning Library Services. The library does not offer distance learning at this time, but it is working on preparing an online course. This course will focus on developing information skills and will be offered in all the schools as a free elective. Plans are to offer the course in August 2008.

11.6 Objective – The library will be administered within the parameters of the ALA “Library Bill of Rights.” 11.6.1 Does the library function within the parameters of the ALA “Library Bill of Rights?” The library is governed by the parameters of the ALA “Library Bill of Rights.” The library provides services and access to information on an equal opportunity basis to all users. It offers the same quality of service and does not discriminate based on reasons of race, religion, political affiliation, or social condition. (Policy of Universal Circulation of the Libraries of the University System, Appendix 11.5). Resources are acquired to support the academic programs of the Medical Sciences Campus, without any type of censorship. Library Regulations (currently under revision). 11.6.2 How effective are the policies and procedures that determine the internal administration of the library and its operations? The policies and procedures that determine the internal administration of the library are based on rules or manuals of procedure prepared by library supervisors and staff of each section (Manuals of procedure of the sections, Appendix 1.1 and 1.6). These guides on how

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to carry out the different tasks are revised periodically in light of the changes in technology, software updates, and institutional regulations. The qualitative and quantitative analysis of the unit presented in the annual reports reflects the effectiveness of the processes carried out each year. There are other processes related to recruitment and personnel reclassification, acquisition of equipment, and billing processes that are governed by the General Regulations of the University of Puerto Rico and other manuals prepared at the Central level. Summary: The Chancellor appoints the library director, who reports to the Assistant Dean of Academic Affairs. The functions of the director of the library are described in the General Regulations of the University. The library does not have a standing advisory committee. Nevertheless, other mechanisms, described in detail in this standard, are used to receive input from the academic community to meet its information needs. The activities of the administrative office and the sections are designed to promote the effective use of information resources. This is demonstrated in the annual reports. The development curriculum-based printed and electronic resources, the presentations on resources and services, the documents that describe general information on the library and its services, and the training sessions that are offered continually, also promote the effective use of the library’s resources. Some of the strengths associated with this section include:

All the activities and services are offered within the parameters of the “Library Bill of Rights.”

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The Strategic Plan of the library or the work plans (Appendix 1.11 and 1-10) are a guide of activities that lead to fulfilling our mission.

Areas of development include:

The need to receive the necessary budget funds and the need to revise the budget every year to adjust it to prices increases of the resources.

To establish a link between planning and budgeting.

12. Standard - Budget The director of the library must prepare, justify and effectively and efficiently managing the budget. 12.1 Objective – The director of the library must prepare, justify, and manage a library budget that is in line with the library’s objectives.

12.1.1 Does the library director/dean prepare, justify, and manage the library budget in keeping with the objectives? Budget funds for the library are allocated by the Budget Office, which prepares and submits the budget to the administrative board of the unit for approval. The library budget is managed by the director of the library, in keeping with the goals and objectives set forth in the strategic plan and in the work plans for the sections. (See General Regulations for the Acquisition of Equipment, Materials, and Non-staff Services. Certification 22, 1995-96, pp 10-11, Appendix 12.1) 12.2 Objective – The budget must meet the reasonable expectations of users, in line with other needs of the institution.

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12.2.1 Are the annual expenditures authorized for the library sufficient to cover its recurring and normal needs? Most of our recurring annual expenditures, which are those that support collections, surpass the allocated budget. At the close of the fiscal year, the Budget Office of our unit balances the deficit (See the list of expenses in bibliographical resources, Appendix 12.2, the Comparative Budget Table, Annual Report (Appendix 12.3), and the Expenditures Report (Appendix 12.4). 12.2.2 Is the institution’s curriculum taken into consideration when generating the library’s budget? The library administration identifies the basic resources for each of the disciplines taught in our institution. Several guidelines are used to tell identify these resources: core collection and the Brandon Hill lists. The programs that receive accreditation visits are given priority and emphasis. At times, special, non-recurring special items are allocated to certain programs. The databases are equitable and meet the needs of all the programs. Decisions on the acquisition of resources are based on the guidelines of the policy and procedures for the development and maintenance of library collections (Appendix 1.1) as shown in the Comparative Budget Table, Annual Report (Appendix 12.3).

12.2.3 Does the budget provide the proper support for extended Campus programs? Electronic resources are available on the library web page (http://rcmlibrary.rcm.upr.edu) and all participants in all programs can access them by using the proxy server. In some cases, the program contributes to purchasing its resources. Every year, a list

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of databases is included in the reports. In addition, they are collected in several documents as the inventory of electronic resources (Appendix 6.1).

12.2.4 How are the institution’s methods for teaching information skills considered when the budget is drawn up? The information skills of the institutions are supported as a library activity, but not as a specific budget item. This is done through the Reference Section Inventory of electronic resources (Appendix 6.1). Every year, consideration is given to technology needs, equipment, training, and the purchase of the necessary resources to offer workshops and other educational activities. (See: annual reports, strategic plan of the library, Appendix 1.11 and the annual work plans, Appendix 1.10). 12.2.5 What methods are used to determine how appropriate the existing collections are? Is the budget adequate to maintain an appropriate portion in developing collections in fields related to the curriculum? The library has a general policy for developing collections (Appendix 1.1) which describes the processes for this important function. The policy describes the different selected lists of health care information resources that are consulted to evaluate the collections. Also, school liaison librarians participate in the school curriculum committees, where they discuss curricular revisions, new courses, proposals for new programs, changes in curricular trends within the programs, and new curricular requirements from accrediting agencies through self-study processes, and new requirements of our

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institution. Activities include discussion and consideration of the information resources necessary to support these requirements. Activities are carried out, in coordination with the faculty, to evaluate collections and recommend new acquisitions. The Library director and the faculty also participate in other forums, such as the Academic Senate and CIPE, where many program needs for information resources are presented. As mentioned in Standard 6, Resources, one of the strengths of the collection development process is the establishment of the following guidelines, which are included in the Policy: The periodic evaluation of existing Library resources for the different programs. Recommendations from faculty, library staff, and students. Interaction with users from the academic community. In this line, the Library conducts various activities and tasks to identify the information needs of the academic community. However, the big challenge is to meet these needs with a limited budget that does not take into consideration the annual cost increases of these resources. 12.2.6 How does the actual or projected size of student enrollment and faculty affect the budget? The number of students enrolled in the Medical Sciences Campus has remained stable throughout the years due to the limits established for accepting students into the different programs. (Budget table, Appendix 12.5) 12.3 Objective – The Library should use its financial resources efficiently and effectively. 12.3.1 Are there funds available and are they sufficient for other Library resources (for example, archive and special collection materials)?

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The recurrent Library budget allocated to resource purchases has not changed in ten years. Consequently, the annual 7% to 10% cost increase in databases, serial publications, and books requires us to apply for alternate funds. Proposals are also written to cover the need for archive and special collections materials. Although not recurrent, these proposals help us cover the area’s temporary needs and identify budget items related to salary. This information may be verified in the Bibliographical Resources Expenses List (Appendix 12.2), the Comparative Budget Table, Annual Report (Appendix 12.3) and material purchase orders (Appendix 12.6) 12.3.2 Does the budget reflect the Library’s obligations to acquire, process, serve, and provide access to audiovisual and computer resources? The Library’s budget is limited. If the department has a request for audiovisual material or equipment, it submits its recommendation and the administration fills the request as soon as it can identify the funds. Funding proposals are also being used to convert resources to digital format. Additionally, since 2005, a technology allocation has been distributed among departments. The Library has participated in this distribution and has requested funds for the purchase of computers and servers. Through Title V grants, we have also purchased computers for students. We have received several donations, among them a server and a proxy server (See copy of purchase orders, Appendix 12.7) 12.4 Objetive – The budget should adequately support appropriate staff levels and salaries. 12.4.1 Does the budget support appropriate staff levels and salaries?

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In terms of salary and fringe benefits, the staff receives the compensation established by the UPR in accordance with federal and state regulations. Staff compensation also complies with the stipulations in bargaining agreements negotiated by the university administration and labor organizations. There are two basic pay scales for teaching staff at the Medical Sciences Campus, one exclusively applied to the Campus and one to the University System. The Library’s teaching staff is paid according to the latter, as mentioned in the Human Resources Standard. This information may be verified and additional data obtained in the Budget (Appendix 12.8) and in the List of Positions and Responsibilities (Appendix 12.9) 12.5 Objetive – The Library director/ dean should have the authority to assign funds as well as initiate expenses from the Library budget under the policies of the institution. 12.5.1 To what degree does de Library director/ dean have the authority to distribute funds and initiate expenses from the Library budget according to the policies of the institution? The Library director has the authority to distribute funds and initiate expenses from the Library budget by following the institution’s regulatory procedures, as mentioned in the General Regulations for the Acquisition of Equipment, Materials, and Non-personnel Services. Certification 22, 1995-96 (Appendix 12.1) 12.5.2 How does the Library determine priorities and expense schedules? The Library determines its priorities and expense schedules according to its needs and those of the faculty, students, and accrediting agencies. Additionally, the program core lists are analyzed. However, there are always emergency cases which must be addressed and which alter projections. See Annual Work Plans (Appendix 1.10), Strategic Library Plan (Appendix 1.11), and Annual Report, achievement reports.

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12.5.3 How does the Library audit its debts and invoice payments? The Library submits invoices to the Finance Department of the Campus, which is in charge of paying them through the Pre-Auditing Office. The Library verifies the payment of its invoices through the FRS System. The university conducts internal audits in different departments of every unit, in the same way the Office of the Controller of Puerto Rico audits the university. Summary: The Library’s budget is provided by the University Administration, but it is limited and has not been revised in many years. Nevertheless, there is a commitment on the part of the Chancellor to balance the deficit by the end of the fiscal year. The following strengths are worth mentioning: The information needs of the academic community and other non-recurrent expenses are met through proposals and additional funds. In terms of areas of development, we believe that the annual budget assigned to the Library is insufficient to respond optimally to all the activities outlined in the strategic plan. The Library administration is aware of this situation and makes the necessary adjustments in order to maximize the achievement of its goals given the present budget. We have also been able to maintain a balanced collection of

bibliographical resources to support all the academic programs in our campus.

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General Recommendations As a result of this self-study process, we have identified various strengths which have been written and included in this document. Some of these are: Our participation in consortiums, which increases the possibilities for developing collections. The receipt of book donations from the National Medical Library, which are added to the collection. The Proxy Server, through which we ensure that members of the Campus community have access to the resources needed for teaching, learning, and research. Access to equipment, databases, and the Internet helps provide a service of excellence, even in areas that are not covered by the Library collection. We have an excellent collection of full-text data banks which has continued to grow through the years. Our service has received excellent evaluations by Middle States and other organizations. Training in information skills has been integrated into the syllabuses or course descriptions of the different Campus faculties and schools. The Library has new space and equipment for conducting teaching activities. Furthermore, the Library staff has access to most of the computer centers at the different faculties to support their teaching activities. The following areas have been identified as in need of priority attention: The development of a plan for marketing and disseminating our services. The assessment processes and results have not been systematized.

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The necessary, indispensable statistics for all our assessment processes have not been identified. Budget limitations affect all our standards. These and other areas are taken into consideration in our work plans.

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