56 · SPEC Kit 296
site facilities. This has led to fewer walk-in patrons and an increase in e-mail and telephone reference.”
“More undergraduate use of primary sources, including class assignments, which can present logistical
challenges in the reading room. More e-mail requests very few mail requests.”
“No change. We have been making classroom presentations for over 30 years. The activity is a standard
feature of our work every quarter. It takes time and preparation but since it is expected and accepted and
routine, the impact is minimal.”
“Not really changes. We have been doing above for a number of years, adding only laptop presentations.”
“Not related to teaching and learning necessarily, but we added an ‘askspecialcollections’ Web form so that
off-site patrons can communicate with us without having to guess which staff to send their questions to. This
was added within the last year and 1/2.”
“Now routinely making digitized copies of items not easily reproducible with other methods, such as tightly-
bound mss. Opening of new reading room facility and classrooms has led to expansion of teaching and
(especially) informal classroom exhibitions.”
“Our library underwent a major renovation that moved Special Collections to the main floor in a prominent
location, with increased visibility for exhibitions. This was done in part to increase awareness/use. Our use
statistics have gone up, but it is hard to know if this is due to newer faculty who bring in classes more, an
increase in finding aids online, or the new location. It has made service taxing at times, because all of our staff
have multiple responsibilities (public and technical services) but we all keep user needs as our top priority. We
have added support positions in the past 5 to 6 years to help provide additional assistance.”
“Our library’s new OPAC and Web site had repercussions on the preparation of our instruction sessions. We
offer more of these. Our documentary resources are made available more fully. Patrons are more familiar with
the use of computers. We emphasize instructions on catalog research. Patrons ask more questions by phone or
e-mail. We do less on-site consultations.”
“Our reference and public services are undergoing noticeable changes as we digitize finding aids, digitize
some collections, and make a concerted effort to reach out to local community groups and improve our Web
presence. The primary impact is that new archivists/librarians need to have knowledge of digital software such
as XML, TEI, Dublin Core, and other forms of metadata as well as skills at digitizing using imaging hardware
and software.”
“Over the last few years there has been a concerted effort to expand the participation of Special Collections &
Archives in the instruction program. We have had success in providing instruction in classes in the departments
of History, Dance, Art, Spanish, English, as well as other disciplines. We often work closely with the research
bibliographers in these disciplines in presenting class sessions on primary sources. We have also had significant
success in reaching out to undergraduate students by developing a teaching component of the Humanities
Core Program, a class in which many students enroll. The impact has been significant, primarily in increasing
our statistics and in increasing the demand for assistance in our Reading Room.”
“Over the last few years, special collections staff has made a concerted effort to increase outreach to
educational groups—from grade school to graduate school. This emphasis on outreach has not limited
reference services, but has limited support services, e.g., materials processing, developing Web content, etc.”
site facilities. This has led to fewer walk-in patrons and an increase in e-mail and telephone reference.”
“More undergraduate use of primary sources, including class assignments, which can present logistical
challenges in the reading room. More e-mail requests very few mail requests.”
“No change. We have been making classroom presentations for over 30 years. The activity is a standard
feature of our work every quarter. It takes time and preparation but since it is expected and accepted and
routine, the impact is minimal.”
“Not really changes. We have been doing above for a number of years, adding only laptop presentations.”
“Not related to teaching and learning necessarily, but we added an ‘askspecialcollections’ Web form so that
off-site patrons can communicate with us without having to guess which staff to send their questions to. This
was added within the last year and 1/2.”
“Now routinely making digitized copies of items not easily reproducible with other methods, such as tightly-
bound mss. Opening of new reading room facility and classrooms has led to expansion of teaching and
(especially) informal classroom exhibitions.”
“Our library underwent a major renovation that moved Special Collections to the main floor in a prominent
location, with increased visibility for exhibitions. This was done in part to increase awareness/use. Our use
statistics have gone up, but it is hard to know if this is due to newer faculty who bring in classes more, an
increase in finding aids online, or the new location. It has made service taxing at times, because all of our staff
have multiple responsibilities (public and technical services) but we all keep user needs as our top priority. We
have added support positions in the past 5 to 6 years to help provide additional assistance.”
“Our library’s new OPAC and Web site had repercussions on the preparation of our instruction sessions. We
offer more of these. Our documentary resources are made available more fully. Patrons are more familiar with
the use of computers. We emphasize instructions on catalog research. Patrons ask more questions by phone or
e-mail. We do less on-site consultations.”
“Our reference and public services are undergoing noticeable changes as we digitize finding aids, digitize
some collections, and make a concerted effort to reach out to local community groups and improve our Web
presence. The primary impact is that new archivists/librarians need to have knowledge of digital software such
as XML, TEI, Dublin Core, and other forms of metadata as well as skills at digitizing using imaging hardware
and software.”
“Over the last few years there has been a concerted effort to expand the participation of Special Collections &
Archives in the instruction program. We have had success in providing instruction in classes in the departments
of History, Dance, Art, Spanish, English, as well as other disciplines. We often work closely with the research
bibliographers in these disciplines in presenting class sessions on primary sources. We have also had significant
success in reaching out to undergraduate students by developing a teaching component of the Humanities
Core Program, a class in which many students enroll. The impact has been significant, primarily in increasing
our statistics and in increasing the demand for assistance in our Reading Room.”
“Over the last few years, special collections staff has made a concerted effort to increase outreach to
educational groups—from grade school to graduate school. This emphasis on outreach has not limited
reference services, but has limited support services, e.g., materials processing, developing Web content, etc.”
