ItemSubject Matrices: An Innovative, Collaborative Approach to Serving the Agricultural SciencesOlsen, Livia; Oleen, Jenny; Coleman, Jason (2014-05-07)Our library reorganized, moving from traditional subject-specific departments to Undergraduate & Community Services (UCS) and Faculty & Graduate Services (FGS) departments, based around how patrons use information. This model emphasizes collaboration through internal teams called “subject matrices”. Our library’s Agriculture & Biological Sciences Matrix includes individuals from UCS, FGS, Archives, and Technical Services as well as individuals with expertise in instructional design, copyright, and data management. This matrix has emerged as a community interested in agriculture and the sciences by bringing people together from many departments. We have learned from each other through presentations and “field trips” to various locations around campus. The matrix has become a conduit for sharing information interdepartmentally through discussions about collection development and collaboration opportunities in instruction and research. One collaboration lead to the creation of a unique newsletter that promotes information resources to library users. The matrix plans to pursue a user needs assessment of faculty in agriculture and the sciences. This holistic approach increases opportunities for the matrix and the library, such as bringing in other agricultural informationists from across campus. Opening matrix membership beyond the library enables more effective communication with patrons to better serve their needs. This increases collaboration opportunities between the library and teaching or research faculty and recognizes the interdisciplinary nature of current research. Libraries wishing to maintain a traditional subject-liaison model can adapt key principles underlying our matrix. Subject liaisons can go beyond siloed perspectives by soliciting advice from individuals, such as librarians from technical services, non-library faculty and staff, undergraduates, or community members. Another approach is to disturb established structures and introduce selective pressure to inspire the creation of innovative methods of serving communities. Administration can introduce expectations for collaboration into position descriptions and evaluation criteria or require faculty to provide evidence of meeting student learning and faculty research needs. ItemA Monolithic Endeavor: Creating a Digital Collection of Soil Profiles at the University of IdahoMonks, Kathleen (2014-05-07)For over 60 years the Soil Science department at the University of Idaho (UI) has been preserving soil monoliths, which are 2 to 6 ft. vertical profiles of soil, from various locations around the United States. This collection of over 230 preserved soil monoliths is one of the largest in the world. Presently, these valuable and fragile structures hang virtually unprotected in the hallways of the Agricultural Science building. In 2012, the University of Idaho Library began collaborating with key soil science faculty to digitize photographs of this collection, with the dual purpose of preservation and creation of an educational resource. This paper will discuss the process of constructing the UI digital soil monolith collection, including: the planning stages, design considerations, and complexities encountered throughout. Also discussed will be the requirements for the collected metadata, so as to best represent the structure of soil taxonomy, while simultaneously creating an approachable site design for general audiences ItemCharles C. Miller Memorial Apicultural Collection: How It Came to BeeHamel, Barbara; Wettleson, Lisa (2014-05-07)The Charles C. Miller Apicultural Collection has an interesting history both in terms of its inspirational namesake and in how it came to be located at the University of Wisconsin-Madison. Born in Pennsylvania in 1831, Charles C. Miller was a doctor, teacher, beekeeper, author, organizer of beekeeping associations and beloved adviser to generations of beekeepers. So devoted were his admirers that following his death in 1920 they literally pooled their honey money to build what would become one of the largest collections of beekeeping literature in the world. Many applications for the honor of housing the collection were made by university libraries throughout the country. In 1922 the University of Wisconsin-Madison was awarded the gift of $1,957.53” to be used for the maintenance of a beekeeping library as a memorial to Dr. Miller.” A small endowment continues to fund additions to the collection which has grown to approximately 6,000 volumes. Originally housed in Steenbock Memorial Library, the university’s agricultural library, most of the collection has been transferred to the Department of Special Collections. Some of the monographs have been digitized through Google/Hathitrust and a recent CRL/USAIN award is providing seed money to fund the digitization of some of the rare periodicals. The Charles C. Miller Collection remains critical for research in the history of apiculture, the technology of honey production, and the heritage of beekeeping. Recognition of the importance of bees in pollination and the recent devastating phenomenon of colony collapse disorder have spurred a resurgence of interest in honeybees and beekeeping. Careful stewardship will ensure the Miller collection will be available for generations to come. ItemUsers’ Perceptions of Research Guides: Feedback from a Student Focus GroupCarrillo, Erin (2014-05-07)Are research guides useful to our users? Are they worth the time and effort we invest in creating and maintaining them? Usage statistics may serve as a helpful indicator of usefulness, but only tell part of the story. To better understand users’ perceptions of research guides, the LibGuides Team at University of Wisconsin-Madison, collaborating with a subject specialist librarian, conducted a user study of research guides. The purpose of the study was to gain feedback on two research guides in particular, as well as research guides in general, concerning their usefulness, content, usability, discoverability, and marketing. The study consisted of an online questionnaire and a focus group. Key findings: None of the participants were familiar with research guides as a resource. Participants viewed the guides as especially useful for beginning graduate students and advanced undergraduates. They especially liked search boxes for books and articles, electronic resources, reading lists, and reference works. To make the guides more relevant to advanced graduate students, they suggested adding academic career information such as dissertation writing and job hunting. They also suggested expansion of subject coverage. They expect to find research guides on the library and departmental homepages. They suggested marketing the research guides to faculty for inclusion in syllabi and course sites, introducing them in new graduate student orientations and library instruction sessions, and other marketing resources such as posters and social media. Details about the study’s methods, findings, conclusions, recommendations, and unintended outcomes will be discussed. The presentation will describe how feedback obtained from the study was used to make changes to improve the specific guides and inform general practices for creating, providing access to, and marketing of research guides. Attendees will hear ideas for conducting similar assessment projects in their libraries, as well as suggestions for designing effective research guides. ItemCommunity and Collaboration: Embedding the Agriculture Librarian in a First-Year Residential CollegeCaminita, Cristina (2014-05-07)In 2012, the agriculture librarian worked with the residential college to embed information literacy instruction and programming within the learning community’s academic goals and objectives. The agriculture residential college is a living-learning community for first-year students with declared majors within the agricultural disciplines. A one-credit-hour course delivered by university librarians was adapted to address the information-seeking needs of students with agriculture-focused majors and delivered to the residential college students in the spring 2013 semester. The librarian became active as a faculty friend to the residential college and participated in social and supplemental instruction events such as visits to research experiment stations and other units within the research and cooperative extension offices, and held office hours in the learning community’s residential hall. The 2013-2014 agriculture residential college cohort is enrolled in the one-credit-hour course for the spring 2014 semester. The course has been significantly redesigned based on the teaching experiences of the agriculture librarian and student evaluation data. The redesign incorporates both flipped-classroom and project-based learning strategies. The collaboration between the agriculture librarian and the agriculture residential college has aligned the critical thinking goals and objectives of the residential college’s required courses and those of the instruction mission of the university’s libraries. As the university embarks upon a new program focusing on undergraduate research, the collaboration will prepare students to work with their professors on future research projects. The collaboration will also serve as a model to university librarian subject specialists who identify other residential colleges and learning communities that would benefit from embedded information literacy instruction. ItemRecipes and Research: Who Uses a Cookbook Collection?Kocher, Megan (2014-05-07)As a new librarian overseeing a historical collection of over 3500 non-circulating, cookbooks, I am seeking to determine what impact this collection has had on research and publications. This poster will detail my preliminary qualitative investigation seeking out authors, researchers, and food professionals who have used this cookbook collection for their work and asking them to complete a short interview. My goals in this study are threefold: (1) To better understand how this particular collection has been used in the past to inform selection and maintenance criteria; (2) to use the information gathered to help focus promotion and marketing to other potential users; and (3) to offer suggestions to others with similar collections on how to increase use. ItemExtension's Information Use and Need: Surveying, Analyzing and Planning Outreach to Extension StaffMastel, Kristen (2014-05-07)This study describes how University of Minnesota Extension staff locate and use information to accomplish daily activities. The major findings were: a) seeking for information is a daily or weekly need, b), staff use predominately online resources, from a variety of sources: peer-reviewed journals, technical or research reports, and government information, and use search engines most frequently to locate them, and c) Extension staff are aware of the majority of library resources and services. Extension staff welcome advanced information seeking tools and technique professional development. Since the preeminent information-seeking tool is a search engine, libraries must position themselves to inform extension staff how to setup Google Scholar to link to library licensed materials. In addition, additional tools to make the library presence seamless into extension’s workflow are needed. Librarians must integrate themselves into all areas of extension work, in order to disseminate and integrate library resources and services into extension’s daily activities. ItemSustainable Agricultural Research: Data Information Literacy throughout the Scientist's 'Lifecycle'Bracke, Marianne Stowell; Delserone, Leslie; Wright, Sarah (2014-05-07)Data information literacy is a developing instructional emphasis for agricultural scientists and academic librarians. The motivation to articulate competencies and develop curricula stems from requirements of external funders, and from the awareness by some researchers of the uniqueness of their research data collection and/or a desire to eliminate redundant research efforts. Broad areas of competency in data information literacy include data organization and security, management, preservation, and re-use. Faculty see value in these competencies for their undergraduate and graduate students, but do not necessarily believe that they need or want to teach this themselves. These areas, like other information literacies, should be taught within a disciplinary or functional context, and may need to be presented in multiple instances for data users to develop fluency. Additionally, the presentation of this material will vary depending on the audience level, the time available, and delivery methods. We present examples and suggestions for educational outreach to undergraduate and graduate students, postdocs, research and extension faculty, the editorial boards of scientific publications, and agricultural information professionals. We shall discuss a variety of delivery methods, including online, in-person, one-shot, embedded, and cohort approaches. In addition, we will discuss the need and value for librarians to be part of the data information literacy process. Librarians may underestimate their abilities to participate in this kind of instruction. However, data information literacy involves a combination of disciplinary understanding, awareness of relevant technology, and best practices of organization, curation, and scholarly communication. These skill sets, fundamental to data management, are core to library and information science, and can be easily overlooked without librarians input. When combined with subject expertise, this provides students with a fully rounded educational experience. ItemRC Cola and a Moon Pie: Food Justice/Food Security as an AgNIC Site TopicParker-Gibson, Necia (2014-05-07)The famous (or infamous) combination of a bottle of RC Cola and a Moon Pie snack cake used to be referred to in Southern states as a working man's lunch-- the combination was available, cheap, wouldn't spoil in the heat, and was filling if not nutritious. Many places in the United States and elsewhere around the world have populations with reduced or nonexistent access to reliable, durable sources of nutritious food at prices that they can afford. There are agricultural, social, sociological,historical, political and geographical sources of information on the causes and ramifications of food security/insecurity which could be explored. Food justice and food security could be developed as an AgNIC site topic if the information isn't felt to be already subsumed by the National Agricultural Library's pages that relate to the topic. ItemData Sharing Practices of Agricultural Researchers and Their Implications for the Land-Grant University MissionEaker, Christopher; Fernandez, Peter; Davis, Miriam; Swauger, Shea (2014-05-07)Since passage of the Morrill Acts of 1862 and 1890 and the subsequent Hatch Act of 1887 and Smith-Lever Act of 1914, land-grant universities have conducted basic and applied research in agricultural sciences and disseminated the results of that research to citizens of their respective states. The Smith-Lever Act of 1914 clearly states the purpose of the cooperative agricultural extension component of the land-grant university as “...the development of practical applications of research knowledge and giving of instruction and practical demonstrations of existing or improved practices or technologies in agriculture...” Thus, as a significant goal of the land-grant university, this dissemination of new knowledge, applications, and technologies hinges on the effective management of data and subsequent sharing of that data. This project will explore the data management practices and data sharing attitudes among agricultural researchers at two public land-grant institutions, one in the southeastern United States and one in the mountain region of the United States. The researchers intend to determine how these practices and attitudes serve the mission of the land-grant university as stated within the Morrill Act of 1862. This poster will share the initial results of the research project by explaining research methodology, defining study population, sharing preliminary findings, and presenting possible future directions. ItemStewarding Our First Year Students into the Information EcosystemMiller, Rebecca K.; DeBose, Kiri Goldbeck; Merrill, Margaret (2014-05-07)Librarians play a critical role in educating undergraduate students, the next generation of global citizens, about navigating the information landscape. This presentation will highlight the collaboration between three librarians and six different departments within the College of Agriculture and Life Sciences (CALS) at a large research university to develop a first-year experience course focusing on three learning objectives relating to information literacy: information ethics, effective research strategies, and evaluating resources. Now in its third year, the 1-credit first-year experience course has evolved in order to promote students’ abilities to negotiate multiple perspectives and complexities in the information landscape. The 200+ first year students in the course work in interdisciplinary groups, each strategically comprised of students from at least three different departments within CALS, to develop research posters that they present at the end of the semester. Groups select research topics from a book, “The Atlas of Food,” and must demonstrate the ability to define a research topic, evaluate information for reliability and appropriateness to the project, and incorporate their findings into the group project in an ethical manner. Our main challenge in developing this course was scaffolding the final project in a way that worked within the limited capacity of a 1-credit course. To help students gain the specific skills that they need to succeed with the final project, we applied flipped classroom techniques, which enabled us to assess student understanding and make the most of in-class learning opportunities. We also trained peer leaders to help guide the students, and provided library space for students to showcase their final projects. In addition to discussing these strategies and their impact on the students’ skills and abilities, we will explore how session participants can transfer these techniques to their own institutions and adapt them to fit their own unique instructional needs. ItemShared Retention: Addressing Library Space Needs While Ensuring Continued Access to Historically Significant Agricultural CollectionsMinson, Valrie; Dinsmore, Chelsea; Royster, Melody (2014-05-07)Today, most academic libraries face the conundrum of creating more group study and collaborative work areas while maintaining and growing research collections. The universal needs for space have led many libraries to initiate weeding and evaluation projects with the goal of clearing space for these other purposes. Concurrently, libraries are concerned with maintaining accessibility and preservation of rare and historically important research collections. At our library we have strong agricultural holdings, including: federal depository materials, agricultural publications produced in the state (which includes Agricultural Experiment Station materials, County Extension documents, academic department reports, and other ephemera), and agricultural science journals. This collection also contains materials from most U.S. states and protectorates. There is increased national interest in preserving and digitizing historical agricultural collections, as evidenced by the growing number of available consortial projects. Our library participates in two cooperative regional retention programs in the areas of agricultural federal documents and agricultural journals. When the library space that housed our state agricultural publication collections was selected for renovation, our library chose to modify the existing model for federal document and journal retention for use with the state collection. After evaluating the collection based on holdings by other institutions, availability of digital content, usage of materials, research value to our institution, and other factors, materials not selected for retention were offered to the states of origination. This method of evaluation and retention provides our library with the opportunity to engage in discussion with libraries at other land grant institutions, with the overall goal of meeting space needs while also placing materials in the most advantageous location to ensure continued retention of valued historical collections. This paper will discuss the two consortial projects, and the model developed to address the state collections. ItemCultivating a Networked Learning Community: The Northeast Food Knowledge EcosystemPiestrak, Jeffrey (2014-05-07)A growing number of campus, community and regionally based food system initiatives are emerging across the US. They represent a diverse and energetically engaged constituency generating valuable insight and models. But for a variety of reasons much of this knowledge is siloed. A lack of awareness or cooperation amongst efforts is resulting in duplication of effort and in some cases competition. Many struggle to clearly articulate program goals which are unique or complementary to other efforts, or demonstrate real world impact within complex and dynamic food systems. At the same time, social, economic and environmental challenges highlight a growing need for agricultural production and food distribution systems suited to and informed by local needs and assets. Some are calling for a transition from fossil fuel input-intensive systems based on “optimized simplicity” to ones more information input-intensive, based on agroecological methods and networks optimizing complexity, supporting locally adapted but globally coordinated resilient food systems. In this presentation, I’ll share details about an initiative responding to these challenges and opportunities, the Northeast Food Knowledge Ecosystem project. Initiated by the Northeast Sustainable Agriculture Working Group in collaboration with several partners (including Land Grant universities and libraries), NEFKE seeks to connect a broad range of agriculture and food systems stakeholders in support of healthy food systems and resilient communities. By “upgrading our information infrastructure” we hope to more effectively link and leverage regional knowledge resources, while helping researchers, educators, and support programs better respond to emerging needs and opportunities. Our work consists of several mutually reinforcing activities, including networked information and communications systems, training and capacity building programs, strategic partnerships, and Communities of Practice. A desired outcome is a networked regional learning community, helping those engaged in agriculture and food systems work more freely collaborate and innovate for both individual benefit and collective impact.