Library Science Research at East Carolina University Report

Research Rationale

Library sciences are an interesting branch of study from an academic point of view. This student endeavors to understand the applications of myriad research principles from a knowledgeable expert in this field. Dr. Marson is someone with over 24 years experience in various capacities in the given subject (ECU Website, 2008) and has had extensive opportunity to apply her knowledge in a constructive manner.

Aims/Objectives and main topics

In this interview report, the student presents a description of research activities pursued by Dr. Marson, a fixed term faculty at the ECU Department of Library Sciences. The aim of preparing this report is to complement the student’s own research interests in library science (as explained in rationale above). On a specific note, the report will allow an elaborate understanding of issues connected with original research work in the field of library sciences, a subject of core interest for the student. The findings of this study are discussed in report summary.

In order to receive this information, the student conducts an interview (see Appendix VIII) addressing the following topics in future research activities:

1. Challenge of providing library services with shrinking resources; doing more with improvement of programs, services, and collections. Learning about resource utilization is an important feature of library sciences, especially from research point of view.
2. Benchmarking as a means to achieve outcomes; the library’s use of benchmarking and the results, problems, opportunities, etc. All librarians are required to adopt standardized methods to overcome the problems arising due to library resource utilization.
3. Changing role of the librarian from collection development specialists to specialists who develop pathfinder guides (subject, topic) to harness the Internet’s potential for unstructured free-form information in all its aspects. The task of streamlining library resources towards optimum utilization by readers is of great interest to this student report.
4. Difference between serving students as customers (providing them a product) and serving students as a learner whose job is to learn how to use the library. This involves a marketing component to our present strategies and will be discussed in detail.
5. Identifying the “sizzle” in the library’s programs, services, and collections. This consists of activities and interest areas which cultivate a good reading habit among students.

It should be clearly understood Dr. Marson has significant stake in different research areas related to each and every objective outlined here. In order to clarify our focus on the interview structure and outcome measurement, some theoretical discussions are presented here.

Literature Review

The subject area of questions posed in research aims are commonly discussed issues for library researchers who want to enhance the learning experience for target students. This is done using several interconnected methods: online searching techniques, information retrieval services, databases, catalogs and their numbering/arrangement, sequencing of request slips and finally, better tools for performing academic research in diverse disciplines (Beasly, 2000; Sanders, 1995).

In Dr. Marson’s own research study in the field of library sciences, the following study criteria have been successfully established: extensive resource sharing using sequencing tools (Marson, 1995) and use of technological aids such as better-designed websites (Marson, 2004). Clearly, these methods illustrate a qualitative focus on enhancing the visual/interactive experience of target student body.

In all its essence, Dr. Marson views library referencing as a necessary part of academia and therefore, user-friendliness using various means whether a proper blackboard interface or some other low-level technological input (Marson, 2004; Marson, 1995). No library referencing is possible without sufficient acknowledgement of issues connected with understanding student problems. In order to ensure technological aids complement the overall learning process, the following things have been gathered from literature sources:

1. The importance of intellectual property and copyright (IPR) as a technical function of good librarianship. This invokes an integrated approach to preserving, capturing, identifying, evaluating and retrieving core knowledge from given sources (Sanders, 1995). The librarian should have adequate knowledge and information concerning IPR requirements for different academic studies.
2. Continuous education for different members of library support functions – the staff, the catalog experts, the distance education providers (Beasly, 2000). In order to successfully integrate the common modes of library data, adequate training needs to be provided to various supporting members of the given staff union (Sanders, 1995).
3. Managing more of library resources on a limited budget. This is only possible using the expert knowledge gained through successful synergy between data collection agents, the librarian and through student interaction. The use of the World Wide Web as an efficacious guide to achieving synergy between various learning activities promotes successful management of library resources on a shoestring budget (Beasly, 2000; Sanders, 1995; Marson, 1995).

Research Methods

In order to complete the academic profile of Dr. Marson, a two-step methodology was introduced;

1. Email: which enabled the student to access the faculty’s core research interests as well as the curriculum vita
2. Specific research questionnaire designed on the principles of literature review (mentioned in appendix VIII).

The knowledge gained from these interactions have been further used to summarize key findings presented in next section. The interview questions were framed in a one-on-one format and aimed to represent qualitative modes of establishing faculty knowledge for aims/objectives established in this report. Appendix VIIII goes into details of various research methodologies gathered from this specific interview session.

Summary of Interests and main publications by Dr. Marson

Dr. Marson, as discussed earlier, is a fixed tenure faculty with the ECU and presently teaches one-two extra courses compared to tenure track teachers (ECU, 2008). She was an adjunct for Central Community College for their Associate Degree Program which enabled her to teach in different courses dealing in various aspects of library science. She did a PhD dissertation on a comparative study involving five community colleges in NC where her interest lied in designing a support manual for various library staff at ECU. In keeping with interview questions associated with the aims/objectives of present report, the following findings were uncovered:

1. Challenge of providing library services with shrinking resources; doing more with improvement of programs, services, and collections. As program advisory board manager at Central Carolina Community College and an appointed member at MERIC (Metadata Education Resources Clearinghouse), Dr. Marson successfully pursued her interest in designing curriculum in her various capacities as library faculty. In Marson (1995), she discusses innovative ways of optimizing the sharing of resources in a given library setting. For example, quick database retrieval tools which facilitates students to share similar resources in a wide network. In her existing capacity as a library incharge, Dr. Marson pursues academic objectives in her free time.
2. Benchmarking as a means to achieve outcomes; the library’s use of benchmarking and the results, problems, opportunities, etc. Dr. Marson’s area of interest lies in developing knowledge on latest tools/techniques in this field. In Marson (2004), she discusses viable methods of streamlining information retrieval in a given network using organized technological aids such as hi-tech computing and bandwidth allocation studies.
3. Changing role of the librarian from collection development specialists to specialists who develop pathfinder guides. In Marson (2004), she has done research on pathfinder methods of streamlining the entire range of information exchange mediums for optimum resource building.
4. Difference between serving students as customers (providing them a product) and serving students as a learner whose job is to learn how to use the library. In order to accelerate the pace of overall learning for students, Dr. Marson has done a research on the importance of “blackboards” as a necessary conduit medium for enhanced face-to-face interactions between students and faculties for any course duration. As 2005-09 co-convener of technical services Special Interest Group (SIG), her methods illustrate a sharp departure from traditional learning methods in lieu of technological aids such as multimedia projectors, interactivity platform software such as WebEx etc.
5. Identifying the “sizzle” in the library’s programs, services, and collections. As discussed in theoretical part, no librarian can afford to compromise on the degree of student user-friendliness as a necessary prerequisite of successful learning activity/academic research. Continuous education of all members involved is a viable option for given range of studies (Beasly, 2000). In her capacity as honors recipient at NCLDA Excellence in Distance Instruction, she advocates considerable amount of interest in different student learning environment enhancing activities.

To learn more about Dr. Marson’s interests and educational activities, refer Appendix IV-VII.

Conclusion and future study recommendations

In this report, the student has thus, presented various aspects of library science research as evidenced by a senior faculty in this regard. For Dr. Marson, The purpose of building a powerful library resource network is pursued by a methodology relying on “technological aids” and “resource allocation” both subjects on which she has written papers. Her future study interests are also in similar field.

References

Beasly, D. (2000). Beasly’s Guide to Library Research – How to Do it. University of Toronto Press.

Hafner, A. (2006). “Suggested Topics for Library Science Research and Publication”. Ball State University Website. Web.

East Carolina University. (2008). “Faculty and Staff Details”. East Carolina University Website. Web.

Marson, B. (1995). “Sharing is better,” North Carolina Libraries. (Fall).

Marson, B. (2004). “Adventure of the American Mind: Merging History and Technology in the Schools,” A presentation for The Association for Educational Communications and Technology. Web.

Sanders, E., 1995, Technology and Copyright Law: A Guidebook. Routledge, London.

Appendix

I Experience

2003- Present Assistant Professor, Dept. of Library Science and Instructional TechnologyEast Carolina University.

2000-Present Adjunct Instructor, Central Carolina Community College.

2002-Present Consultant, Congressional Scholars, Fayetteville Technical CC.

1998 to Aug. 2003 Librarian for Technical & Distance Services, Fayetteville Technical Community College (FTCC).

1991-1998 Librarian for Public Services, FTCC.

1983-1991 Librarian for Technical Services, FTCC.

1979 to 1983 Catalog Librarian, Pembroke State University.

II Education

2001 Ph.D. University of North Carolina — Chapel Hill School of Information & Library Science Dissertation: The Adoption and Implementation of Online Public Access Catalogs in the North Carolina Community College System.

1978 M.L.S. University of North Carolina – Greensboro.

1974 B.A. Journalism — University of North Carolina — Chapel Hill.

III Professional Qualifications

Association of Library & Information Science Education, 2003- Present.

Co-convener Technical Services Interest Group, 2006-07.

Convener Technical Services Interest Group, 2007-09.

Library & Support Staff Certification Program (received IMLS grant).

Advisory Council appointment, 2006-Present.

American Library Association, 1982-Present.

Association of College & Research Libraries.

American Association of School Librarians.

Library & Information Technology Section.

Association for Library Collections & Technical Services.

Education Committee, 2002-Present.

N.C. Library Association, 1979-Present.

Resource and Technical Services Section.

Co-Chair, Cataloging Interest Group, 2008-10.

Chair, Acquisitions Interest Group, 2006-08.

Community & Junior College Section.

Central Carolina Community College Advisory Board.

Library & Information Technology Program, 2001-Present.

N.C. Learning Resources Association, 1980-Present.

Webmaster, 2000-2003.

Secretary, 2001-2003.

Site Selection Committee Chair, 1990-91.

Automation Committee, 1988-89.

Secretary, 1987-88.

IV Presentations and Publications by Dr. Marson

Grady, J. & Marson, B. (2008) “The Library Support Stafff Certification Program: Past, Present, Future,” Accepted for the 74th IFLA General Conference, August 13. [refereed].

Marson, S. M., Wei, G., & Marson, B. (in press). A Comparison between Blackboard and a face-to-face course. Advances in Social Work, v. 8,no. 1. [refereed].

Marson, B. (2008) “Advisory Committee for the Library Support Staff Certification Program,” presented at Paraprofessional 2.X: The Future of Libraries and You.

Marson, B. (2007). “A National Certification Program for Support Staff: Issue, Presented at the 4th Annual Enrichment Workshop, Joyner Library, Greenville, NC.

Marson, S. M., Wei, G. & Marson, B.M. (2006). A comparison Between Blackboard and a face-to-face course. Presented at the 24rd Annual Baccalaureate Program Directors Conference, October 27 (Los Angeles).

Marson, B. (2004). “Adventure of the American Mind: Merging History and Technology in the Schools,” A presentation for The Association for Educational Communications and Technology, October 22, 2004, Chicago.

Marson, B. (2003). “Distance education and the paraprofessional: library education online,”. A poster session presented at the ALA/CLA Annual Conference.

Marson, S. & Marson, B. (2002). Translation web sites. Journal of Technology in Human Services, 19 (4), 115-120.

Marson, B. (2002). An overview of NCLive. Learning Tech Tips (v. 1, no. 2), 1(2), 4.

Marson, S. & Marson, B. (2002). Translation web sites. Journal of Technology in Human Services. (v. 19, no. 4), 115-119.

Marson, B. (1997). “Creating and designing web pages,” Presentation at the 23rd Annual Conference of the N.C. Learning Resources Association, Raleigh, NC.

Marson, B. (1995). “Resource sharing: A webliography,” North Carolina Libraries. (Fall).

Marson, B. (1995). “Sharing is better,” North Carolina Libraries. (Fall).

Miller, B. (1993). A book review of Afoot in the South: Walks in the Natural Areas of North Carolina in North Carolina Libraries. (Fall), 153.

Marson, S. & Miller, B. (1989). A book review of Legal Aspects of Health Care for the Elderly: An Annotated Bibliography in The Journal of Psychiatry & Law. 17(4), 651-654.

Atkinson, M., Marson, S., & Miller, B. (1982). “Images of Fatherhood in Popular Magazines, 1900-1979,” A paper presented at the Popular Culture Association in the South, Atlanta. [refereed]

V Service

Academic Conference: Moderator / Facilitator 2008: ALISE, ‘Building a Metadata Education and Research Community through MERIC,’ A presentation convened for the Association for Library and Information Science Education, Philadelphia, PA.

2007: North Carolina Library Association, Moderator of a RTSS-sponsored session at NCLA on the promises & perils of institutional repositories, Hickory, NC.

2006: North Carolina Library Association, Moderator of a session at the RTSS Spring Workshop, entitled “Moving to a New Frontier,” Elon College, NC. Board Member: Advisory Board.

2006- Present: American Library Association, Library Support Staff Certification Program advisory board member.

2002- Present: Central Carolina Community College, Member of Advisory Board for Central Carolina Community College’s Library & Information Technology associate degree program, Sanford, NC.

2006-2007: MERIC, Appointed member of MERIC (Metadata Education Resources Clearinghouse) board, Washington, DC. Board of Directors.

2007-09: North Carolina Library Association, Co-chair of Resources & Technical Services Section (RTSS) Cataloging Interest Group for NCLA.

2006: North Carolina Library Association, Chair of Acquisitions Interest Group for Resources & Technical Services section (RTSS) of NCLA.

2005: North Carolina Library Association, RTSS Executive Board, Chair of Acquisitions Interest Group. Chair: Committee / Task Force.

2008-09: Member, Portfolio Assessment Team, MLS Program, East Carolina University.

2004-2008: Portfolio Assessment Team Chair, MLS Program, East Carolina University.

2007-08: MLS Curriculum Committee, East Carolina University.

2005-07: College of Education Code Committee, East Carolina University.

2006-2009: ALISE, Convener of Technical Services Special Interest Group (SIG), Philadelphia.

2005: ALISE, Co-convener of Technical Services Special Interest Group (SIG) (National). Member: Committee/Task Force.

2005-Present: ALCTS, Appointment to ALCTS (Assoc. for Library Collections & Technical Services) Education Committee.

2005: American Association of School Librarians, Member of AASL NCATE Coordinating Committee.

VI Professional Development

2006: North Carolina Department of Public Instruction. DPI Program Review Training. High Point, North Carolina.

2006: North Carolina Department of Public Instruction. Granted Methods Faculty Media Coordinator license, North Carolina.

VII Honors

NCLDA Excellence in Distance Instruction, 2008 Beta Phi Mu.

Scottie W. Cox Scholarship, 1992 (NCCCLRA).

Outstanding Young Woman in America, 1991.

VIII Interview Questionnaire

1. Please describe your research activities and experience here at ECU?
2. What recent research publication(s) do you have?
3. What library science related topics do you like to research? Why?
4. Do you have any research related awards you would like to discuss?
5. What research methodologies do you prefer to use and why?
6. What research topics will you be pursuing in the future? Why?