Case Studies: Small Academic Libraries 105 Location of Institution and
Campus Description
Asbury Theological Seminary was founded in 1923 and named after Francis Asbury, America’s first Methodist bishop. Asbury Seminary is a multi- denominational graduate school of theology com- mitted to teaching in the historic Wesleyan tradition.
Total enrollment is more than 1,700, with students coming from eighty-six different denominations and forty-two countries. Asbury’s main campus is in Wilmore, Kentucky, just south of Lexington.
Known for its use of technology in theological edu- cation, Asbury Seminary established a virtual cam- pus, Extended Learning (ExL), in 1997. Further expansion occurred two years later in 1999, when Asbury opened a campus in Orlando, Florida.
Information Commons Description
The Information Commons encompasses the entire library building, which was built in 1967. The Commons was created in 2003 when circulation, reference, and computer support were integrated into one ser vice desk. This integration has created a
“one-stop shop” for our students. Whether students have a problem finding a book or their computer has crashed, they can come to the Information Commons desk for help. The combination of ser- vice points has also enabled us to provide extended ser vice hours.
By merging library and information technology ser vices, we facilitated student learning with the addition of an adaptive technology center, video editing bays, quick-stop walk-up stations, student collaboration rooms, wireless access, and just-in- time training computers.
Many types of learning environments have been created, ranging from group to personal study space. Students can choose from comfortable leather lounge chairs, individual study carrels, or tables. They can choose from a quiet study area, a collaboration area, or a coffee-shop atmosphere.
During warmer weather an outside porch with wireless access is available.
Integrated information technology and the library website provide online databases, resources, and tutorials for students. This same integration also brought about technology equipment check- outs, which include laptops, video cameras, digi- tal cameras, tripods, audiocassette recorders/play- ers, microphones, headphones, flash drives, VGA cables, Ethernet cables, audiovisual cables, and video projectors. In 2006, checkouts for all stu- dents were extended to six months.
The same IC model has been applied to our Florida campus.
Traditional library technical ser vices and infor- mation technology, although part of information ser vices, is located in another building and not in the Information Commons.
Information Commons Ser vice Transaction Statistics
With the integration of circulation, reference, and technology, the traditional reference statistics were discontinued. Since the Information Commons was initiated, 870 computers have been configured for wireless access, and there have been more than 16,000 e-mail transactions for IC ser vices (library loan, audiovisual duplication, computer support, advanced research, distance learning support).
Information Commons Staffing and Training
The Information Commons has six professional staff with library degrees, graduate degrees, or spe- cialized training. Seven full-time staff and two part- time staff provide support for the professional staff.
All staff have an area of specialization and are cross- trained to provide initial support for both library and computer questions. Generally, two people are scheduled at the IC desk. To provide further sup- port there are twelve student workers. In addition to the staff listed above, there are two profession- als and one support position in the Florida campus Information Commons.
Support staff are encouraged to pursue profes- sional training, normally the M.L.S. degree. A raise is given if they start the program, and three years are allowed to complete the program. Upon com- pletion of the degree they are given another raise.
In the future, the seminary will pay for support staff classes toward the M.L.S. degree or other appropri- ate courses. One example might be in the area of instructional design.
On-the-job training is provided through a program developed by our IC managers. Training includes workshops on both technology and library-related topics. Biweekly reference questions are given to the full-time staff to provide training in basic library resources.
There are eight professional staff and ten sup- port staff in library technical ser vices and infor- mation technology that are not located in the Information Commons.
What’s on the Desktop
Campus e-mail/Collaborative Classroom System Information Commons Homepage—Active
Desktop BibleWorks 6.0
Mozilla, Firefox, and Internet Explorer Microsoft Office, Mozilla Composer, and
Final Cut Pro
Information Commons Assessment
The Information Commons is evaluated by an ongo- ing seminary assessment program and a graduat- ing student survey. Staff have annual professional appraisals/evaluations that include self-evaluation.
Information Commons Governance
The Information Commons is part of Information Ser vices and is supervised by the dean of Information Ser vices. The dean reports to the vice president for academic affairs and is a member of the Academic Council and the President’s Leadership Team.
Lessons Learned
z The environment of the Information Commons is dynamic and always changing. Continued growth is necessary to maintain relevance and progress.
We cannot afford to become complacent or feel like we have “arrived.”
z There is a responsibility to provide varied learn- ing environments to meet the needs of different learning styles. This can take the form of individual carrels, collaborative workstations, group study rooms, comfortable lounge chairs, tables for study, quiet study areas, and noisy study areas.
z Standardization and simplification of policies make it easier to train staff and acquaint users with policies.