This document provides a detailed account of the work done to arrive at our
plans and priorities for Library Services over the next three years. It has been
many years since Library Services has
undergone a planning process. This, combined with a merging of the Academic
Success Center and Assessment Services with Library Services, was the main
impetus for embarking on this visioning and planning process. The Library Plans
and Priorities was developed within the context of the Red River College
Strategic Plan 2016-2021.
"The services provided by the Library
are incredibly resourceful."
Library Services consists of the Library, Academic Success Centre and Assessment
Services and consists of four key pillars of service: research,
resources, academic supports and assessments. The Library staff serve the
research and resource needs of students, faculty and staff, and provide
support and resources for College curricula. In 2018 the Academic Success Centre
and Assessment Services units joined Library
Services, bringing a diverse array of new supports and points of student contact
under the Library Service’s umbrella. These services include tutoring,
language and learning strategy supports, diversity training and entrance testing
services. This merge increased the reach and scope of the Library
and provided fertile ground for envisioning a new service model and presence
within the College.
“Great environment and lovely staff.
RRC Library for life!”
The creation of the Plans and Priorities was based on a survey of Library
Services staff (n=33), two interviews of senior administration,
and three College staff/faculty focus groups (n=24). Working together with
students and faculty is key to ensuring that
we are able to deliver on the priorities outlined in this document.
The Library Plans and Priorities takes into account global library and academia
trends and how technology will impact the services we provide today and in the
future. A review of the literature identified a number of common trends:
- Embracing new and emerging technologies to enhance learning
- Adoption of open educational resources (OER)
- Redesign of learning spaces
- Measuring impact versus usage in Libraries
- Emphasis on digital and information literacy skills
- Focus on study and employability skills
- Emphasis on personalized learning and student driven learning
Four key priorities emerged from stakeholder input and the review of the
- Enhance the student experience and support learning by creating
responsive and innovative physical and virtual spaces
- Support student growth in co-curricular learning from entrance to
- Build diverse and sustainable collections that support teaching and
- Provide effective and impactful support for applied research
Table of Contents
2. Our Mission and Values
"Guiding and inspiring discovery and
learning through research, educational
resources and academic supports"
Our Mission... supports Red River College’s
we learn, teach, challenge, innovate and find
solutions to build a better future" and focuses
on students, faculty and staff. It emphasizes the
four key pillars that our services are built on:
Research to support teaching and
learning and the associated support to
find and access quality information.
Resources to support teaching and
learning and the associated support to
find and access quality information.
Assessments provide testing for
wishing to gain College entry as well as diagnostic
testing for current students.
Academic supports provided by
and supportive staff and delivered
through tutoring, workshops, and English Additional
Language (EAL) and diversity services.
Our Values... align with the College’s
values of learning, respect,
inclusiveness, integrity, sustainability and service
to community. Our values guide us in our work and
ultimately help us focus on uniting as a team to
provide excellence in service and support students,
faculty and staff to the best of our ability.
respectful to all.
to unique student and
to learn and share with one
another and build College and
in order to make the best
decisions we can.
at finding solutions and helping
to remove barriers to learning.
Table of Contents
This document provides a detailed account of the work done to arrive at our
plans and priorities for Library Services for the next three years.
The Library Plans and Priorities was developed within the context of the Red
River College Strategic Plan 2016-2021, which includes four strategic themes:
Advance Indigenous Achievement, Elevate Student Success, Foster Sustainable
Growth, and Cultivate Strategic Partnerships. The Plans and Priorities also aims
to support the three themes of the College’s Academic and Research Plan
2016-2021, which are to:
1. Sharpen Strategic Focus
- Shape our College through Program Planning
- Open Doors through Partnerships and Pathways
- Create Opportunities in Indigenous Education
- Lead the Way in International Education
2. Drive Academic Excellence
- Support Teaching Excellence
- Pursue Quality Improvement
- Drive Program Innovation
- Strengthen Student Advising and Support
3. Accelerate Research and Innovation
- Ensure Sustainable Growth in Applied Research
- Serve as a Community Resource
- Expand National and International Collaboration
The Library Plans and Priorities takes into account global library trends and
how technology will impact the services we provide today and in the future. In
addition, we have considered trends affecting academia
with an eye to ensuring that we are prepared to support students, faculty and
staff through the changing landscape and well into the future. The creation of
this document and subsequent plan is also based on formal and anecdotal feedback
from our students, faculty and staff. Working together with students, faculty
and staff is key to ensuring that we are able to deliver on the priorities
outlined in this document.
3.1 Overview of Red River College Library
John and Bonnie Buhler Library and Learning
Library Services falls under the direction of the Executive Director of
Community Support Services and consists of the Academic Success Centre,
Assessment Services, and the Library.
Red River College’s main Library lies at the heart of the Notre Dame Campus
is located on the mall level in the very centre of the campus. There is one
additional satellite Library and Learning Commons, the John and Bonnie Buhler
Library, located at the Exchange District Campus on the first and second floor
of the Princess Street building.
Library staff serve the research and resource needs of students, faculty and
staff, and provide support and resources for College curricula. The physical
spaces within the Library provide study and collaborative meeting places for
students and an access point for technological support.
Notre Dame Campus Library
The Academic Success Centre and Assessment Services units joined Library
Services in 2018, bringing a diverse array of new supports and points of student
contact under the Library Service’s umbrella, including tutoring, language and
learning strategy supports, diversity training and entrance testing services.
This merge has increased the reach and scope of Library, and has provided
fertile ground for envisioning a new service model and presence within the
3.2 Past Review and Current State
As part of Manitoba’s largest institute of applied learning, Red River
Library Services has a critical role to play in supporting faculty teaching and
The Library has now gained the capacity to assess, triage and respond to
and faculty needs in real time, under one roof. The current state of this rapid
change calls for a revision of the Library's role, especially as it relates to
the College’s Academic Transformation. Where frontline staff used to focus on
research and resource assistance, they now can also triage students according to
need. Where Nursing students, for example, might have come to the Library to
access online Nursing journals, they now can also be directed to academic
coaches, dosage calculation workshops and clinical communication tutorials. This
dovetailing of the services of Assessment Services, the ASC and the Library has
served to create strength beyond the previously separated constituent parts. The
joining of the units has created a comprehensive and responsive learning centre,
a change that comes just in time for the upending of traditional methods of
program delivery at the College.
- Committed, knowledgeable staff
- Responsive to program specific needs
- Good array of accessible resources
- Support from Administration and Faculty
- Healthy relations/partnerships with College Schools and units
- Sole provider of assessments and supports
- Outdated furnishings and equipment
- Lack of quiet space for tutoring
- Lack of diverse online resources in some subject areas
- Outreach to Regional Campuses and distance students and faculty
- Large centrally located space
- Newly formed team with complementary but unique skills
- Staff ready for and see need for change
- Culture that emphasizes collaboration
- College focus on research
- Just-in-time user expectations
- Alternative information providers
- Limited funds to meet tutoring demand
- No succession planning
- Limited departmental cross-training
- Difficulty keeping pace/adapting to technological changes
3.3 Trends in Academic Libraries and Learning Centres
Mount Royal University
Relevant reports and literature were reviewed to identify current and future
trends in academic libraries and learning centres. Information was gleaned from
visits in 2019 to academic institutions, specifically the Southern Alberta
Institute for Technology (SAIT), University of Calgary, Mount Royal University,
Mohawk College, Centennial College, Conestoga College, and Seneca College. Below
is a summary of common trends.
Embracing New and Emerging Technologies
Libraries continue to morph and evolve in order to meet the needs of students
and faculty in a technology-fueled environment. Emerging technologies, like
augmented/virtual reality, 3D printers, and robotics, are providing new ways to
enhance the student experience, assist in learning, and support the development
of transferrable skills. Makerspaces are now commonplace at library and learning
centres with the most successfully developed spaces employing library staff to
collaborate with faculty to get students using the space. Help desks for
IT-related support are common at academic institutions in order to support the
increase in technology use and provide in-person, point-of-need technology
assistance to students and faculty.
The Riddell Library and Learning Centre (Mount Royal University) includes a
maker space with a full time library technician responsible for finding ways to
offer programing that encourages awareness and use of the tools and technology
within the space. There is also an immersive learning room with 10 short throw
projectors that allow video and images to appear 360° on the surrounding walls.
Audio augments the experience to facilitate simulation experiences. One example
of how the room is used is for simulating an emergency room for nursing students
– beds and equipment are brought into the room and video, audio and lighting are
used to simulate the bustle of an emergency room.
Adoption of Open Educational Resources
Open Educational Resources (OER) is part of the Open Education Movement
Coursera and common-core curriculum materials) and is defined as “teaching,
learning, and research resources that reside in the public domain or have been
released under an intellectual property license that permits their free use and
re-purposing by others.” (The Hewlett Foundation)
Mount Royal University
OER offer a number of benefits to students, faculty and institutions,
sustainable library collections, topic specific content, affordable textbooks,
and flexibility in curriculum development. However, the challenges of OER,
including an arduous development process, lack of resources, difficulty of
locating resources, and the inconsistent quality of resources, make adoption and
uptake difficult. These challenges present opportunities for libraries to
partner with others on campus in the discovery, advocacy, and preservation of
OER. (Center for the Future of Libraries)
SAIT Library is a key player in the development and adoption of the OER
movement. OER responsibility rests with a librarian who works in collaboration
with SAIT’s Centre for Learning and Teaching and Copyright Officer to develop
policy, provide training, coordinate an OER working group, organize faculty
“meet-ups”, and create and distribute newsletters.
Redesign of Learning Spaces
Academia and libraries alike are moving away from traditional spaces to agile
spaces that promote collaboration, enhance creativity and encourage innovative
thinking and learning. Makerspaces, “innovation labs” and learning commons are
examples of spaces that encourage new ways of learning and skill development for
students. We no longer think of ‘library as space’, but rather ‘library as
place’ — a safe, welcoming, community-oriented place where students and faculty
can easily and quickly access the supports they need, from research assistance
to writing assistance and tutoring.
Of the seven visits in 2019 to libraries in Eastern and Western Canada, six
fully renovated their spaces within the last three to five years to include
flexible furniture, collaborative workspaces, quiet study spaces, increased
technology, and centralization of student supports (University of Calgary, Mount
Royal University, SAIT, Conestoga College, Mohawk College, Centennial College).
Many libraries are looking to find the right balance between print collections
and learning spaces. Centennial College Library has committed to reduce their
print collection by 60% in favour of online resources over the next two to three
years. Seneca College Library has already made this shift and currently has 90%
of their collection online.
As libraries work to revamp old traditional spaces, once designed to hold
collections, they must find the right balance to accomodate various activities
within their space. They must consider quiet contemplative, individual space,
space for programming and teaching, and also vibrant and lively collaborative
spaces that support the shift in educational pedagogy and learning.
Key Retention Intervention
"Bad libraries build collections,
good libraries build services, great libraries build communities."
College stakeholders, including faculty, industry and students have a direct
interest in increasing student retention. Using retention rates as a clear
metric of institutional health, libraries and learning centers / commons are
providing key retention-focused interventions to combat attrition and enhance
the sense of belonging and the academic skills of students traditionally
vulnerable to failing or dropping out.
In 2010, ACT, Inc. reported the findings of a large-scale survey of retention
practices at over 1000 post-secondary institutions in the United States.
Entitled What Works in Student Retention?, the report outlined responses to a
survey that asked respondents to identify institutional retention practices that
their institution had pursued. The top-rated interventions included many of the
services that Libraries now offer as part of the evolution to learning commons
models, including supplemental instruction, tutoring, advising interventions,
early warning systems and summer orientation programs.
Shift to Measuring Impact Versus Usage
The changing landscape has brought about the need to change how we measure or
determine our impact. Traditional library usage statistics and metrics
evaluating quality of services do not provide evidence of the impact that
libraries have on their users. The Canadian Association of Research Libraries
(CARL) is currently working towards a strategic plan that will include the
development of new indicators as well as facilitation of a pan-Canadian program
of assessment to encourage the use of evidence to strengthen the profile and
services of libraries. (CARL)
Seneca Libraries’ Quality Assurance (QA) framework includes a wide range of
metrics designed to measure library quality. The framework encompasses the
principles outlined within the Association of College and Research Libraries
standards: Institutional Effectiveness, Professional Values, Educational Role,
Discovery, Collections, Space, Planning and Administration, and Personnel. The
annual tracking, recording, reporting and analysis of these metrics will foster
continuous improvement within the library.
"Digital fluency will be essential
to all new jobs."
Emphasis on Digital and Information Literacy Training
The focus on “fake news” has drawn new attention to the traditional role of
resource evaluation and information credibility. Whether we call it digital
literacy, media literacy, or information, students must be able to access,
critically evaluate, and create information in order to be successful in College
and in the workplace. Literacy goes beyond the ability to read and write and
includes competencies — critical thinking, questioning, analysis, and
understanding — that individuals require to be active and informed students,
employees and citizens in an information society.
Mount Royal University
Mohawk College takes an active approach to digital literacy skill-development
offering a number of services, such as the Digital Project Showcase, a dedicated
area, bookable by faculty, where students can create and display their digital
projects, such as posters, displays, infographics, and data sets. Library staff
is present to support students and one-on-one or group tutorials and information
sessions are given on technology-related topics to help students improved their
digital literacy skills and be successful in their digital
Emphasis on Personalized Learning and Student Driven Learning
New models of teaching and learning are being embraced with enthusiasm at
educational institutions across the country. By rethinking pedagogy, we are
transforming teaching and learning to ensure that students learn in a way that
makes sense and is most beneficial to them. Co-op placements, internships,
inter-disciplinary projects and curriculum all gives students practical,
hands-on learning. Technology has become increasingly important as it provides
tools with which students can enhance learning, for example gamification and
augmented and virtual reality.
Libraries are a space in which this kind of exploration and learning can take
place. Makerspaces and programming or services to support ‘maker culture’ and
personalized learning are housed in many libraries, such as Mount Royal
University, University of Calgary and Centennial College.
Continued Focus on Study and “Employability” Skills
The new skills economy means that “power skills” (interpersonal skills) and
foundational skills, like critical thinking, self-awareness, ethical reasoning,
and inquiry and analysis will be crucial to people in the workplace. Global
competencies such as language, adaptability and cultural awareness will also be
important. (Humans Wanted)
Libraries and academic success centres play an increasingly important role in
helping students build the most commonly cited foundational and interpersonal
skills required by employers, including critical thinking, ethical reasoning,
communication and negotiation. Through partnerships with faculty and industry,
libraries and learning centres work to prepare students for the communication
and thinking skills required in the workplace – skills that help students get,
keep and advance in the changing employment landscape.
The online Learning Portal, an Ontario-wide multi-college initiative
by Seneca College Library, is a prime example of the importance of such skill
sets (see https://tlp-lpa.ca/home). The Learning Portal is an open, online
resource where students can view videos and access help guides and information
in order to improve their skills in career planning, digital literacy, studying,
writing, and reading. Many libraries, such as Conestoga College, Mount Royal
University, and Centennial College, offer tutor and study support services in
the Library. This provides students with quick and ready access to supports that
help them develop employability skills, such as critical thinking, ethical
reasoning, and inquiry and analysis.
Table of Contents
4. Plan Development
4.1 The Planning and Visioning Process
In September 2018 the Library Services Plans and Priorities Working Group was
created in order to undergo a planning process.
Committee members included:
- Kerry Macdonald, Director of Library Services
- Mark Nelson, Library Systems Coordinator
- Bettina Allen, Library Public Services Coordinator
- Charlene Tweed, Audio Visual Services Supervisor
- Lauren Phillips, Academic Success Centre and Assessment Services Manager
Two consultants, Erin Huck and Cathy Stevens (Health In Common) participated
the process and were largely responsible for stakeholder data gathering,
including focus groups, surveys, and stakeholder interviews.
Data gathering from stakeholders across the College and from Library Services
staff happened during the fall of 2018, with the final plan developed in spring
2019. The Library Plans and Priorities Working Group also conducted a review of
the literature to determine trends in libraries as well as investigating,
through visits and discussions, a number of Canadian College library and
4.2 Stakeholder Input
The following methods were used to gather data and information:
Survey of Library Services Staff (Library, Academic Success Centre,
All Library Services staff (Library, Academic Success Centre, Assessment
Services) were surveyed (n=33; Response Rate = 73%; Appendix 1).
Library Services planning session (Library, Academic Success Centre,
Thirty-one staff participated in a full-day visioning session on November 28,
2018 in order to brainstorm and reflect on Library Services’ role, services,
challenges, desired long term impact, priorities, mission/vision, and values.
The session was led by consultant Erin Huck and informed largely by staff survey
responses, including the roll of ASC and AS in Library Services (Appendix 2) and
Library Services’ strengths and challenges (Appendix 3).
Two interviews with key informants
Christine Watson, Vice President, Academic, and Arnold Boldt, Executive
Director, Academic, had one-on-one, focused interviews with the consultant in
Three focus groups of Red River College faculty and staff
The consultants conducted three focus groups (n=24) on October 9 and 10,
Effort was made to include staff from across the College, in different positions
(Deans, Chairs, instructors, support staff) and from different Schools and
- School of Indigenous Education
- International Education
- Regional campuses representation (nursing)
- Continuing Education
- Early Childhood Education
- Research Partnerships and Innovation
- School of Construction and Engineering Technologies
- Student Association
- Aviation and Aerospace
- Allies Health
- School of Math, Science and Communication
- Creative Arts
- Library and Information Technology program
- Centre for Learning and Program Excellences
- Business and Applied Arts
- Hospitality and Tourism
Student Focus Group
On June 5, 2019 the Library hosted a student focus group (n=19), led by
Goulbourne, Curriculum Developer with the Centre for Learning and Program
Table of Contents
5. Overview of Priorities and Goals
Four key priorities emerged from stakeholder input and a review of the
literature. The priorities and goals are:
Priority One: Enhance the student experience and support learning by
responsive and innovative physical and virtual spaces
Our Library is no longer a gatekeeper of books. We are evolving into a
and active space where students have access to multiple resources and services,
including technological tools that can enhance their learning opportunities.
Discussions about physical and virtual library space are interrelated with
deploying new technologies and a key an exciting and innovative space for
students, faculty and staff.
Goal 1: Increase student, faculty and staff awareness and use of virtual
Library spaces and associated services
We need to expand our reach in terms of awareness and service offerings.
Currently, those services available to Regional campuses, distance education
students, or those who prefer to work from home are underutilized. In addition,
we know that we can take advantage of technology in order to expand our service
offerings to better serve those who are working and studying remotely from the
Notre Dame and Exchange District Campuses.
Goal 2: Create a community of active learning at the heart of each campus
through the services, resources and technology available in our spaces
We will build, promote and assess our spaces and services in order to create
community and environment of active learning in our spaces. We aim to be the
central “heart” of our campuses — a place where students and faculty come
together to explore and learn.
Goal 3: Create welcoming and inclusive spaces and services in collaboration
students, faculty and staff in the School of Indigenous Education and the Centre
for International Education and Global Partnerships
Contributing to the College’s priority to support Indigenous students,
and staff is key to the Library. International students will continue to be an
important part of the student body. We want to continue to be a thriving hub of
activity for International students and expand our Library community to better
serve Indigenous students and Indigenous approaches to learning and teaching. We
can offer much in terms of academic and social supports for both groups of
students. We want to be active partners with the faculty and staff who teach and
support these students.
Priority Two: Support student growth in co-curricular learning from entrance
Library, Assessment and ASC staff are positioned to work with students from
pre-entrance and through their College career to graduation. We work with
students to build the most commonly cited skills required by employers,
including critical thinking, problem-solving, communication and negotiation. The
ASC works with faculty and with co-op and internship programs to prepare
students for the communicative and thinking requirements of the workplace. These
“power skills” help students succeed in their College studies, but also increase
their success in other areas of their life, including in the workplace.
Goal 1: Connect students and faculty to Library and Academic Support
as well as other College services, proactively and at the point of need
We recognize the need to offer increased accessibility to resources at time
need, while also engaging in proactive outreach to ameliorate preventable
feelings of crisis. While we will continue to expand and offer services through
traditional bookings, we recognize the importance of offering easily accessible
services that provide just-in-time support.
Goal 2: Enhance co-curricular programming that supports and recognizes
learning and study skills
We recognize that the academic skills and interpersonal skills that we help
students build are important to their success at the College and in the
workforce. By recognizing co-curricular learning through initiatives like
digital badging and embedded supports, we will provide students with a way to
showcase the skills they have developed during their academic career.
Goal 3: Develop a plan for the continuous improvement of services using
to guide our decisions
Traditional library usage statistics and metrics evaluating quality of
do not provide evidence of the impact that libraries have on their users. We
want to have a demonstrable impact on the students, faculty, and staff we serve.
We must be able to demonstrate our value to stakeholders.
Priority Three: Build diverse and sustainable collections that support
The Library has always prided itself on building robust and fulsome
and providing access to resources. The shift to move from print to digital
resources requires thought and careful planning. New opportunities for resource
development have also arisen, such as Open Educational Resources. We want to be
in a position to capitalize on these new initiatives when they present
Goal 1: Redefine our approach to collection development in order to
our collections and best support research, learning and teaching
We will build our collections based on a systematic, evidence-based approach,
thereby ensuring our resources will support co-curricular activities, College
curriculum, and research.
Goal 2: Develop and implement new tools and technologies that point
faculty and staff to open and accessible resources and information
We will work with faculty and campus partners to ensure that information,
and resources are readily available and embedded in the platforms that students
and faculty use, for example LEARN. We will continue to expand our collection of
electronic resources, including databases, electronic books, electronic
journals, open educational resources (OER), streaming media, websites and/or
subject guides and videos.
Goal 3: Collaborate with relevant campus partners to develop a plan for OER
awareness, development and adoption
Working with campus stakeholders and partners, we aim to develop a plan that
focuses on OER development, adoption, awareness and access. The role of the
Library will be defined within the context of a campus-wide adoption of open
Priority Four: Provide effective and impactful support for applied research
Applied Research Genome 360 Launch March 2019 (RRC)
The focus on applied research and learning at the College opens up ample
opportunity for the Library. Faculty are encouraged to participate in research
but sometimes lack the supports to carry out this work. Research and scholarly
supports are common in academic libraries, but will be a new focus for our
Goal 1: Collaborate with relevant campus partners to develop a Library
model in support of scholarly communication
Scholarly communication is defined as “the system through which research and
other scholarly writings are created, evaluated for quality, disseminated to the
scholarly community, and preserved for future use.” (ACRL)
Culinary Research Miso March 2017 (RRC)
Goal 2: Collaborate with relevant campus partners to provide research and
academic integrity supports
Our services directly align with promotion of academic integrity. We can
this support into our service offering and provide resources, training and
consistent messaging around academic integrity.
Goal 3: Develop a service model to support adherence to copyright and fair
dealing in teaching and learning
Academic libraries play a key role in copyright support and training, with
academic libraries having a copyright librarian or copyright office. With
minimal resources, we can offer these much needed services to students, faculty
Table of Contents
Association of College and Research Libraries. Academic Library Impact on
Student Learning and Success: Findings from Assessment in Action Team Projects.
Prepared by Karen Brown with contributions by Kara J. Malenfant. Chicago:
Association of College and Research Libraries, 2017.
Association of College and Research Libraries. Principles and Strategies for the
Reform of Scholarly Communication. 2003.
Association of College and Research Libraries. Research Planning and Review
Committee. 2018 top trends in Academic libraries: A review of the trends and
issues affecting academic libraries in higher education.
https://crln.acrl.org/index.php/crlnews/article/view/17001/18750 Vol 79(6):
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Giesinger, Hall, C.,
Ananthanarayanan, V., Langley, K., and Wolfson, N., (2017). NMC Horizon Report:
2017 Library Edition. Austin, Texas: The New Media Consortium.
Adams Becker, S., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., and
Pomerantz, J. (2018). NMC Horizon Report: 2018 Higher Education Edition.
Louisville, Colorado: EDUCAUSE.
(Accessed May 2, 2019).
Canadian Association of Research Libraries. Measuring Impact.
http://www.carl-abrc.ca/measuring-impact/ (Accessed May 8, 2019).
Center for the Future of Libraries.
http://www.ala.org/tools/future/trends/connectedlearning (Accessed April 24,
Habley, Wesley R. and McClanahan, Randy. What Works in Student Retention All
Survey Colleges? ACT 2004.
Royal Bank of Canada. 2018.
http://www.rbc.com/humanswanted (Accessed May 22,
“Trends”, Center for the Future of Libraries: American Library Association,
August 8, 2014.
http://www.ala.org/tools/future/trends (Accessed April 17, 2019).
Table of Contents
Appendix 1 - Library Services Staff Survey
Red River College Library Services is planning for the next five years. You
being asked to provide feedback that will help identify opportunities and
considerations moving forward.
We have had a number of changes this year, including the combination of the
Academic Support Centre (ASC), Assessment Services (AS), and Library Services.
This change provides us with an opportunity to analyze our services and identify
how we can best support our students moving forward. This is especially
important given the changing academic landscape, the introduction of new and
innovative technologies and the focus on new and more effective ways of teaching
and learning. We invite you to reflect on our current context and provide your
Your responses to this survey will be anonymous. The information you provide
will be collated and used to support the development of a combined strategic
plan for Library Services, ASC and AS.
Please take the time to complete the survey and submit it as soon as
It should take less than 15 minutes to complete.
If there are questions that do not apply to you or your area of experience,
please skip the question.
If you have any questions about the survey, please contact Erin Huck,
and Evaluation Facilitator, Health in Common, email@example.com,
204.946.1888 ext 105.
1. How long have you worked at the Library/ASC/AS?
- ▢ 1-2 years
- ▢ 3-4 years
- ▢ 5-6 years
- ▢ More than 7 years
2. Are you:
3. A mission statement describes the purpose of an organization (what it
for whom, why).To assist in developing a mission statement for our area, tell
- a. What does the Library/ASC/AS do?
- b. For whom?
- c. Why?
Internal Strengths and Challenges
4. List the top 3 internal strengths of our area.
5. List the top 3 internal challenges for our area.
Opportunities and Risks
6. Identify 2-3 external opportunities or risks that could impact on
Library/ASC/AS over the next few years.
- When thinking about these opportunities and risks, consider how RRC
Library/ASC/AS could respond.
- 1. What is the opportunity or risk? How could we respond?
- 2. What is the opportunity or risk? How could we respond?
- 3. What is the opportunity or risk? How could we respond?
7. Based on what you know, list what you believe are the 2-3 most critical
issues that RRC Library/ASC/AS will need to address over the next 3 years.
8. Any additional comments or suggestions that will help us in the planning
Table of Contents
Appendix 2 - Library Services Role
Connect library patrons to resources – and support success
“To provide information, access and the knowledge
of how to use library
resources to College students and staff to be able to develop and gain knowledge
in their program areas and for research.”
“To provide research assistance, resource access,
study space and media support
to students,staff and community."
“Access technology (and technological support)
needed for program
requirements, and success in industry.”
“To support student learning and success and
“Provide students with support to help them meet
their goals and achieve
“To support RRC learner success by identifying
learner and program needs, then
assessing most effective, targeted support response, and providing
“A quiet location for study and prep work for
staff and students. A learning
“For many students, it's a safe place and the
staff a support system as they
tackle their studies and the anxiety that goes along with it.”
“...I see the library should be an ally for
faculty and helpful agent
for student learning by providing …an aspirational space.”
Academic support and learning development
“Academic student support — tutoring, study skills
workshops, prep programming,
content review sessions, program partnerships, academic coaching and being a
welcoming face and support to students.”
“Keeping up with the changing demand of new
generation of learners.”
“To help students with study and life skills and
to assess their
“Instructors/programs: share information on best
practices related to working
with EAL students; collaboration/ offering course specific language skills and
strategy training; developing and administration of diagnostic assessment
Combined expertise and resources
“To combine areas of expertise into a unified
frontline service to RRC students,
staff, and faculty.”
“Working together, we have the ability to be a
one-stop shop for any student in
help, whether it is with hardware/software, research or tutoring.”
“To combine access to information with access to
academic support so that
students can access all aspects in one location. To promote learning,
communication and success.”
“Learning success — patrons, students, faculty.”
“To help provide students with resources they need
to succeed at RRC and for life.”
“Work together to support student and staff needs.
Need to combine our different
areas of expertise as well as usage of our physical facilities to provide the
best use of them.”
... a learning commons together where groups of
students with tutors and library
staff, research dev[sic] together on best learning and studying practices,
promote services to staff and students
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Appendix 3 - Strengths and Challenges
Committed, knowledgeable and responsive staff
“We enjoy working and socializing together,
sharing ideas and supporting each
other's efforts. We help each other get better at our jobs.”
“Committed staff with a broad range of skills and
a willingness to collaborate
“Experienced, knowledgeable and friendly staff.”
“The commitment and expertise of our staff
“Library media group is also very effective. Act
like IT people – have the
resources, equipment, tech people to help you install stuff and who can
“Real willingness to provide students with the
best support possible.”
“…both the library and the ASC. I would say that
they are very collaborative and
very open to working together and working on new projects.” – Partner
ASC is “very proactive and interested in exploring
new technologies and
methodologies.” – Partner
Good ability to access and borrow any technology –
equipment. – Partner
“We have knowledgeable staff and the
Library/ASC/AS are a good fit to combine
our forces to support students.”
“Healthy relationships with other departments.”
“A mandate to serve the whole RRC, not just one or
two programs, which allows
for big picture vision and strategy.”
Program specific supports
“Responsive learning and language supports.”
“The flexibility to provide targeted, specialized
services that meet real
“Now they come in, do assessments, and we train
with them. Every Monday for 4-5
weeks, they came down, did role playing and serving so that they’re actually
more prepared [for academic programming].”
“We have hardware to support students. (white
“Good array of accessible resources (print and
“Creative development of resources to support
student, staff and faculty
Streaming videos… So it’s just handy in the middle
of a lecture to stream a
video...Students have access at home, any hour of the day, too. – Partner
[Speaking about program-specific curation of
materials, and in-person support to
instructors], “wow, this is what a college library should be doing; being right
on that forefront of technology.” – Partner
“Great visual and central location.”
“We have physical space although it is not meeting
our needs right now, but
could if money was invested to renovate. We have enough space to create what we
Library environment changed colours to blue –
calmness, best practice. Many
library’s out in the world are trying to paint blue as a colour. There’s more
light now. – Partner
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Appendix 4 - Risks and Challenges
“Too much change all at once.”
“Resistance to change. Rather than look at
something as evolution, there's a
fear of loss.”
“Lack of communication between departments.”
“Clear messaging to students, staff and faculty.”
“Combining two areas — we're not familiar with
each other and how best we can
“Need for more marketing of the library's services
and resources to
maximize their use for students and faculty.”
“Lack of knowledge about what we can do and the
resources we can provide. The
attitude that everything is available on the internet.”
“Lack of visibility or respect/recognition for the
“Communicating what’s available, when it’s
available, is very important.” – Partner
I don’t see what this library does for my dept.
and does for me as an instructor
and my students. That is an awareness issue, that’s not a criticism of the
library. – Partner
“Staffing levels and qualifications to meet
changing and increasing
“Lack of clarity in roles and expectations; uneven
workload and provision of
“Not enough time to keep doing conventional work
and gain new skills.”
“Staff levels to meet administrative,
organisational and student service
“The need to balance the technical skills of a job
with the soft skills of dealing
with a variety of people.”
…we need to have young ambassadors who are working
with our students, who can
teach them about resources. – Partner
“Lack of space / consolidated space (private and
quiet) at times of high demand
(i.e. lunch hour).”
“Space — it would be useful to have at least two
large spaces for the ASC to
facilitate workshops, have help desk, or writing support workshops. Individual
tutoring rooms would also be helpful.”
“Space for congregating and meeting colleagues.”
“Most institutions have libraries that are open
24/7, we do not.
That means support is limited to students.”
Looking at our library at EDC, specifically the
Learning Common...the idea was
that it wasn’t passive, it was active…that vibrancy needs to come back... –
I think we do have to be cognizant that not every
student can study and learn in
a noisy environment… I think sometimes we err too much on the side of open,
collaborative discussion and we forget that it’s distractors for a lot of
people. – Partner
“Providing the best supports with decreasing
“Lack of funds — behind in technology, outdated
space and inadequate
“In terms of databases – they only have EbscoHost.
We need Cinhal, PubMded, Eric
etc. Most use connection through U of M to get access to all journals.”
“Long term staff who have possibly become
stagnant, or behind
the current technologies and trends in libraries.”
Technology to connect with students who are
online. – Partner
Technology (software and hardware) appropriate to
program. – Partner
Rethink space and technology for collaborative or
team work; limited access
to library technology. – Partner
“Increased need for various types of support
“Working with increased number of students with
learning barriers whether it is
language, mental health or socioeconomic factors…educating ourselves as one to
help work with individuals with these barriers.”
Inadequate one-on-one hours. – Partner
It is an issue of not enough: not enough tutoring
time, not enough supports. – Partner
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