Treading in the Uncharted Water

An experience of the Open University of Hong Kong Library

Edith Wu / April 2007

The OUHK : History

• 1989: Hong Kong Open Learning Institute– Established by the Hong Kong Govt.

• 1997: The Open University of Hong Kong– Self-financing – Non-profit making– Self-accrediting

The OUHK : Organization

• Full-fledged university

• Academic: 4 Schools– Arts and Social Sciences– Business and Administration– Education and Languages– Science and Technology

The OUHK : Organization

• Administrative Units– User Support

• Information Technology Unit

• Education Technology and Publishing Unit

• Library

– Others• Registry …

The OUHK : Distance learning programmes and students

• Programmes– Numbers: 154 – Levels: sub-degree to post-graduate degree

• Students (headcount)– 15,075

The OUHK : Face-to-face learning programmes and students

• Programmes– Numbers: 25– Levels: undergraduate

• Students (headcounts)– 2,201

The OUHK: Library

• Organization– Reader Services Division

• Information Services, Circulation, Serials

– Technical Services Division• Acquisitions, Cataloging, Systems

• Staffing – 26 full-time staff members

The OUHK: Library

• All-around Library service

• Open at least 12 hours on most of the calendar days

• Print and electronic collections

• Face-to-face and digital services

Challenges to Library

• Surge of the number of face-to-face students – 2005: 521 to 1,342

– 2006: 1,342 to 2,201

• Two groups of users – Distance learning students

– Face-to-face students

– Differences in needs, study modes and characteristics

Challenges to Library

• Net Generation – Campus time– Digitally competent– Team-oriented– Fast, interactive, experiential

Challenges to Library

Out ofOut of our

comfortcomfort

zone!

Library Initiative 1: New forms of information literacy programmes

• School-based, subject-focused

• Year 1 students – Overview

• Years 3 and 4 students – Tailored to course needs

• Quiz and souvenirs

Library Initiative 1: New forms of information literacy programmes

• InfoSkills Workshops – During lunch time – Tutorial style– Library resources and Internet resources– Citation, plagiarism

Library Initiative 2: More opportunities for collaboration with Schools

• Arising from Library Workshops – Proactively to offer and propose formats– Part of the course schedule– Co-ordination by Schools – Resources to be featured

• Partnership to support students

• Interaction, mutual understanding

Library Initiative 3: New engagement of students in learning support

• Library Ambassadors Pilot Programme– Voluntary work of 20 hours– Good response esp. from face-to-face students– Assisted in Library routines, projects– Knew more about Library work and service

Library Initiative 4: Enhanced promotion of Library resources

• Library Service Updates – Electronic, quarterly newsletter proactively

pushed to all students and staff – Featured subject area– Hot Topic

• Display boards – Visual impact

Library Initiative 5: New staff service skills

• Old dogs must learn new tricks

• Understand style and service needs of the young students

• Do a reality check to acknowledge – the differences between the two user groups,

and therefore potential “conflicts” – Library’s constraints

Library Initiative 5: New staff service skills

• Initiative to serve

• Communications skills – Not to instruct but to explain

• Do not “shhhhhuuuuu”

– Message presentation

Learning points

• Get connected in the enterprise of the University

• Show our determination, capabilities and efforts to collaborate with academic staff and other learning support agencies

• Know and reach out our users.

Learning points

• Articulate and strategize our vision, value and long-term plans, and advance it to the whole Campus

• Enhance faculty and student experience in the Library

• Advocate information literacy

Learning points

• Face the need of assessment

• Nurture Library professionals – Perform in broad perspectives and with acute

awareness– Able to work effectively across institutional

units– Encourage them to make differences in a

change-resistant environment.

Summary quote

• “Libraries could someday find themselves in the same situation as daily train commuters. Just because the train schedule remains the same for thirty years doesn’t mean that hapless commuters might not one day find themselves standing on the wrong platform, waiting for the wrong train, unaware that there was a schedule shift in their world order.” (Gandel, 2005)

Thank you.

Edith Wu / April 2007