��������������� ���������� ����������������

From the University LibrarianThe Teaching Mission of the Libraries

Historically, the UCI Libraries have played an activerole in educating the students at UCI. Librarianswork collaboratively with faculty in the classroom,and also teach a series of library classes andworkshops. Last year our librarians taught over16,000 participants the skills they need to effectivelyfind, critically select, and expertly manageinformation. These skills are essential for students,

not only for their university studies, but also toenhance lifelong learning, and to contribute to successin their careers, and as active citizens and membersof their communities.

The positive responses we received regarding ourcampus instruction program convinced us of theimportance of extending this instruction to high schoolstudents in Orange County. Our new SPIRIT program(School Partnership for Instruction, Research, andInformation Technology) was established last yearand provides library outreach partnerships with tenhigh schools. Through this program, our librarianshelp students become more competitive for admissionto a University of California campus, prepare themfor the demanding work that will be required of themonce they are admitted, and assist them in completingtheir studies and graduating.

Articles in this issue give more details about both ofour programs. UCI Librarians are particularlyinterested in pursuing opportunities to work withfaculty to provide general or specialized instructionto undergraduate and graduate students. Wewelcome your interest in working with us orsuggestions on improving our programs.

Gerald J. MunoffUniversity Librarian

�

As University Librarian Gerry Munoff notes,the ability to function successfully in the 21st

century requires knowledge of and facility witha rapidly changing information environment.In a university setting, achievement is closelyrelated to how well students navigate the often-treacherous terrain of the modern academiclibrary, in all its traditional and virtual forms.Over the past several years, the UCI Librarieshave designed and implemented programs toassist in this navigation for both currentlyenrolled students and high school students wehope to see here in the future. The followingtwo articles describe some of our outreach andinstruction efforts. Angela Yang, OutreachServices Librarian and Steve MacLeod, Head ofthe Main Library’s Research and InstructionalServices Department, discuss the inaugural yearof the Libraries’ SPIRIT (School Partnership inInstruction, Research, and InformationTechnology) Program. In her article on “LibraryInstructional Services: Outreach to the CampusCommunity,” Instructional Services LibrarianCatherine Palmer explains the goals and outlinesthe components of the Libraries’ exceptionallyactive teaching program.

j Last year our librarians taughtover 16,000 participants the skillsthey need to effectively find,critically select, and expertlymanage information.

University-School Outreach Librarian Michael Martinezassists a student during instruction.

�

SPIRIT Program(School Partnership inInstruction, Research, andInformation Technology)

In January 2000, Michael Martinez became the firstUniversity-School Outreach Librarian and he andAngela started working on the project. They haveworked closely with individuals from the Center forEducational Partnership, UCI faculty assisting in theSanta Ana Teacher’s Institute, local high school andpublic librarians, and other librarians and staff fromthe UCI Libraries. A great deal of thoughtfulpreparation took place before the first group of highschool students came to UCI. Preparations includedthe design of student assessment tools, evaluationforms, syllabi for library instruction based on the classassignments, an instructional packet for the students,the identification of additional assistants for the libraryinstruction session, and obtaining printing and lunchcards for students. With the assistance of the Centerfor Educational Partnership, ten target high schools

were identified. Fieldworkand analysis of the tenschools included:

� Letters to high schoolprincipals;

� On-site principal/teacher meetings andorientations to intro-duce the program andto identify teachers andclasses with libraryresearch assignments;

� On-site assessment oftechnological supportavailable at the highschool classroom andlibrary; and

� The development of assignments and lessonplans, in coordination with interested teachersthat require students to use scholarly libraryand Internet resources.

The UCI Libraries provided pre-orientation sessionsat the local high schools. Those sessions provided thestudents with an introduction to the program and tothe research resources they would use when visitingthe UCI Libraries. High school classes were then invitedto campus for a one-day, campus-based and library/information-centered learning experience. Theon-campus sessions included a library training andorientation program so students could complete theirlibrary assignments with the help of peer trainers. Acampus tour and lunch with UCI students in thedorms followed the training. Students and teacherscompleted pre- and post-visit evaluations as part ofthe program.

We view this first year of the SPIRIT Program, as alearning and experimenting year. We are nowreviewing the feedback that students, teachers and

The UCI Libraries have had a well established outreachservices program in place for the last decade. Outreachto the local Orange County community during thisperiod has been the responsibility of Angela Yang,Outreach Services Librarian. In the last few years theLibraries have been working collaboratively with othercampus units to expand our outreach program into thecommunities from which UCI recruits students. In Fall1999, with additional funding provided by Vice Chan-cellor for Student ServicesManual Gomez as part ofthe Academic UnitInitiatives program, theLibraries established theSchool Partnership forInstruction, Research, andInformation TechnologyProgram (SPIRIT Pro-gram). The grant supportsthe creation of a pilot pro-gram which will lay thegroundwork for a long-term partnership betweenthe UCI Libraries andtarget Orange Countyhigh schools to help in-crease the number ofstudents who meet andexceed UCI admissionsrequirements. The newproject is designed to forge closer relationshipsbetween the UCI Libraries and ten designatedOrange County high schools. The goals of the programare to:

� Teach life long learning skills to high schoolstudents;

� Enhance the academic performance andreadiness of the students by teaching themlibrary research skills and informationcompetence;

� Facilitate student and teacher access to, anduse of, scholarly electronic resources;

� Increase student understanding andconfidence related to functioning in a researchuniversity environment; and

� Support efforts to increase the number of UC-eligible students at target high schools thatattend and graduate from UCI.

SPIRIT Librarian Michael Martinez conducts a class for high school students.

�

principals provided to us. Based in part on thisfeedback and on our own assessment and evaluationof the program, we will be reviewing and revising ourplans for SPIRIT, year two. For further informationabout the SPIRIT Program please contact:

Michael MartinezUniversity-School Outreach Librarianm2martin@uci.edu949/824-3509

Angela YangOutreach Services Librarianayang@uci.edu949/824-7021

�

Although there are instruction sessions designed tomeet the needs of users at all levels of research ability,in all schools, departments and disciplines and at allacademic levels from incoming freshman to seniorfaculty members, the majority of the instruction thelibraries provide is course-based. Librarians workwith faculty to integrate into classes sessions thatteach students how to use library resources in order tocomplete research projects or assignments for aparticular course. Course-based library instruction isa very effective way to introduce students to theacademic research tools in particular disciplines.

Students benefit most from course-based instructionin subject-specific library research when they have abasic understanding of the underlying principles ofidentification, location, use and evaluation ofinformation resources. In order to help students builda foundation of knowledge about the organizationand use of information, the Instructional ServicesProgram coordinates and provides introductory-levellibrary instruction for three large, lower-divisionHumanities courses that have curriculum-integratedlibrary assignments. The courses are Writing 39B(Expository Writing), Writing 39C (Argument andResearch) and Humanities 1A-C (Humanities Core).These three courses enroll approximately 3,400 lower-division undergraduates each year.

The Library uses two instruction models to providelibrary instruction in these large Humanities courses.The Writing 39C course uses a workshop approachwith one librarian or library staff member teachingone class session for each section. Students in theWriting 39B and the Humanities Core course, on theother hand, do not receive instruction directly from alibrarian. Instead, they complete self-teachingworksheets, referred to as Discovery Tasks, whichintroduce them to basic and advanced library skillsand resources. The Discovery Tasks require studentsto learn how to access and use sophisticated electronicresources like JSTOR and Project Muse, as well asmore staid and traditional access tools like ANTPACand the CDL/MELVYL® catalogs and databases.

The self-directed worksheet approach to libraryinstruction offers many exciting possibilities to expandthe number and type of learning opportunities forstudents. All library educators realize that a workshopapproach is a very effective way to teach students howto use library resources. Worksheets may not offer thesame opportunities for personal interaction thatworkshops do, but they have other advantages. Facultymembers can use class time to introduce researchconcepts and assign worksheets as homework, ratherproviding instruction in the mechanical aspects ofconducting research during class. Students cancomplete the worksheets independently at locationsthat are convenient to them. There is no need toschedule a librarian or library staff member for eachsession. In order to be successful, it is important that

The UCI LibrariesInstructional Services Program

Library Instructional Services:Outreach to the Campus Community

Faculty members who are active in research andteaching cannot help but be aware of the growingnumber, complexity, and sophistication of informationresources available in all academic disciplines. Facultyand students routinely rely on remote access toelectronic information in order to achieve educationalobjectives. At the same time, the UCI Libraries continueto acquire and maintain, and faculty continue to useand expect their students to use, traditional materialslike books, print journals, and microform collections.With all of this information available in multipleformats, it is easy for faculty and students (andlibrarians!) to feel overwhelmed by the challenges ofconducting research in an increasingly complexinformation environment.

The Libraries’ Instructional Services Program isdesigned to provide opportunities for faculty andstudents to learn how to locate and use informationresources that support research in their areas of study.From July 1998 through June 1999, the UCI Librariessponsored 627 instruction sessions (including toursand orientations) for a total of 16,093 participants. Inthe first two quarters of this academic year, we offered435 sessions with a total of 10,384 participants.

�

The exhibit currently on display in the Main Library’sMuriel Ansley Reynold’s Exhibit Gallery, The Legacyof Silence: A Japanese American Story stands as apowerful testimony to strength, courage, andresiliency in the face of adversity. In the next article,Head of Special Collection and University Archivesand Library Exhibits Officer Jackie Dooley describesthe display based on the life and work of a remarkablewoman, Irvine poet and teacher Mitsuye Yamada.

faculty and librarians consult closely to identify theeducational objectives for each library assignmentand to make sure that the instructions for completingthe assignment are clear, logical, and accurate. Facultymembers who are interested in finding out moreabout how to integrate library instruction into theircourses can contact the subject librarian for theirdiscipline. The list of subject librarians is available onthe Libraries website at: http://www.lib.uci.edu/about/sublib.html as well as on the back page of thisissue of Update.

In addition to course-based instruction andcurriculum-integrated instruction, the Libraryregularly schedules drop-in workshops throughoutthe academic year. The schedule of the UCI LibrariesWorkshops is available at http://www.lib.uci.edu/serv/classes.html. Librarians also provide instructionfor academic departments and campus-wide programslike Summer Bridge and SPOP (Student-ParentOrientation Program). Finally, librarians teach creditcourses for students. These classes include Humanities75: Library Research Methods, Patient-Doctor PracticeI and II, and Women’s Studies 160: Gender and thePolitics of Information.

The goal of the Libraries’ Instructional ServicesProgram is to create informed users who can makeintelligent use of the entire range of informationresources available to them. In order to help our usersachieve this goal the UCI Libraries offer a variety ofopportunities and instruction models. If you wouldlike to investigate the library instruction optionsavailable to you, contact the liaison librarian for youracademic department or Cathy Palmer, InstructionalServices Librarian, for more information.

�

The Spring 2000Main Library Exhibit

The Legacy of Silence:A Japanese American Story

“Much has been written about the decades-long collectivesilence surrounding the Japanese American Internmentexperience. Over the years, I have learned that acombination of factors have contributed to my own silence.Many of us who kept silent all those years about our ownwar experiences should reflect on why we did so. Did wefeel that we did not have the right to speak out, as our parentshad felt?

“Young people these days are very astute in understandingthat their own freedom is in jeopardy when theConstitutional rights of certain segments of our country’spopulation are violated. Executive Order 9066 … was thenation’s immediate response to Japan’s bombing of PearlHarbor, but it is important to point out to young peoplethat the seemingly sudden surge of anti-Japanese sentimentin 1941 was the result of years of racism against Asiansand other minorities that had gone unchecked for decades.”

—Mitsuye Yamada, May 2000

The UC Irvine Libraries’ spring exhibit, The Legacy ofSilence: A Japanese American Story, examines theJapanese American relocation experience duringWorld War II through the memories, eyes, and voiceof Mitsuye Yamada, a renowned poet and humanrights activist who is also an adjunct professor of AsianAmerican Studies at UCI. Through photographs,posters, documents, pamphlets, personalmemorabilia, and other materials, the exhibit bothoutlines her family’s experiences during World WarII and examines the influences which, as a result, werebrought to bear on Yamada’s later life.

In February 1942, two months after Japan bombedPearl Harbor, President Franklin D. Roosevelt’sExecutive Order 9066 authorized the U.S. military toban anyone deemed a security risk from all “militaryareas.” The states of California, Oregon, and

�

Washington were quickly so designated, and withinfour months, all 110,000 ethnic Japanese residing inthese states, both resident aliens and U.S.-borncitizens, had been evacuated to assembly camps, andfrom there to longer-term “relocation camps.”Yamada was a high school senior when World WarII broke out, living a straightforward middle-classlife with her parents and three brothers in Seattle,when these wartime events suddenly changedeverything. Her father, Jack Yasutake, a prominentmember of the Japanese American community, wasimmediately arrested and jailed, and the rest of thefamily was sent to a camp in Minidoka, Idaho.

As Yamada explains in her text for the exhibit, bothshe and many other Japanese Americans submergedthese events from their conscious lives for yearsthereafter. In the mid-1960s, however, she beganwriting poetry and essays, and an extraordinary voiceemerged. Her first book, Camp Notes and Other Poems,was published by the feminist Shameless Hussy Pressin 1976, and this deeply affecting set of reflections onher experiences during the relocation area has sincebeen issued in six separate editions. Other books andinnumerable essays followed. In addition to herwriting and teaching, Yamada also became, andcontinues to be, an important activist for internationalhuman rights and a well-known leader in the women’smovement.

The exhibit was inspired by two recent acquisitionsin the Department of Special Collections: Yamada’sdonation of her own papers documenting her yearsof writing and activism, and a stunning portfolio ofphotographs by Southern California photographerChristopher Landis, entitled Pilgrimage: Images fromManzanar, which also is included in the exhibit.Together, these materials tell a profoundly importantstory from our nation’s recent past. In additionto preserving Yamada’s own personal and familyhistory and making it available for study and research,the Mitsuye Yamada Papers provide a richinterdisciplinary resource for those studying the questfor Japanese American redress and reparations duringthe 1980s, the activities of Amnesty International andother human rights organizations, and the AsianAmerican experience in general.

Yamada and Jackie Dooley, Head of SpecialCollections and University Archives in the UCILibraries curated the Legacy of Silence. The materialson display are from the Mitsuye Yamada Papers andother collections in the Libraries; some were loanedby Yamada and her family. We are also grateful to theJapanese American National Museum and theAnaheim Public Library, which each loaned an itemfrom their collections as well.

�

Librarians at UC Irvine lead exceptionally activeprofessional lives. On the job, they are responsible foracquiring, processing, maintaining, providing accessto and interpreting collections that are growing rapidly,both in size and complexity. While engaged in thedaily business of creating a vital collection of traditionaland electronic resources, librarians are also makingtheir mark in other arenas. The following offers asmall sampling of some of the creative projects andcollection development initiatives in which librariansare currently involved. In subsequent issues of UCIrvine Libraries Update we will continue to report onnew collecting initiatives as well as bring you moreinformation on the research and scholarly activities ofyour librarians.

UC Irvine Librarians: BuildingCollections, Contributing toScholarship

� Biomedical Informatics Education Coordina-tor Sandra Martin has been actively involvedwith the College of Medicine’s Office of Medi-cal Education in an important initiative to

The Legacy of Silence: A Japanese American Storyexhibit checklist cover.

�

integrate informatics instruction within theyears 1 and 2 Patient Doctor courses. Thecontent of Sandra’s sessions closely parallelsthe recommendations of the Association ofAmerican Medical Colleges (AAMC) in theMedical School Objectives Project Report II.Sandra is a member of a UCI research teamthat has developed and tested an instructionalmodel that embeds informatics instructionwithin the framework of teaching reasoningskills using Standardized Patients in a prob-lem-based learning curriculum. This work hasbeen supported by a grant from the NationalBoard of Medical Examiners for a two-yearresearch project to investigate if acquiringinformatics-related skills leads to effective-ness in retrieving and applying clinicallyexpedient information during the students’routine patient-care activities.

� Another one of UCI’s busy Health Scienceslibrarians, Linda Murphy, has been workingon research paper that describes the variousgateways that UCI offers to its affiliated usersfor local and remote access to electroniclicensed web resources. Linda will present herpaper, “The Complexity of AccessingElectronic Licensed Resources Using the WorldWide Web Technology: What We HaveLearned,” this coming July at the 8th

International Congress on MedicalLibrarianship in London. The full-text ofLinda’s paper is available at http://www.icml .org /Wednesday/ internet /murphy/murphy.htm

� On the other side of campus, Lorelei Tanji,Arts and Art History Librarian, has written achapter on “Dance & Interdisciplinary Studies”for the book Dance: A Core Bibliography ofResources to be published by the Association ofCollege & Research Libraries next year. Loreleiis also contributing two book chapters onlibrary instruction for dance and art in theActive Learning Series slated for publicationnext year by Library Instruction Publications.

� Pauline Manaka, Social Sciences Librariansspecializing in Anthropology and Sociology,developed a bibliography for the “MuslimIdentities in America” conference held at UCIon May 20-21, 2000. In addition to thebibliography, Pauline provided biographicalinformation on the conference speakers.

Another key project in which Pauline isinvolved concerns identification of strategiesfor preserving a collection of films housed inSocial Science Tower. Pauline has beenworking with Professor William Maurer toinvestigate how best to address issues of

preservation, including identifying titlesavailable on video as a way to preserve thecontent.

� Applied Sciences Librarian Julia Gelfand hashad a longstanding interest in “grey literature.”This year saw the inaugural issue ofInternational Journal of Grey Literature, withJulia as editor. She has also embarked on aproject entitled “Ethnographic Research inScholarly Communication: Understanding theProliferation of Grey Literature and thePotential in New Publishing Formats.” Juliaplans to investigate emerging new publishingmediums and their implications fordisciplinary and cross-disciplinary researchand publication and what the impact of thismight be on institutions such as libraries andmuseums.

� Sally Tseng, Head of Serials Cataloging,received a grant fom the UC Office of thePresident to conduct a project on the creationof Chinese materials on the World Wide Web.Her goals are to improve access to resourcesin Chinese by developing digital and electronicresources and to develop Chinese web tools,including inputting, authoring and retrievalsoftware, that do not require specific Chinesesoftware to display or to retrieve informationin Chinese characters. She hopes researcherswill develop search engine and translationinterfaces that will permit speakers of eitherChinese or English to access materials in theother language without necessarily knowingthat language. Tseng also encourages ChineseWeb sites creators and designers to adoptinternational ISO and NISO standards, DublinCore elements and HTML/SGML/XML,classifications and subject headings so thatthe Chinese resources will be displayed,indexed and retrieved efficiently andeffectively via the World Wide Web.

� James Crooks, Health Sciences Librarian, hasemployed his talents and expertise ininformation organization and design to twovery special projects. He has created a subjectindex, including personal names, for volumes1-25 (1976-2000) of the Journal of MormonHistory which will appear in 2000. He has alsodeveloped an index for Dialogue: A Journal ofMormon Thought covering volumes 21-30(1988-1997).

Jim’s ongoing research interest is Mormonfiction from 1830 to present. His goal is toidentify and annotate a bibliography of fictionthat includes Mormon characters or referencesto Mormonism with an emphasis on howaccurate the portrayal is of the people andMormon history.

Published three times annually by

The UCI LibrariesUniversity of CaliforniaP.O. Box 19557Irvine, CA 92623-9557

(949) 824-5212

Printed June 2000

�������������������� �������

Ellen Broidy, Jackie Dooley,Steve MacLoed, Gerry Munoff,Cathy Palmer, and Angela Yang

������� �����������

���� ��� ����������� ��������������������

�

� Women’s Studies Librarian Joan Ariel andHistory, Film Studies, Classics and AfricanAmerican Studies Librarian Ellen Broidy areeach in the process of drafting chapters for thethird edition of Women’s Studies: ARecommended Core Bibliography due fromLibraries Unlimited in early 2001. Joan iscompiling an annotated bibliography of thelast decade’s worth of core materials onfeminist theory while Ellen’s chapter coverscommunications, film, journalism, and mediastudies.

Several bibliographers are also engaged inconcerted efforts to build collections in support ofnew academic initiatives as well as working toimprove holdings in more traditional areas of thecollection. Here is a brief overview of some ofthese collection development projects:

� Julia Gelfand (Applied Sciences Librarian)and Lorelei Tanji (Arts Librarian) jointly areacquiring more materials in support of thedigital arts program, a new jointly sponsoredcross-disciplinary program between theSchools of Arts, Engineering & ICS. A smallsampling of some of the materials collectedinclude publications from the Zentrum furKunst und Medientechnologie Karlsruhe andLaurie Anderson’s Puppet Motel interactive

multimedia performance piece. New depth incollection resources is found in subjectcoverage of visualization, digital media andphotography, audio, multimedia, interactivemedia. Corresponding call numbers at theMain Library to browse include N6494; TR267 and in the SL, QA 76.575 and TK 5105.There are also many new titles including CD-ROMs located in the Interactive LearningCenter (Science Library) and the MainLibrary’s Multimedia Resources Center.

� Lorelei Tanji is also working with Film StudiesLibrarian Ellen Broidy to add an increasingnumber of videos and media in support of thenew Ph.D. program in Visual Studies. Someselections include the video anthologies fromVideo Data Bank (Surveying the First Decade:Video Art and Alternative Media in the U.S.,I Say I Am: Women’s Performance Video Fromthe 1970s, The New McLennium, andEndurance: The Video Program). ElectronicArts Intermix, Women Make Movies, NAATA,are among the vendors whose materials Loreleiand Ellen are adding to the collection. A list of725 video titles can be seen near the end of theANTPAC “Featured Lists”: http://antpac.lib.uci.edu/ftlist

�

Collection Development LibrariansPlease Note: The area code for all Irvine campus phone numbers is 949. The area code for the Medical Center and theMedical Center Library is 714. When dialing 824 numbers from a campus phone, just dial the last four numbers. Callsfrom home, dorm room, or other off-campus location, require the three-digit prefix.

Subject Librarian Phone

ArtsDance Lorelei Tanji ltanji 824-5216Drama Lorelei Tanji ltanji 824-5216Music Lorelei Tanji ltanji 824-5216Studio Art Lorelei Tanji ltanji 824-5216

Biological Sciences John Sisson jsisson 824-4980

Business and Management Carol Womack cwomack 824-8159

Education Christina Woo cjwoo 824-4974

Engineering Julia Gelfand jgelfand 824-4971

HumanitiesArt History Lorelei Tanji ltanji 824-5616Classics Ellen Broidy ejbroidy 824-5694Critical Theory Eddie Yeghiayan eyeghiay 824-2263East Asian Lang./Lit. William Wong wswong 824-8147English & Comp. Lit. Catherine Palmer cpalmer 824-4972Film Studies Ellen Broidy ejbroidy 824-5694French & Italian Dawn Anderson andersod 824-2766German Dawn Anderson andersod 824-2766History Ellen Broidy ejbroidy 824-5694Philosophy & Religion Eddie Yeghiayan eyeghiay 824-2263Russian Judith Paquette jpaquett 824-4979Spanish & Portuguese Dawn Anderson andersod 824-2766

Information/Computer Science Julia Gelfand jgelfand 824-4971

Interdisciplinary StudiesAfrican-American Studies Ellen Broidy ejbroidy 824-5694Asian-American Studies Daniel Tsang dtsang 824-4978Chicano-Latino Studies Christina Woo cjwoo 824-4974Women’s Studies Joan Ariel jariel 824-4970

Medical & Allied HealthSciences (Science & MCL) Barbara Lucas blucas 824-4136

Physical SciencesChemistry April Love alove 824-7237Earth System Science April Love alove 824-7237Physics & Astronomy Kathryn Kjaer kkjaer 824-8521

Mathematics Kathryn Kjaer kkjaer 824-8521

Social Ecology Julia Gelfand jgelfand 824-4971

Social SciencesAnthropology Pauline Manaka pdmanaka 824-4969Cognitive Sciences Christina Woo cjwoo 824-4974Economics Daniel Tsang dtsang 824-4978Linguistics Christina Woo cjwoo 824-4974Mathematical Behavioral Sciences Daniel Tsang dtsang 824-4978Politics & Society Daniel Tsang dtsang 824-4978Sociology Pauline Manaka pdmanaka 824-4969

Email@uci.edu