I hope everyone’s summer has gone well and you’re gearing up for the new academic year. At CCLC, we’ve been a bit busier than usual this summer, as we’ve been migrating three years of subscription data to ConsortiaManager, our new and improved procurement and business system. I’m writing today to introduce the rollout of this new system.

We will be launching the new procurement system on Tuesday, October 1, 2019. On that day, the primary contact we have on record for each CCL library will receive login instructions to the system at 2pm. When the system is launched, we plan to have all information regarding this fall’s renewals (for subscriptions that renew on Jan 1, 2020) pre-loaded and ready for your attention. Note that you will not be able to see any of your fall renewals in the existing procurement system, and beginning with this fall’s renewals we will sunset the old system.

In order to train everyone on how to use the new system, we will be offering one of the following four learning opportunities. Note that each session will be the same; there’s no need to attend more than one session unless you want a primer. If you wish to attend one of the two webinars, please register below to receive access instructions.

1. Tuesday, October 1, 1pm – Webinar
   CCLC & ConsortiaManager - Member introduction Oct 1, 2019 01:00 PM Pacific Time (US and Canada) Registration URL: https://zoom.us/meeting/register/39415d2ae3be8c39d746f627e8486654
2. Tuesday, October 8, 1pm – Webinar CCLC & ConsortiaManager - Member introduction Oct 8, 2019 01:00 PM Pacific Time (US and Canada) Registration URL: https://zoom.us/meeting/register/9cc043b96f32eeccc5b9141539e44ee6
3. Thursday, October 17 – In-Person Training at the Northern California CCL Workshop in Walnut Creek, CA (more details to follow)
4. Friday, October 18 – In-Person Training at the Southern California CCL Workshop in Ontario, CA (more details to follow)

Our anticipation is that at least one person from every college attends one of these sessions. The webinars will also be recorded if none of these dates/times works for you.

All fall renewals will be available in the system on October 1, and the deadline for completing these new renewals in the new system will be Friday, November 8th.

As always, if you have any questions about this new system, contact me at any time. James Wiser

I do want to call your attention to one small piece of CCL business – yes, this year’s CCL membership invoice is hitting the mailbox soon. No change in cost: still $150.00.

What does your college get from that modest expense?  Here are some but not all of the benefits:

• Workshops and the annual meeting
• The Outlook
• The work of CCL-EAR, the Library Consortium purchasing arrangement, and the free CountryWatch database
• The two listservs
• The participation by CCL in the implementation of Ex Libris, and the development of the ongoing governance & organizational structure
• The seats which CCL has at the Chancellor’s Office – Library Advisory Committee, Telecommunications and Technology Committee – and liaison role with the CIO Executive Board
• The liaison position with the ASCCC Executive Committee
• General work and effort to make the world safe for the CCC libraries!

And no change in cost: still $150.00.  Please watch the mail for your library’s membership invoice!

Regards --  Gregg Atkins, Executive Director, CCL

The Professional Development Working Group of the statewide LSP project welcomes feedback from our colleagues. We will be working closely with the other working groups to determine what sorts of activities and resources are needed, and what content should be covered. Whether you work in technical service, public service, library administration, or some other part of your community college library, we want to be able to address your training needs as we transition to Alma/Primo.

Currently, suggestions and questions may be sent to Peter Hepburn, working group lead, at peter.hepburn@canyons.edu. The working group will establish a submission form this fall and will share the link with everyone as quickly as possible.

Thank you, Peter

By Richard Ma, MiraCosta College

The MiraCosta library is pleased to showcase an exhibit commemorating 100th anniversary of the passage of the 19th Amendment to the U.S. Constitution.

The year 2020 represents the 100th anniversary of the passage of the 19th Amendment to the U.S. Constitution, which granted white American women the right to vote. Better known as women's suffrage, the amendment was ratified on August 18, 1920, and ended nearly a century of protest and struggles to secure its passage.

The MCC Library Exhibit Series for Academic Year 2019-2020 shines the spotlight on the theme of women’s suffrage and equality. Join us as we kick off this exploration with an exhibit entitled “Breaking the Glass Ceiling: Notable Latinas,” highlighting achievements from Latinas who have made tremendous contributions to society--from Supreme Court Justice Sonia Sotomayor to the queen of Latin pop, Gloria Estefan.

The exhibit is located on the first and second floor of the OCN Campus Library & Hub and the SAN Library & Hub and will run for all of September. A complementary website accompanies the exhibit: https://library.miracosta.edu/latinx

Shelf Awareness: The Intersections of Social Justice and Critical Librarianship
David Brower Center, Berkeley, CA 
October 4, 2019, 8:30 AM - 5:30 PM

More info: https://sites.google.com/berkeley.edu/lauc-b-conference-2019

Internet Librarian 2019
Monterey, CA
October 21-23

More info: http://internet-librarian.infotoday.com/2019

CCL Deans & Directors Meeting 2020
Sacramento, CA
March 12-13, 2020

More info: https://cclibrarians.org/event/deans-directors-meeting-2020-thu-03122020-1200am

CARL 2020: Embracing courage, candor, and authenticity in academic libraries
Hilton Orange County/Costa Mesa
April 1-3, 2020

More info: https://conf2020.carl-acrl.org/

We are pleased to announce that Riverside City College has successfully completed the installation of a lactation pod. The pod is located on the third floor of the Digital Library and is available during normal regular operating hours. To access the pod, users obtain a code via the Mamava app which can be downloaded from the Apple App Store or Google Play.

The initiative to add a lactation pod at Riverside City College was brought forward and approved through the Physical Resources Committee and Resource Development & Administrative Services Leadership Council last spring. The new pod meets the California Department of Public Health’s Breastfeeding Initiative goal of making breastfeeding the community norm for infant feeding for at least the child’s first six months and up to the child’s first year. Under the initiative, hospitals and health care clinics have implemented an infant feeding policy and encourage employers to make lactation accommodation a reality. By providing a secure location, the College also meets AB 1976 which former California Governor Jerry Brown signed into law expanding California employer obligation respective to employee lactation accommodation.

In fall 2016 Brian Greene (Columbia College) and I conducted a survey about student study habits at each of our colleges.  I was at Coastline College in Orange County where a high majority of students were taking online classes and had no physical college library.  Brian Greene was in the central valley at Modesto Junior College with two campuses, two physical libraries, and most students taking classes on campus. The results of the survey surprised both of us because our students reported the same study habit issues even though their age, demographic, student status (full vs part-time), and geographical location were so different.  The survey led to a book chapter about commuter community college students (ALAstore) and really helped both of us think about how we could best serve our students through the library.

One thing I was pretty passionate about after getting the survey results was that Coastline continue to survey students about their study habits.  The quantitative information was good but the qualitative information was amazing. I worked with our research office to survey students once a year and they agreed to fold the study habits survey into their GRIT survey. GRIT is passion and perseverance for long-term-goals.¹ Three years of data showed students still struggled with the same issues: time management, places to study, work/life balance, etc. but Coastline College started creating targeted interventions to help students around these issues. These interventions are offered face to face and online and now the study habits survey has a closing message highlighting some of the services and changes Coastline has made over the past few years based on the survey. It is indirect marketing in a way to let students know about these resources.

When I revisited this topic recently I realized the data from the study habit survey has been a little siloed and should be shared more broadly with Coastline College and especially with our Pathways project groups. Data that shows when students study and what times should help to inform funding choices for 24/7 online tutoring and technical support.  The days students study (still mainly Monday - Friday) might change faculty due dates for online classes.  

The student study habits survey transformed the way I looked at library services at Coastline College. I think it could transform the way other departments look at their services too if shared beyond the few groups it has been shared with. My plan is to work with the Research Department to create presentations about the survey and to present it to the Coastline Constituency groups. I hope it will spark a bigger conversation about how we can support our students with their study habits and with their work-life balance.  At a time when our colleges are seeing more homelessness and food insecurity the Student Study Habits survey has turned into a primary document of students telling us what is going on in their lives.  It has become a powerful voice telling a story our whole college needs to hear.

References

1. See Duckworth (2019) for more information: https://angeladuckworth.com/qa/

In fall 2016 I conducted a study with Elizabeth Horan at Coastline Community College that looked at the study habits of our respective students. The results provided a fascinating look at the busy lives our students lead and how they creatively fit studying into their schedules.¹ One of the many notable findings was that the most common time to study was from 8pm to midnight. While this isn’t surprising, it is a time when many community college libraries are closed. This survey result forced me to think about how we can best serve our students after hours.

After we conducted the survey I transferred from Modesto Junior College to Columbia College, a much smaller school in the same district. Columbia has one full-time librarian - me - and three library specialists. This poses its own set of challenges, but one benefit is that it’s pretty easy to make significant policy changes. With the survey results - especially the info about study hours - fresh in my mind, I set about expanding access to our reserve collection of textbooks. The goal was to make our reserve items available during peak study periods at night while continuing to balance the desire to make reserves available to as many people as possible.

After several brainstorming and planning sessions we decided to implement two new circulation options for our reserve items: 1) when we had multiple copies of an item, all but one copy was changed to circulate overnight, due back before we close the following day. And 2) after 5pm, all of the single copy reserve items could be checked out until 9am the next morning. These new rules were immediately well-received by students. Both options were frequently used and the comments we received were appreciative. A short survey we conducted backed this up. In response to the question “Please describe how having access to textbooks overnight has impacted your education at Columbia College,” fully 100% of respondents (n=18) said something positive. As one respondent succinctly put it, “Being able to take textbooks home allows me to get a lot more studying in over weekends when the library is closed.”²

Our Institutional Research office conducted a more formal analysis of both of new practices, focusing on access (the amount of time a student can check out an item for) and utilization (how long a student has the item before returning it). By both measures the new practices were a resounding success. For example, access climbed from an average of 2 hours per transaction in the previous year (2016-17) to 2.51 hours the semester the new processes were implemented. In spring 2018, the first full semester with both new practices, access increased to an average of 3.87 hours per transaction. Clearly, students were taking advantage of the new policies to check out reserve materials overnight. Not surprisingly, utilization also increased substantially during this period. In fall 2016 the utilization rate was 1.98 hours, meaning that, on average, students kept materials for almost the entire time they had access to them. In spring 2017 the utilization rate dropped to 1.85 hours before rebounding in fall 2017 (when both new practices were implemented mid-semester) to 1.94 hours. The full impact of the new policies was felt in spring 2018 when the average utilization rate skyrocketed to 3.24 hours. Clearly, students wanted to keep reserve textbooks longer than two hours.

Challenges

Before implementing the new policies we thought the biggest challenge would be that students wouldn’t return the textbooks. While this has happened more frequently than in the past, it hasn’t been a significant problem. Even so, we have done a couple of things to reduce the problem, such as increasing the maximum amount of fines for reserve items so that it’s not simply cheaper to keep our textbook for a few weeks rather than buy it. Another issue that we didn’t fully foresee were the different ways a small number of students would try to game the system. For example, initially some students would return an overnight book in the morning and check it out again shortly thereafter. We quickly implemented a 24 hour cooling off period to prevent this. We later modified the rule to give us some flexibility, adding that popular titles may require a longer waiting period and proof of enrollment in the course. The processes and rules are explained on our policies page.

Conclusion

We set out to make the textbooks in our heavily used reserve collection available overnight without limiting the overall number of students who have a chance to use a given book. While there have been a few hiccups, the qualitative and quantitative assessments we’ve done show that our new approach has been a success. While not a replacement for efforts to reduce textbook costs, I believe overnight reserves have a role to play in ensuring students have access to the materials when they study. For many of our students, that’s 8pm to midnight.

References

1. Greene, B and Horan, E (2018). I study in my car: Exploring the study habits of California Community College commuter students. In M. Regalado and M. Smale (Eds.), Academic Libraries for Commuter Students: Research-Based Strategies (pp. 85-102). Chicago: American Library Association.
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2. Greene, B (2018). Responses to overnight reserves satisfaction survey of Columbia College students conducted in February 2018.

The FTE for the 114 California community colleges in the 2016-2017 academic school year was 1,126,709.3.¹ In our libraries, there are too few of us to help the number of students we serve, too many hats we have to wear to meet their needs, and growing our staffing is a challenge. That said, we must be incredibly careful in our service. Our students belong to our most vulnerable populations, and in their daily life they are heavily surveilled. In our system, 43% of the students we serve are first-generation.² In very recent times, a number of our students willingly divulged detailed information about themselves and their families in the Deferred Action for Childhood Arrivals (DACA) application process. We have seen the erosion of trust as DACA has come under attack by the new administration. A large body of their personal data now exists in one place and can be used in ways they did not imagine when applying.

Our professional ethics can be called into question as we reach for funding and attempt to prove our efficacy at our colleges. I recall my first attempt during a campus Equity funding application process (proposing the library’s effort to contribute to equity efforts on our campus), and struggling with one question in particular. How could we prove we were moving the needle for our school’s equity target populations? How would we measure it? My colleagues and I could not think of a safe way to measure our equity target groups without doing so on an individual level, and we were unwilling to forgo our professional ethics. We instead used figures from available academic research, and attempted to use this to persuade funding for our privacy-conscious route. Why would we study our students when the data exists elsewhere? This did not work.

At regional workshops, we started asking our peers how they were going to handle this. We found libraries gaining significant funds for textbook loaning programs, equity librarian positions, and more. When we asked how they were proving the efficacy of these efforts, we heard about sign-in sheets (no titles, but names + student IDs), and other system workarounds (counts downloaded on the hour from patron records identified with demographic codes, then presented in aggregate without student names + IDs).

In recent years, we’ve also seen the investment by our districts in retention software solutions. I was invited by student services at my last institution to attend Hobson’s University, in the midst of our campus pilot program utilizing Starfish. Starfish is an “early alert” system, allowing instructors to flag students with needs (such as financial aid intervention and counseling assistance), and give them ‘kudos!’ It also allows for referrals to get research help from librarians. In one session, a community college explained how they track student retention over several semesters. The tracking includes what the student does (access the library, tutoring, counseling, etc) in the system. The presenters said they found great partnership with the library but, “Did you all know librarians have a special code?” I assume the “code” is the ALA Code of Ethics, as they went on to explain that the librarians at the college would not use the system to track students individually, but they worked to find another method for getting their aggregate data into the retention tracking tool. 

The issue of retention software is tricky because there are some convincing use cases, as well as some examples of my worst fears realized. In some of these systems, it is possible to use “predictive” analytics to determine whether a student might be successful or not, based on patterns that “emerge” from their time at the school or transcript data. This can be used to create targeted interventions to help students overcome their struggles, but schools can also use it to decide if they will let students in at all. My favorite part of being a community college librarian is WE ACCEPT EVERYBODY.

It would be nice if tools could help support us in the work we do without being discriminatory, but we are all familiar with the daily examples we see in the news about how personal data is being used for nefarious purposes. Even when the data appears to show that retention systems work, other factors may contribute to improvements. For example, in a talk for the Berkman Klein Center for Internet & Society at Harvard University, Virginia Eubanks (author of Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor) noted:

...Georgia State University in 2012 moved to a predictive analytics in their advising... Their retention rate went up something like 30%.

But the part of the story that gets buried over and over again every time that it's written about is that at the same time they moved to predictive analytics, they went from doing 1,000 advising appointments a year to doing 52,000 advising appointments a year. They hired forty-two new full-time advisors. And that always ends up in paragraph 17 of these stories.

Forty-two new full-time advisors! Granted, their FTE is 44,819⁴, but what a dream to hire the people power you need to effect change like that.

If we must engage in analytic parsing because of the institutions we serve, trust is an important component to consider when managing large sets of personal data. One interesting research project in the academic library sphere at the moment is the Data Doubles project. The project digs into "student perspectives of privacy issues associated with academic library participation in learning analytics (LA) initiatives." At ACRL 2019, researchers Kyle M. Jones and Michael Perry discussed students indicating trust in libraries. In focus groups, they and their co-researchers found that “[even] though students were positive about library learning analytics, they did express a number of questions about the practices, especially since they had never been informed that their library had access to or was analyzing certain types of data...”⁵ What do we do with this trust?

We may feel like we are doing our best to serve students in every possible way we can (through our stacks, at our desks, online), but what does it mean when we send students into other entities’ websites to meet their research needs? What kind of information is passed to the vendor? How are vendors using it for their own purposes? Read Mimi Calter’s editorial for Scholarly Kitchen to learn more about “silent sharing” by vendors.

One response from libraries is to draft up or sign on to privacy related statements. As stated in The Role of the Library Faculty in the California Community College, which was passed via resolution 16.01 by the Academic Senate for California Community Colleges, “Privacy of users is inviolable, and community colleges should make certain that policies are in place to maintain the confidentiality of library records and library use data.”⁶ The Stanford Statement of Patron Privacy and Database Access is one such example of efforts in this regard. A privacy statement from our Council of Chief Librarians is underway.⁷ In addition, it would behoove individual libraries to have privacy and data management policies that are publicly available.

Privacy policies inform users how their data is being used across various systems, while data management policies are the steps we will take with the information accrued, such as how it is stored, secured, retained, and purged/destroyed. (Kristin Briney publishes helpful research on data management policies!) Writing a privacy policy is an important reflective moment for a library team. It’s a moment to take stock of the information we hold and the information patrons plug in to use third-party services. It helps us to be transparent. (For an example of a community college library policy, see the policy from Nahman-Watson Library at Greenfield Community College.) Your privacy policy frames how the library collects information, communicates with campus stakeholders, and helps determine if your library is living up to the guidelines of our profession.

Writing a privacy policy and a data management process can take time, but there are efforts you can engage in immediately. For example, does your library collect “learning analytics” on your users, such as who is attending library one-shots, or walking in the door? If so, how can you alert students to this? Another strategy I heard from Kyle Jones: educate students about learning analytics via your syllabus.⁸ From his verbal example at ACRL, I learned he includes a section about what he can see in the learning management system (such as times logged in, number of pages engaged, etc) AND what he pays attention to and why. If you have a library website, you can create an interstitial pop-up that let’s library users know they are leaving your site for a vendor that may hold different privacy standards, and provide links to the privacy policy of that vendor.⁹

There may be concern that the language of policies is inaccessible to some users, or that users simply don’t read them. Consider how you can fold privacy topics into library orientation sessions. For example, while teaching about database searching, spend a minute on the authentication process. You probably already distinguish between on-campus access, and logging in while off campus. Explain briefly how IP addresses work and how they are surfing via the school IP address when logged in with their student ID. This can help students to feel safer in searching for sensitive topics. (But, oi, what about those proxy logs?) You can also talk about cookies in teaching about the web searching process. Let students know what information is being communicated to the search engine, the algorithms that decide what results they get served, and that some search engines are advertising companies. Cookies are de-identifiable and get used to serve very targeted advertising. They are collected by companies online who then turn around and sell that data.

I was inspired to join this profession by librarians that came before me - by their strong convictions about privacy. My concerns grow daily, most recently driven by recent news related to the Santa Cruz public library system and LinkedIn. I’m sure yours do, too. What else can we do about it? [Seriously - let’s talk.]

References

1. Board of Governors. "Statewide: College Profile." Student Success Scorecard. Last modified 2018. https://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=000.
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2. Board of Governors. "Statewide: College Profile." Student Success Scorecard. Last modified 2018. https://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=000.
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3. Eubanks, Virginia. "Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor." Open Transcripts. Last modified October 23, 2018. http://opentranscripts.org/transcript/automating-inequality/.
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4. Office of Research and Policy Analysis, University System of Georgia. Semester Enrollment Report. October 29, 2018. https://www.usg.edu/assets/usg/docs/news_files/BOR_USG_Fall_2018_Enrollment_Report_FINAL_Nov._7_2018_*.pdf.
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5. Jones, Kyle M. L., Michael R. Perry, Abigail Goben, Andrew Asher, Kristin A. Briney, M. Brooke Robertshaw, and Dorothea Salo. "In Their Own Words: Student Perspectives on Privacy and Library Participation in Learning Analytics Initiatives." In Recasting the Narrative: The Proceedings of the ACRL 2019 Conference, edited by Dawn M. Mueller, 262-74. Chicago: Association of College and Research Libraries, April 2019.
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6. Rider, Van, Brian Greene, Canon Crawford, Dan Crump, Elizabeth Bowman, and Joey Merritt. "The Role of Library Faculty in the California Community College." Edited by Wendy Rider. Academic Senate for California Community Colleges. Last modified Spring 2019. https://www.asccc.org/resolutions/adopt-paper-role-library-faculty-california-community-college.
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7. Board of Directors. "Meeting Minutes - 4/26/19 - 3.6 Update on User Privacy."Council of Chief Librarians. Last modified April 2019. https://cclibrarians.org/sites/default/files/board/minutes/minutes_ccl_2019-04-26.pdf.
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8. Jones, K. M. L., & A. VanScoy. “The Syllabus as a Student Privacy Document in an Age of Learning Analytics.” Journal of Documentation. Forthcoming. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3376948.
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9. Houghton, Sarah. "Library Freedom Institute 2018 Lectures: Week 11." Lecture. Vimeo. Posted by Alison Macrina, August 14, 2018. https://vimeo.com/284997804.

Libraries and librarians are doing amazing work with zines. According to Wikipedia, “A zine (/ziːn/ ZEEN; short for magazine or fanzine) is a small-circulation self-published work of original or [remixed] texts and images, usually reproduced via photocopier. “ Here, in the greater Los Angeles area we are fortunate to have many librarians and non-librarians who have been using zines for instruction, activism, self-expression, healing and more. If you did not know, there are some great local resources for potential zinesters in and out of higher education. Many local libraries including Los Angeles Public Library, through the efforts of Ziba Perez Zehdar, are now collecting zines! Another great resource is Cynthia Orozco’s, “Zines @ ELAC” guide at East Los Angeles College Library.

Do you teach with zines? We do. Maybe you should too? Earlier this year Annie Knight, who has been part of zine culture since the 90s, and I, a newbie and LA Zine Fest attendee, sent out a call for input to zinesters in higher education. The survey results are still in the process of informing our upcoming, “Instructors Guide to Teaching with Zines” to support colleagues who would like to teach with zines or who are thinking about teaching with zines and just need a little nudge. Essentially, we are two community college librarians who believe in the power of zines in the instructional and library programming setting, and we want to provide support to others who have the same interests.

Why should you consider incorporating zines into your instruction?

• Zines provide a robust and authentic alternative to the annotated bibliography
• Zines are a path to authorship allowing students the title of zinester
• Zines can be on any topic and support the objective of research as inquiry
• Zines support the personal and reflective aspects of the information creation process
• Zines are just fun!

Take our survey which asks about your familiarity with zines and how they are used in teaching. Your responses will greatly impact our upcoming guide for faculty using zines in their college classes. If you would like to share any examples of instructional lessons or thoughts from teaching while zineing, we welcome your communications and support.

Califas Librarians,

Havilah Steinman, a student in the SJSU MLIS program, interviewed librarian Steven Deineh about the MiraCosta College Library. The article has been published in the SJSU iStudent Blog: https://ischool.sjsu.edu/istudent-blog/todays-thriving-libraries-miracosta-community-college

Librarians who work with open access publications/databases or open education resources/textbooks may have an interest in obtaining the Creative Commons (CC) Certificate. Creative Commons offers a special course for librarians, and the cost is $500. To register, visit: https://certificates.creativecommons.org/.

Creative Commons describes the value of the certificate as follows: “The CC Certificate powers you with knowledge to better advise your institution on creating and engaging with openly licensed works. You will learn how to adapt and innovate on existing openly licensed materials–keeping your institution’s knowledge base relevant and up to date. You will also learn how to best support learners accessing a wider array of open knowledge resources. Finally, the Certificate equips you with skills needed to meet open licensing requirements increasingly present in government and foundation grants and contracts.”

Lynda Letona

Lynda is enthusiastic about working for DVC, hoping to learn from and collaborate with new library mentors and students. One of the many things that interest her about DVC is the diversity of the student body and the chance to collaborate with staff. Working as a Librarian at DVC will be a great opportunity to show students how information can empower and heal.   

In her spare time, Lynda likes to watch films and discuss ideas with friends. Some of her favorite auteurs include Alejandro Jodorowsky, Terrence Malick, and Carl Sagan. She also likes to write creatively, particularly poetry and prose. One of her long-term goals is to complete a magical realist novel set in Guatemala and California. Currently, she is interested in reading about the history of life and mermaid folklore.

Lindsey Shively

Recent moves by Sacramento City College (SCC) librarians have diversified librarian contributions to the college and to Los Rios Community College District. Nicole Woolley is now SCC’s Online Course Design Coordinator for FastTrack OEI Rubric Academy, a district-wide initiative to ensure quality online courses by aligning them to the CVC-OEI Course Design Rubric. Pam Posz is now a faculty coordinator of The SCC Makerspace. Additionally, Jordan Jue (MLIS, University of Washington) has joined SCC as a full-time tenure-track Public Services Librarian. Nancy Wallace (MLIS, San Jose State University) has taken the role of a full-time long-term temporary Public Services Librarian.

By Evelyn Lord, Laney College

Laney College Reference & Instruction Librarian Phillippa Caldeira passed away unexpectedly on Sunday, August 25, 2019. Phillippa joined the staff of Laney Library in August 2012 as an hourly librarian. She was hired in her permanent position in August 2013.

Phillippa loved Laney College. She valued her colleagues and cherished our students. She was at home with her “family” in the library, but her friendships outside the library were expansive and deep. She recognized the value of the library and its critical contributions to student success, and became a fervent advocate for information literacy and critical thinking. The relationships she forged through her extensive committee work provided a critical connection between the library and the broader campus.

Phillippa’s greatest passion at Laney was her teaching. She devoted considerable time and reflection on preparation and lesson plans. She often personally met with faculty in advance of orientations. She also regularly scheduled time to meet one-on-one with students who needed additional support.

We will miss her laugh and wry sense of humor, her eagerness to contribute and her calm sense of purpose that told us she was in the right place, a place she wanted to be.