Last week (April 15-17), the ASCCC concluded its Spring Fall Plenary Session---once again in a virtual environment.  The theme of the Session was “Working Collectively: Transforming and Decolonizing Institutions” and the first two days of the Session consisted of breakouts on a variety of topics of interest to faculty, focusing on equity, anti-racism and inclusion.  I want to include part of the message that ASCCC President Dolores Davison sent to attendees: "Along with all of the excitement that surrounds plenary, we also have reasons to be contemplative. This plenary is our second to be held entirely online, a situation in no way mitigated by the months of practice we have all had with Zoom, although one made slightly more optimistic by the roll out of vaccines. The country has also seen a surge in violence—against Asian-Americans, specifically Asian-American women, but also against people of color, women, and transgendered people—and the feelings of hopelessness, despair, and sorrow can be overwhelming. While the theme for this plenary, 'Working Collectively: Transforming and Decolonizing Institutions,' was chosen in February, it seems particularly prescient given the current situations the country and our institutions are facing.”

On the last day of Session, delegates voted on resolutions that will shape the positions and actions of the ASCCC.  The full text of the resolutions is on the ASCCC website. Of special interest for library and learning assistance/tutoring faculty was a resolution from Fall 2020 (Resolution 8.01---"Counseling Faculty and the 50% Law”) that was “referred” to the Executive Committee to review and bring to the Spring 2021 Session.  The resolution was referred because even though the goal of the resolution to “explore means to include counselor salaries and benefits as instructional expenses under California Education Code §84362, also known as the 50% Law…” is laudable, it left librarians, tutor and learning assistance faculty out of the “right” side of the 50% Law and it is somewhat contrary to previous recommendations. The referral message also directed the ASCCC “to review for inclusion of all non-instructional faculty and to return to the body by Spring 2021.” And that did happen with the adoption of two resolutions at the Spring Plenary Session--- Resolution 6.01 “Revisiting the 50% Law and the Faculty Obligation Number” and Resolution 8.01 “Counseling Faculty, Student Success, and Transfer.”  The text of both of these resolutions (which were unanimously approved and adopted) are in the resolutions link listed above.

The elections for many of the positions on the ASCCC Executive Committee (all the officers and half of the area representatives) are being conducted this week.  I will inform you of the results in a message on the CCL listserv. 

I have the honor and privilege of being the CCL Liaison to the ASCCC and therefore attend their meetings to present the library faculty perspective.  I can attest that they are a hard-working and fantastic group of faculty leaders.  The ASCCC is very supportive of the role that librarians perform in the instructional processes at all of our colleges (see the 2019 ASCCC paper “The Role of Library Faculty in the California Community College”)
and I also wish to acknowledge the strong and continued support of the ASCCC for the Library Services Platform (LSP).  They have been great in every step of the way!

Since Spring Break, I’ve been reflecting on all that CCL-EAR Committee has accomplished entirely online this academic year (after spending Spring 2020 getting our “sea legs” with the sudden shift from in-person to remote services due to the COVID-19 pandemic stay-at-home order).

We’ve done a lot: we wrote and published several product reviews, undertook projects to better help member libraries meet their e-resource needs, and began addressing what CCL-EAR can do to address and influence equity and inclusiveness in content provided through the Consortium. Here’s a recap of CCL-EAR’s work over the 2020/21 academic year:

• Product Reviews:
  • Leganto (Feb. 2021)
  • Libguides vs Libguides CMS (Feb. 2021)
  • LibAnswers (Mar. 2021)
  • Statistics Resource Comparison: Statistical Abstracts, Rand State Statistics, Statista (Oct. 2020)
  • Visible Body (April 2021)
• CCL-EAR began the first stage of the current e-book collection weeding project, involving an initial identification of out-of-date titles. As of this report, it is almost complete, and the second stage -- an in-depth review of the remaining collection – is slated to begin sometime Fall 2021. A call will go out inviting CCL member librarians to join the second stage.
• CCL-EAR is exploring ways to ensure the voices and experiences of California’s large and diverse community college population are accurately represented in Consortium products. Moving forward, we’ll be examining content through an equity lens, both in conversations with vendors and in our reviews.
• CCL-EAR administered its annual Electronic Access and Resources Survey of California Community College Libraries in November 2020. Fifty-six percent (56%) of CCL libraries responded, and the survey revealed some interesting findings about the state of our e-resources since March 2020 and several areas of interest or concern for the Committee to address, including:
  • Most libraries increased orders for non-textbook e-books and streaming films specifically due to COVID, and plan to continue purchasing more of these formats moving forward, budgets permitting.
  • The problem is…budgets. Most respondents report funding cuts or anticipate budget reductions in the coming year, which will impact their libraries’ e-resource collections and orders. Comments indicate how they plan to deal with this, such as switching to lower-cost e-resources or discontinuing print and e-products. CCL-EAR and CCLC will do its best to make sure you have as much information as possible about the products offered through the Consortium so that you can make informed resource collection decisions.
  • After the shift to remote learning last year, libraries found creative solutions for safely meeting students’ information needs, including touchless delivery of print materials, low- or no-cost e-content, and reconfiguring budgets to purchase more e-resources. Comments revealed a need for better options to obtain and make available e-textbooks, identify high quality, lower-cost or free, academic e-resources, and get targeted training on fair-use and copyright for library and other materials used for educational purposes.
  • Approximately fifty percent (50%) of the e-resources you purchase directly from vendors or through other consortiums are available from the CCLC. Reasons vary, but mostly, selectors stated they were not aware those resources may be obtained through the CCLC. Contact Consortium Director Amy Beadle to see if you can reduce costs and simplify the purchasing process by getting as many of your e-resources as possible through the CCLC.
  • Most respondents only acquire accessible e-resources, with limited exceptions, and rely on the Consortium to ensure current legal standards are met. All consortium products must meet the standards recommended by the CCC Accessibility Center (CCL/CCLC Policy on Accessibility Standard and CCC Accessibility Standard). The Consortium also monitors developments that would impact the accessibility and availability of e-resources for our members.
  • Approximately one-third of respondents will not acquire products without clear evidence of vendor practices that support library privacy standards, and an equal number avoid products -- with limited exceptions – that have known privacy problems. Comments revealed that user privacy is important for CCL members, but many want more guidance on how to effectively assess this. The CCL offers members some recommendations in its Position Statement on Library User Privacy, and privacy is one of the criteria addressed in recent CCL-EAR reviews.
  • CCL members value and want more product reviews from CCL-EAR, and want to hear more, and more often, from the Committee. We are committed to doing both in the coming year! Members who have questions or concerns may contact me or their Regional Representative

Finally, as this academic year comes to an end, I want to recognize the CCL-EAR Representatives who have done the work mentioned above and so much more. And, to those members leaving the Committee after 3-6 years of service (noted by an asterisk*), goodbye and thank you for your contributions:

• *Steve Hunt, Past Chair/Vice Chair (Interim Dean, Santa Monica College)
• Megan Kinney, San Francisco/East Bay Representative (Librarian, City College of San Francisco)
• Sean Flores, Southwest Bay Representative (Electronic Resources Librarian, San Diego Mesa College)
• Nancy Golz, East Central Region (Electronic Resources Librarian, Merced College)
• Tom Stough, West Central Region (Librarian, Oxnard College)
• Lauren Saslow, Los Angeles Region (Library Dept. Chair, Los Angeles Pierce College)
• Yvonne Reed, Desert Region (System Librarian, Victor Valley College)
• *Mary McMillan, Southcoast Region, (Professor/Digital Resources Librarian, El Camino College)
• *Lauren McFall, San Diego/Imperial County Region (Web Services & Emerging Technologies Librarian, Mira Costa College)

Remember: CCL-EAR is composed of volunteer librarians from CCL libraries. Consider joining CCL-EAR as a Regional Representative or attend our meetings – all Consortium members are invited. Learn more about who we are and what is involved.

THOUGHT #1  It seems like the colleges (and many of the libraries) are awash in money.  I never thought that I would write such a line!  But extra support funding from the State and additional educational funding from the latest Federal stimulus bill has made it so.  One district I know (4 colleges) has set aside $1,000,000 for its 4 libraries.  Even as colleges struggle with reduced enrollment, special pandemic funding (one- time, of course) keeps the wolf from the door for now.  It’s a little hard to predict what comes next, isn’t it?  And isn’t it a challenge to think long-term and strategically within the limits of one-time funding?  I hope you will all share strategies, ideas and questions on the listserv for the benefit of all.

THOUGHT #2  The Governor’s May Budget Revise will be out soon.  There have been opportunities to fully discuss the proposal to provide ongoing funding for the LSP with-level state decision makers.  But I suspect that we may not get that ongoing funding because we successfully saved and maintained the LSP program independently this year.  “Plan B” turns out to be very do-able, seems to be agreeable to the colleges and (with new staff coming on board) is poised to take some important steps into resource sharing, shared instructional development, training, etc.  I hope that I am wrong about the budget outcome, but now am very confident that we can still accomplish our goals without it.

THOUGHT #3  We are on track to match or exceed the best year for CCL membership!  Thank you to all who supported the work of CCL by getting your membership invoice paid.  Using email to send out the invoices isn’t the easiest approach, but we managed.  The Board and I will discuss how to handle next year’s invoices at the summer Board meeting.  With so many colleges (at this point) not holding on-campus classes in the Fall, another email round is likely.

Soon the year ends (shudders to a stop?).  None of us are likely to be heading for Paris, Mykonos or etc. soon, unfortunately.  Here’s hoping that you still find escape, renewal and inspiration enough to give Fall a great run! 

Things are busy, busy at the CCLC Library Consortium! We’re really excited to be building a great team with the addition of our NZ/Systems Admin, Pawel Szponar, and our LPS Program Manager, Caroline Sinay Gudiel. See introductory messages from both of them below. 

We are in the midst of our Fiscal Year renewals and new offers. All orders are due on May 15th. A couple of points to note:

Use the ‘Put this item on Invoice #1, 2, 3, etc.” option in “Billing Cycle” before you place your order if your items need to be on certain separate invoices. We will not be making changes to invoices after the invoice is issued so this is REALLY important. If these is nothing noted as far as grouping via the Billing Cycle on your order, all resources will be on ONE invoice.

We’re continuing to build/revise products in Consortia Manager. This means that there have been a couple of hiccups. If you have let me know of a pricing/product issue, we are working on resolution. Thanks to Megan Kinney for her work on inputting product information and a couple of tricky pricing rules! 

Because of the high volume of individual requests coming to library team members, we are rolling out a ticketing system called FreshDesk. Work group members just started using it in a beta environment and the feedback has already been really positive. Expect to see more about that and to receive an activation code around May 1st.

We are transitioning LSP project documentation to a new CCLC LibGuide. It’s not yet finished/published, but within the next couple of weeks it will be live. The link is https://caccleague.libguides.com/LSP, but remember, nothing is published yet! We’ll let you know when it is live. 

Don’t forget that our Wednesday Webinar series will run through May 19th, then we’ll take a break until September 1. Upcoming topics include:

• April 21: DEI / Systems Issues
• April 28: New Deans & Directors Roundtable
• May 5: Pandemic Recovery & more
• May 12: E-Reserves
• May 19: Consortium and LSP 2020-21 Wrap-Up - Funding, Committees and More

I can’t believe that it’s been more than a year since we all headed home to limit the spread of COVID-19. I just want to say how great it has been to watch each of you adapt and overcome all of the challenges this pandemic has brought. Thank you also for your continued patience as we’ve brought the LSP over to the League, added staff and have balanced all of the ever-moving parts. Keep your eyes on the LSP-All and CCL-All listserv in the coming weeks for lots of exciting news, opportunities to participate and transitions to FreshDesk and LibGuides.

From: Caroline
Hi Everyone! My name is Caroline Sinay Gudiel and I’m incredibly honored to be a part of the California Community Colleges team as the new Library Consortium Program Manager. With over 17 years working in an academic library setting, I have a Master of Library and Information Science degree, along with hands-on technical experience. My library background also encompasses cataloging, vendor subscriptions and standing orders, instruction, and training. Although interacting with technology in a library setting is always fun, I’ve actively pursued various executive board and committee opportunities, acting as a library liaison in and outside of the University community, in order to represent the needs and demands of staff, students, and librarians alike. 

Celebrating our libraries unique contribution to the overall success and longevity of community colleges is my policy; however, building a safe, inclusive, diverse, and supportive library consortium culture that honors and empowers all of our library personnel, is my credo. 
My goals are to empower you, generate powerful discussions, create solutions for everyday problems, and look towards the future in topics such as improving professional development, increasing presentation participation in conferences, supporting all DEI initiatives across the library consortium, and leveraging technology to establish strategic cooperative initiatives with other large scale systems.

We, information professionals, are capable of accomplishing innovative and meaningful change in our communities, but as a Consortium, we can do it together. Thank you for your commitment and your hard work. I look forward to meeting you all soon.

From: Pawel

Hello! I’ve been working as a Systems Admin at Foothill College since 2015 and have served as the Library Coordinator since 2018. I’ve spearheaded numerous technical initiatives both at the College and the District level there, and have been the leader in implementing ALMA and Leganto at my institution.  Recently, I’ve completed an MBA program at the University of Illinois at Urbana-Champaign with a particular focus on Strategic Leadership and Management as well as a specialization in Digital Marketing and Business Analytics. Looking forward to creating and providing unified and data-driven support for the Consortium, implementing new initiatives aimed at maximizing student success across the system and providing technical expertise for library faculty everywhere.

Recently, we have been tasked with generating substantial reductions of Named Users and Bib Records across the system, and I’m very happy to report that we’ve made great progress in both areas. The Named Users portion has been completed successfully, with the overall Consortium numbers well below what is required. While we are still in the process of wrapping up the Bib Records reduction part, a large number of schools have completed the tasks and the overall number of portfolios in the system has been reduced dramatically. We are looking forward to continuing this effort and exploring additional collections to be managed at the Network Zone level in order to further increase efficiency and reliability of the records.

When did I first meet Dan?  Or was he always at those (innumerable) meetings at the CCCCO?  Well, we surely connected over some agenda item concerning CCC libraries, faculty librarians and/or the students and faculty we serve -- and to this day, his voice is a recognized and respected one at the CCCCO, in the ASCCC, at his college and in his library, and among the 500+ librarians in the 115 CCC libraries.  Dan has been forever active in the work to strengthen and improve the work of our libraries, and also to support and strengthen the professional status of the faculty librarians who work in our libraries.  He has been there through thick and thin -- and, oh yes, there have been terrible times of thin! -- to promote libraries and librarians as well as to help protect them.  He has used his unique vantage point developed in the statewide arena of the ASCCC and in the work of the Council of Chief Librarians to lead, guide, counsel and toil in the trenches.  I know that Dan has been a resource to countless librarians throughout the state on issues ranging from career paths to resource evaluation to thorny and delicate local issues at a college/district.  

I would be remiss not to also note how much Dan has contributed to his library, to American River College and to Los Rios CCD.  His work and engagement in those arenas have always been guided by a fierce pride in those institutions as well as a commitment to protect, sustain and move them forward.

I also know Dan as the devoted family man, proud father, ecstatic grandfather.  He has a marvelous sense of humor, and finds connection with almost everyone.  I also know him as a self-proclaimed USC fan who nonetheless will show up at a Cal football game in a Cal shirt (!) to sit with his friends.  I am so happy that retirement will afford him even more family opportunities and activities.

I suspect that I will still see Dan at some of the state-level meetings -- and nothing could please me more.  Best wishes, Dan.  On to the next adventures

April 26th - 28th, 2021
Virtual

More info: https://digital.sandiego.edu/symposium/2021/

ELUNA 2021 Annual Meeting
May 2021
Virtual

More info: https://el-una.org/meetings/eluna-2021-annual-meeting-online/

LILi (Lifelong Information Literacy) Group's Annual Conference: What You Don’t Know & Are Afraid to Ask: Teaching Ourselves & Others.  
July 9th, 2021
Virtual

More info: https://lili.libguides.com/lili

The People of Color in Library & Information Science (POCinLIS) Summit
July 23rd, 2021, 9:30 am - 3:00 pm
Virtual 

More info: https://digitalcommons.lmu.edu/pocinlis/

2021 Cal OER Conference
August 4th - 6th, 2021
Virtual

More info: https://www.canyons.edu/academics/onlineeducation/ztc/caloer.php

South Carolina Conference on Information Literacy: Reshaping the Future of Instruction
August 4th - 6th, 2021
Virtual

More info: https://musc.libguides.com/SCCIL/CFP

The 20th Annual Northwest Interlibrary Loan and Resource Sharing Conference
September 1st - 3rd, 2021
Virtual

More info: https://nwill.org/

Updated April 24, 2021

Introduction

This article describes initiatives related to diversity, equity, and inclusion (DEI) led by library professionals who use California’s statewide Library Services Platform (LSP), which is shared by 110 community colleges. Because the LSP is shared, we have the opportunity to make changes centrally that impact students and other library system users across our state. This article illustrates how two projects have independently progressed to address the display of racist and dehumanizing subjects in OneSearch (Primo VE), the public search interface of the LSP. The path forward for these projects has at times been winding and delayed, and the type of solution for each project has been different, involving diverse stakeholders, and requiring varied strategies.

As we launch DEI-focused projects such as these, we call upon our community of information professionals to examine our library systems and structures, interrogate our personal practice as library professionals, and question decisions about policy, procedure, practices, guidelines, and recommendations. Our systems of knowledge reflect white supremacy culture due, among other reasons, to inherited corporate and other metadata. As such, we are responsible¹ for establishing mechanisms to address such negligence; we must continually monitor, identify problems, and proactively make change within our library systems. Every time we delay this work, we uphold structural oppression and allow systemic harm to continue.

Be it in our consortium of libraries, at our local districts, or in our college libraries, we must thread a network of accountability to inspect and inclusively collaborate against racist, inequitable, dehumanizing, and oppressive dispositions in our systems. Ultimately, our goal is to create learning environments for our students driven by anti-racist values and cultural competencies.

Two Current DEI Projects

The two projects described below have similarities and differences. Both are related to display of subjects in OneSearch (Primo VE). Both were championed by individual library professionals, then taken up in some way by committees or work groups. One of the projects is a well known national project initiated by students and our consortium is one of many making similar changes to local data. The other is a known problem related to algorithmic bias and proprietary vendor data. Both involve the display of racist and dehumanizing subjects in OneSearch. Two problems, two paths forward, and two solutions. Neither solution is perfect, and both require us to be vigilant and monitor for related data problems to surface, and address them as they come up.

“Change the Subject” at California LSP Libraries: October 2020 - Present

The “Change the Subject Project” has been widely discussed nationally, and has been implemented by many libraries and consortia across the country. This project was initiated by undergraduate students (now alumni) at Dartmouth College, who in 2014 petitioned the Library of Congress (LC) to officially change subject heading terms related to undocumented immigrants. A change by LC would have solved the problem for all libraries using LC’s subject heading vocabulary, including the majority of academic libraries in the United States. Unfortunately, in 2016, partisan members of Congress intervened, and LC has not moved forward with making changes. Since then, libraries have increasingly been making the changes in their system locally, using recommendations from the Subject Analysis Working Group, formed by the Cataloging and Metadata Management Section of ALCTS (now CORE) division of the American Library Association (ALA). This is the same approach now in progress within our consortium.

San Diego Miramar College implemented the “Change the Subject Project” prior to migration to the LSP, and it is possible that other libraries in our consortium had also done so. After or during migration, these libraries would need to re-implement the changes in the shared LSP. In Fall of 2020, the LSP Cataloging Work Group internally shared information from other academic libraries that had also made this change. In October 2020, San Mateo County Community College District (SMCCCD), was the first known library to implement a “Change the Subject Project” within the LSP. SMCCCD project team lead, Stephanie Roach, launched the project by gaining consensus across all three of their college libraries, and researching how to implement the change using the materials shared by the LSP Cataloging Work Group. Because SMCCCD has a representative (Kim Lim, Skyline College) serving on that work group, communication between SMCCCD, the work group, and the consortium was easily facilitated. After implementation of display changes at SMCCCD, Roach shared how-to information and advocated for central changes at the NZ level at the December 1, 2020 Cataloging Work Group Office Hour. Documentation on how to make local changes was then posted by the work group to the LSP wiki and the LSP_ALL listserv, so other libraries in the consortium could take up the project locally. Of note, the local display change is only a partial solution for removing the racist subject headings identified in the “Change the Subject Project,” and action is still required at the Network Zone (NZ) level.

Recognizing the need for central changes that would benefit all LSP libraries, the Cataloging Work Group reported on the issue to the LSP Governance Committee. Ultimately, they approved the project, and changes to LC subject heading terminology for undocumented immigrants and noncitizens is planned, and was announced to the LSP-ALL list on March 8, 2021.

The LSP Governance Committee officially endorsed the “Change the Subject Project” in early 2021 and the project is currently pending implementation system-wide. Success thus far is largely because a motivated individual--in this case Roach--had direct connections to the LSP Cataloging Work Group, and was able to implement changes locally, share how-to instructions widely, and advocate for additional changes centrally. By partnering with the LSP Cataloging Work Group, Roach was able to tap into official mechanisms such as work group reporting and a policy proposal to the LSP Governance Committee, which ultimately approves policies and any central, system-wide changes required to implement the “Change the Subject Project.” Knowledge of the reporting structure of work groups and process for policy approval by the LSP Governance Committee is useful, and an important part of change making within our consortium.

Central Discovery Index Subject Stoplist

In December 2020, Angela Boyd of San Diego Miramar College noticed multiple examples of extremely offensive racial slurs in OneSearch, which prompted her to learn more about it. Boyd began a campaign to investigate and spread awareness about the problem, in order to find a solution. Early on, she reached out to Matthew Reidsma, a librarian at Grand Valley State University and author of Masked By Trust: Bias In Library Discovery (2019), who responded to her query with a description of how discovery layer algorithms pull in subjects for display from vendor records using proprietary “word vector systems that are rife with bias.”² Reidsma suggested that because the problem is with display of vendor data that is not locally editable, it should be reported to the vendor - in the case of the LSP and Primo VE, Ex Libris, as a software bug. In other words, a specific problem in their product to be fixed. Among others, Boyd shared this information with Roach. After discussing together and doing additional research into the problem, Roach submitted a case to the Ex Libris Support Portal in January of 2021. Ex Libris responded, and less than one month later, a stoplist was identified as the best solution. The stoplist, now live in all English language Primo VE environments internationally,³ includes the racist terms initially identified by Boyd, and one other offensive term identified and reported by others, thus preventing them from displaying as subject headings in Primo VE. During case follow-up, Ex Libris shared a new policy, DEI (Diversity, Equity, and Inclusion) Policy Regarding Subject Headings in CDI (Central Discovery Index), which includes a link to the stoplist, as well as a way to contact their team about adding new terms to the stoplist. To do so, you can email Anti-Bias@exlibrisgroup.com. We recommend that you also keep your local and consortium stakeholders informed and engaged. LSP consortium members are encouraged to copy relevant Discovery, Electronic Resources and Cataloging work group members on stoplist emails to Ex Libris.

Notably, there were a lot of moving parts and communications on this case. Boyd brought tremendous energy and leadership to the project, and networked extensively in order to learn more and connect other interested information professionals. Other professionals contacted by Boyd also submitted similar support portal cases. In order to further connect this work to the consortium, Roach added consortium director, Amy Beadle, to the Ex Libris case. The bias discovered by Boyd affected all of our libraries, and was visible not only in all OneSearch (Primo VE) displays in our consortium, but also in those of all English language Ex Libris Primo VE customers. The impact of these changes implemented by the vendor cannot be understated. Our consortium of 110 LSP libraries is a large Ex Libris customer account, and can carry a lot of weight. Our collective voice as an Ex Libris customer is something we should learn to use more effectively, be it through NERS requests, Idea Exchange enhancement requests, Ex Libris Support Portal cases, or ELUNA user or advisory groups. There may also be opportunity to leverage negotiations as part of new or renewed contracts. As always, good vendor relationships and clear communication supports these efforts.

In this example, unbeknownst to Boyd and Roach, there was other work happening concurrently behind the scenes. Ex Libris brought the stoplist to a new DEI advisory group for additional feedback. Megan Kinney (City College of San Francisco) and Glenn Tozier (Monterey Peninsula College) serve on this advisory group as representatives from our consortium, and Boyd will be joining them as a representative this month. Consortium Director Amy Beadle looped in the LSP Governance Committee, and they connected Boyd and Roach with Kinney and Tozier. Kinney presented at the LSP Governance Committee meeting about this and other library system DEI efforts within our consortium, in recognition of the work as well as to emphasize the importance of working and communicating together. Boyd, Roach, Kinney, and Tozier collaborated along with Mario Macías, brought in as a DEI consultant, to present a Wednesday Webinar (April 21, 2021) about addressing DEI issues in our shared library systems. Collectively, we must establish an infrastructure of communication and collaboration to address systemic issues, especially those tarnished with racial discrimination or cultural bias, not only for our students and diverse communities, but for the sake of being anti-racist and accountable to cultural objectives of empathy and restorative justice.

Conclusion

Libraries, library vendors, and service providers use shared systems, shared data, and shared standards. As a result, we have shared problems reflecting the systemic racism that seeps (and has seeped) into every aspect of our country, including our knowledge systems. This is compounded because library systems include content created and described using language and labels that too many times are neither acceptable nor useful. Assuming shared professional ethics, we ought to anchor our actions in equitable and anti-racist commitments, in order to improve mechanisms and networks of accountability.

Because these problems have been the status quo for so long, it may be difficult for some to see. Some might see and feel ashamed to notice. Some may notice and be overwhelmed by the work to be done. Some may want to engage with an issue but feel a lack of support from those around them. And, some may doubt if they will be taken seriously. It is through inclusive practice, support, intentional looking, and learning that we can come together to effect change.

If you believe in getting into good trouble, necessary trouble, there is a place for you in this work. Your voice is an important part of the process. We all have an opportunity to turn to our colleagues, to be inclusive, transparent, and democratic when addressing these issues. Diverse professional perspectives are essential in understanding what students are seeing and experiencing when using our library systems, and in identifying the systemic problems we have a duty to root out.

References

1. Jeremiah J. Sims et al., “Naming the Obligation Gap,” in Minding the Obligation Gap in Community Colleges and Beyond: Theory and Practice in Achieving Educational Equity (New York, NY: Peter Lang Publishing Inc. New York, 2020), pp. 1-34.
2. Matthew Reidsma, "[Personal Communication about Racial Slurs Displaying as Subjects in OneSearch]," e-mail message to Angela Boyd, December, 2020.
3. Stephanie M. Roach, National and International Testing of Ex Libris CDI Subject Display (English Language): Does Terminology From the Stoplist Display? (unpublished data set, San Mateo County Community College District, San Mateo, CA, March 15, 2021), accessed April 14, 2021.

For the past two decades, Chabot College has made efforts to promote Diversity, Equity, and Inclusion (DEI) through the development of our subscription electronic resources. This has allowed our library to support many themed programs such as Umoja and Puente, as well as a strong number of courses that can satisfy our General Ed American Cultures requirements. In this article I will summarize our efforts and highlight some of the successes and challenges, as well as a timeline of activities that provides an overview of our experience.

Our Experience

As detailed in the timeline below, Chabot Library started strong with what is now known as the ProQuest Diversity Databases (Ethnic NewsWatch, Gender Watch and Alt-Press Watch), but we reinvigorated our DEI electronic resources collection once we were able to order ebooks and reference resources in the 2010s. After the passage of a bond that substantially increased funding for electronic resources, we made a point to add more DEI-themed databases and archival collections. This decision was driven by the results of a survey we gave to faculty and students.

The Chabot Library does not have an established DEI statement in our Collection Development policy (other than that it “reflect[s] the diversity of our students” and that it “support[s] curriculum of current course offerings”). However, we have made efforts to build rich electronic resources in DEI, sometimes with mixed results. Initially, our faculty at large was less receptive to trials of reference databases from ABC-CLIO (e.g. African American Experience, Latino American Experience and American Indian Experience), while there was strong demand for streaming video titles that made Kanopy a necessity. Still, some titles were not obtainable. (The Library only purchases from long standing reliable streaming platforms, and will not lease or perpetually purchase a title from a small nonprofit site that could go under at any time.)

The continual requests from faculty for some type of fully comprehensive Asian American themed full-text database has proven difficult to fulfill. We did have a trial of Gale’s Japanese Internment archives but we found the interface cumbersome and are waiting for the vendor’s promise for a refresh. Alexander Street has full-text plays in its Asian American Drama collection, but that is too specialized for our needs. With the recent demonstrated racism and hate crimes against Asian Americans in the news, I have attempted as a librarian to step up the game by calling on our vendors to provide more DEI titles, but their response is to look at what’s in their general databases. However, such approaches omit important titles like Amerasia Journal. We currently have a trial of EBSCO’s Bibliography of Asian Studies which allows us to filter content and link to what’s in our other databases, much like what we’ve done with our subscriptions to the Chicano Database and Race Relations Abstracts. Unfortunately, the Society for Asian Americans, which maintains the Bib of Asian Studies, rarely includes ISBNs for ebooks, which limits our ability to link to ebooks. We are deeply concerned -- especially while the COVID crisis is still in full swing -- that not having direct links makes the database less useful than it could be. The Library is creating an Ebscohost Discovery Service profile that would include this and our full-text ebook databases as a possible temporary solution.

As for the archives, since they are specialized, usage is not high. Black Studies Center got little attention until the COVID crisis when we experienced a moderate increase in usage. We are wondering if the upcoming new interface might improve things. (If nothing else it can easily be cross searched with our “Watches” ProQuest Diversity Databases.) Arte Publico and Ebony have also shown low usage in contrast to a higher usage rate of the Archives of Sexuality and Gender and Indigenous Peoples: North America. Estimated usage rates are an important consideration before investing in these big archives. Our faculty and students, here at Chabot, seem more interested in ebooks, reference, and journals.

Reflections on Usage

Here are some links to Chabot usage statistics so you can see what our experience has been and which DEI titles have been used most frequently:

• EBSCO Ebooks usage from April 2020 to March 2021. Notice what titles are shaded green. As you can see, a large majority of the resources being used are DEI.
• Gale Ebooks usage from April 2020 to March 2021. A report of Gale ebook usage that contains the reference articles our students consulted the most. Again, DEI titles predominate.
• Our DEI databases usage from April 2020 to March 2021. Usage can be light for individual DEI and archival databases unless an assignment specifically directs students to these sources. Direct full-text also appears to have a plus for our regular databases (notice that activity is higher with the three ProQuest “Watches” and EBSCO’s LGBTQ+). Race Relations Abstracts gets decent usage for its focus (their abstracts provide better retrievals compared to indices like the Chicano Database). Of course, search results and experiences will differ depending on how the student searches the discovery system, either as a whole or via specifically selected databases.
• Kanopy usage from April 2020 to March 2021. Yes, there are definitely challenges in “runaway costs” that can happen with this vendor. But clearly the strong list of DEI related titles that are not obtainable in either AVON or Films on Demand bears some attention.

Timeline

Listed below are examples of what electronic resources we have obtained and promoted through the years:

• 1999-present. Subscription to Ethnic NewsWatch Complete (granted this one went through different vendor interfaces including EBSCO, Softline and ProQuest)
• 2003-present. Subscription to GenderWatch and Alt-PressWatch (then with Softline, now with ProQuest)
• 2009-present. When we started to purchase ebooks the librarians prioritized the selection of titles by and about diverse groups including Latinx, African American, Asian American, Native American, LGBTQ, gender-themed and persons with disabilities. We have also included ebooks of key historic events and periods and additional resources that include diverse viewpoints and individual perspectives.
• 2010-present. We revised our databases page to highlight diversity-themed databases and archives. Prior to the addition of these databases, we relied heavily on ProQuest “Watches” and links to key encyclopedias.
• 2017-present. Library materials budget was strengthened thanks to a facilities bond, allowing the purchase of perpetual collections, some of which focus on diversity themes such as Black Studies Center, Arte Publico Hispanic Historical Archives, Archives of Sexuality and Gender, Indigenous Peoples: North America and the Ebony magazine archive. For the first time we subscribed to individual electronic journals, such as Contexts, Amerasia Journal and Aztlan (the latter two are not available in aggregators and we selected the first for classes that wanted students to read current issues).
• 2018-present. The Library continued to expand its subscription databases based on the responses from a college-wide survey of faculty for a number of trials. Additions include two non-full text databases -- Race Relations Abstracts (voted #1 on the survey) and the Chicano Database -- and one full-text resource, LGBTQ+ Source, which the Library is now getting through its subscription to the EBSCO 17 package. Usage of the first two, especially, shows that even if not a full-text database (but with link resolver capability when full-text is available elsewhere) usage was decent. In response to this success, we have trials to two other non-full text databases: Bibliography of Native North Americans and Bibliography of Asian Studies.
• 2018-2020. Not every DEI resource that the Library adds gets spectacular usage. Despite enthusiasm from the World Languages program, our subscription to the 100% Spanish database Referencia Latina was a bust. Likewise, despite promotion from DSPS and a faculty member who provides an assignment to students to find resources on Deaf Culture, the Alexander Street database Disability in the Modern World was also hardly ever used. The Library reluctantly discontinued these resources.
• 2019-present. With Gale Ebooks providing the ability for the Library to create its own categories, the Library decided to do more than just lead to Gale’s minimal multicultural category. Our diversity databases page has the categories listed and students can do a filtered search of ebooks grouped in topics such as Asian Americans and Indigenous Peoples of the United States.
• Summer of 2020. When Black Lives Matter protests were on the rise in response to the tragedies of Breonna Taylor and George Floyd, the Library was ready to promote its resources, including the Racial Literacy ebook series we purchased in late 2019. We provided a link directly into our Gale Ebooks platform, and instructions on how to find additional resources related to civil rights, police misconduct, and protests. Summer school faculty were already providing permalinks to key ebooks and databases within days of our announcement.
• 2020 to present. With the Library becoming 100% virtual and faculty requesting more DEI resources, our Collection Development Librarian obtained more licenses certain titles that otherwise would have turnaways. For the first time ever since I wrote my Gale “suppressed titles” articles back in 2010 and 2016, we ordered a few Greenhaven titles. The online titles may lack certain content, but the what is not suppressed is now available for our students during the COVID crisis.

Our good fortune is that since 2006 we have had a steady materials budget that got even more robust in 2017 thanks to the passage of capital bonds in 2004 and 2016. However, we have noticed some ways we might save money on the titles we do order. For example, the ABC-CLIO/Greenwood/Praeger publishing group appears to have multiple titles that can duplicate information. We would strongly recommend that the librarian in charge of collection development preview these titles. When evaluating interfaces, we usually favor Gale Ebooks since they can then be retrieved at the chapter/entry level. EBSCO and ProQuest have preview capabilities on their ebook ordering platforms. You can also request a Gale Ebooks trial.

Conclusion

Chabot Library’s efforts to include DEI in our online collection development helps fulfill the current calls for libraries to have a strong DEI presence. Still, there is always room for improvement. If a vendor would finally provide a comprehensive full-text database of Asian Americans that would help. We can also highlight such resources in other databases. Regardless, we hope that sharing our experience might be useful for those looking to strengthen their DEI offerings. We are still far from perfect and we can learn from what other institutions are doing. DEI resources are an essential research component that expands students’ knowledge-base, providing content that touches on the variety and vibrancy of humanity, addresses overlooked, often dark chapters from history, and builds an understanding of the various peoples in our country and the world.

We are pleased to announce a new OER textbook (and supplementary Canvas modules) for information literacy: Introduction to College Research

This textbook acknowledges our changing information landscape, covering key concepts in information literacy, including: algorithms and the attention economy, disinformation, information cynicism and information hygiene, fact-checking, source types, research topics, keyword choices and confirmation bias, search strategies, library databases, OneSearch, the ethical use of information, and citation.

Designed for flexibility, the chapters and supplementary modules can be used in any order or remixed to meet the needs of any information competency course. Individual chapters or pages might also be adapted for one-shots or other library instruction.

These resources were created by a team of California community college librarians, funded by a grant from the ASCCC OERI:

• Xiaoyang Behlendorf (Los Angeles Valley College)
• Walter D. Butler (Pasadena City College)
• Cynthia M. Cohen (Los Angeles Valley College)
• Cynthia Mari Orozco (East Los Angeles College)
• Aloha Sargent (Cabrillo College)
• Kelsey Smith (West Hills College Lemoore)

As part of the grant process, the textbook went through peer review and accessibility review. It is available in multiple formats (see the Note for Instructors page in the textbook for further information). The supplementary Canvas modules are available for import/download in the Canvas Commons (if this link doesn’t work, search for the title of the textbook or ASCCC OERI).

Updated April 26, 2021

Introduction

There are a variety of funding methods used by California community college libraries. Some libraries are funded primarily via General Fund dollars (or Basic Aid funds), while others rely heavily on categorical funding sources such as Lottery money and Physical Plant and Instructional Support or Perkins grants. It is important that libraries know about all of the possible sources of funding that are available to them and ways to advocate for this funding based on how it’s used across the state.

General Fund vs. Lottery Funding

The “General Fund” is money distributed to each college district through the state funding formula, currently the “Student Centered Funding Formula.” Some libraries are allocated money through this fund. Money from the General Fund is “unrestricted” and can be used for most purchases and is usually used to pay salaries.

Many libraries rely on lottery funds to supplement their General Fund allocations. California State lottery funds were established with Proposition 37, the California State Lottery Act of 1984. In March 2000, Proposition 20, the Cardenas Textbook Act of 2000, was passed by California voters and amended the California State Lottery Act of 1984. Quarterly apportionment figures are available on the State Controller's website while Lottery FAQs can be found on the California Department of Education website. For many libraries, the lottery money they receive is “restricted” and must be used “exclusively for the education of pupils and to purchase instructional materials and technology.” These items are defined in Education Code sections 60010(h) and 60010(m)(1). Libraries are frequently recipients of restricted lottery funds because the materials we purchase meet the requirements of Ed Code and serve a wide range of students. However, there is also a category of lottery funds that is considered unrestricted General Fund revenue. This money has much more flexibility as it is “to be used exclusively for the education of pupils and students and cannot be used for acquisition of real property, construction of facilities, and financing of research” (Accounting Advisory No. 2000-01). Some libraries report using these funds to pay for part-time librarian salaries. Check with your financial office to see how these funds are used at your college and if your library might consider them a funding source if you are not already using them.

State Funded Projects and Grants

IELM/Physical Plant and Instructional Support Funds

Currently there is no funding available for fiscal year 2021-22. However, over the years the state has provided block grants for districts to use for facilities and instructional equipment and it is possible they will return in the future. These grants used to be commonly referred to as Instructional Equipment and Library Materials (IELM) money, but now that name has been largely replaced by Physical Plant and Instructional Support funding. In the past districts had discretion to allocate their share of the funds within the guidelines of the grant (2019-20), meaning that some districts devote 100% of the funding for facilities and technology projects. However, in recent years the guidelines explicitly allow for library materials purchases, including items below the traditional $200 threshold, to be considered for funding (p.46; 55-56). This funding sometimes requires a district match, but that was not the case in 2019-20 (p.41). These funds must be intended for student use, so while library materials are an acceptable expense, staff equipment could only count if it is directly used to support learning.

Note that as part of the Physical Plant and Instruction Funding process, districts submit an Instructional Support 5 Year Plan spreadsheet to the Chancellor’s Office. Libraries can advocate to have library materials be included on the list, which is due in December each year.

TTIP/State Database Buy

One element of the Telecommunication and Technology Infrastructure Program (TTIP) allocated each college funds to purchase library databases. When this part of the program ended, CCL successfully advocated for a statewide database buy to help offset the loss of funds. The first statewide database buy was awarded to EBSCO in 2011 and renewed - again with EBSCO - in 2018 for five years.

LSP

The Library Services Platform program was initially a state-funded project to provide a cloud-based library system to all California community colleges. As of January 2021, 110 libraries have migrated to Ex Libris’ Alma and Primo systems. Continuous ongoing funding for this project is currently being sought through the Chancellor’s Office.

Student Success Related Grants

There are numerous state funded initiatives related to student success that libraries can participate in and receive funding for. For example, libraries have received professional development funding via the Currently and Formerly Incarcerated Students grant to attend conferences focused on equity issues. Guided Pathways funding has been used to integrate information literacy courses into their first year experience programs. OER funding has been used to purchase licensing agreements for OER. Student Equity and Achievement funding has been used for a variety of library-related purchases, including ESL materials and test preparation databases.

• Currently and Formerly Incarcerated Students
  For colleges serving incarcerated students, this grant has opportunities for funding library services for incarcerated students and funding educational opportunities related to equity and access.
• Guided Pathways
  The Student Equity and Achievement Program requires colleges to implement the Guided Pathways framework (Student Equity website).
• Open Education Resources (OER) / Zero Textbooks Cost Degree Program
  Funding for OER has fluctuated in recent years and recently included grants through the state academic senate that libraries could apply for.
• Student Equity and Achievement Program
  The Student Equity and Achievement Program merges funding for three initiatives: the Student Success and Support Program; the Basic Skills Initiative; and Student Equity. Colleges “Success indicators” of the Student Equity and Achievement Program are access; course completion; ESL and basic skills completion; degrees and certificates awarded; and transfer rates. Colleges funded with this grant must implement the Guided Pathways framework.

Career and Technical Education

• California Apprenticeship Initiative
  While at first glance it might seem like a stretch for a library to be eligible for funds from the California Apprenticeship Initiative, these funds have been used to purchase books related to fields where the college has apprenticeships.
• Strong Workforce Program
  This program aims to provide more and better career and technical education. Library leaders have argued that libraries can use the funding to support these areas.
• Carl D. Perkins (Perkins IV)
  Perkins, also referred to as VTEA, is a federally funded effort to support career and technical education. Some libraries receive Perkins money to pay for CTE-related resources, such as CINAHL to support nursing programs and Business & Economics Video Collection to support business programs. Note that Perkins funds are available for a maximum of three years for a given project, the idea being that it should be an institutionalized expense by that point.

Foundation and Community Funding

Another source of funding utilized by some California community college libraries is from their college foundations and friends of the library groups as well as through voter approved bonds.

Endowments and College Foundations

Some libraries have established endowments through their foundations. These can be funded by a large initial donation, by small, ongoing donations (including automatic deductions from employee paychecks), and through naming rights for tiered sponsorship levels. Funds are dispersed in accordance with the agreement establishing the endowment.

Many college foundations offer grants to support specific projects. Libraries have used these “mini-grants” to purchase things like calculators for semester loans and new resources.

Friends Groups

A number of libraries have associated friends groups that support library activities by coordinating volunteers or fundraising. In some cases, libraries charge community members a fee for borrowing privileges as a way to offset the cost and to raise funds. One example of a friends group supporting libraries is the funding of extended hours and library furniture.

Capital Bonds

Districts can include library facilities and materials purchases in bond measures. If approved by voters, this can result in significant funding increases for the duration of the bond. One item to note with bonds is that electronic resources such as research databases are properly classified as library materials, which makes them acceptable, and not software, which is often prohibited. One official location for this definition is the state's Budget and Account Manual (BAM, 2012 edition), section 6300.

Other Funding Sources

Emergency/One-Time Funding

Unforeseen circumstances can lead to emergency / one-time funding opportunities for libraries to support students and the college community. One current example is the COVID-19 CARES Act and other stimulus money. Some libraries used this funding to loan various resources to students, such as wifi hotspots and laptops. While no one likes the events that lead to emergency funding, it is important to realize some of these funds can be available to libraries. If emergency or one-time funding becomes available to your college, investigate how the library could use this resource.

Student Government

Associated student government organizations across the state have funded a number of library-related projects, such as textbook loan programs, extended hours, and library events.

Printing/photocopying

Charging printing and photocopying fees offsets the costs of these services. While not usually producing much revenue beyond that, it can help to ensure funds are available to replace aging equipment. Another benefit of the print management systems often used to collect funds is that they help minimize unnecessary printing and copying.

Fines and fees revenue

Some libraries continue to collect overdue fines and other fee revenue. These funds are typically used to purchase replacement copies of missing materials and processing supplies.

Understanding Funds in Your Library

• Know your library’s current budget and which sources of funding you rely on.
• Learn about your district General Fund Allocation from the Chancellor's office apportionment reports.
• See the college / district Quarterly Lottery Apportionments. Note: the fourth quarter report gives the full year. Reports are by county and you will need to search your college district name in the excel file.
• Review the Consortium’s annual participation report (2019) to see how your college compares in terms of electronic resource expenditures. Note that these figures reflect consortium spending only, not direct purchases.
• Based on the information covered in this Tool Kit, identify potential new funding sources for your library.
• Advocate for resources based on the guidelines for each funding source and the mission of your college and library.

When you think of an academic library, what comes to mind? For many people, their impression of the library is that it acquires, organizes, manages, and distributes library resources in support of the curriculum. Of course, we perform all those tasks, but ask us about our jobs and we are likely to say, “we teach.” As academic librarians, we see ourselves as faculty, on equal footing with all faculty on campus. At Diablo Valley College (DVC), our work in the library is shaped by our instructional concerns for underrepresented populations on campus, our role as information literacy leaders, our teaching collaborations with faculty for student success, and our “on the fly” instruction at the reference desk.

In Fall 2020, DVC, under the purview of its president, assessed its organizational structure with an eye towards realignment. The rationale was “to more clearly illustrate pathways of study and degrees for students, facilitate collaboration between student services and instruction, provide equity at the dean and vice president levels, and to provide sustainable leadership growth.” ¹ One of the president’s proposals was to move the library from Instruction (Academic Affairs) to Student Services, and the proposal was sent to the campus community for comment.

In the library, our instinctive response was to ask, how does this best serve our students? We believed that remaining within Instruction increased our ability to impact student success and ensured our essential input, access and engagement in the planning and implementation of college and statewide teaching and learning initiatives such as Guided Pathways and AB705. This positioning within Instruction allows the library to be fully integrated into the initiatives’ design and policy development.

We see our primary role as instructors. Examining our mission, the library clearly states its alignment with the teaching and learning mission of the college. Librarians provide instruction by designing and/or teaching:

• Credit-bearing courses (both as stand-alone and part of learning communities); 
• Course-specific library workshops, in collaboration with classroom faculty; 
• Research skills on-demand instruction at the Reference Desk;
• Research skills by appointment in one-on-one research consultations; and 
• Via instructional modules and videos for integration in CANVAS. 

Preparing to articulate a formal response to the president's proposal, the DVC Librarians, who have built strong and collaborative relationships with discipline faculty, reached out to their peers for feedback on the proposal and were encouraged by the responses. Faculty responded with overwhelming support, sharing their deep understanding of our role as instructional collaborators. A sampling of their responses include:

“To move the library out of instruction “would distract from its true goals and charges = to teach students.” –Rayshell Clapper, Professor of English

"I support keeping the Library under instruction as we (social sciences) depend upon our collaboration in teaching with Library faculty.” –Albert Ponce, Professor of Political Science

“Our instructional librarians not only provide instructional support, they also provide pedagogical guidance that keeps us current with concerns related to equity and student success.” –Lisa Orta, Professor of English

“The Library’s curriculum, its role as a research center and source of academic information, its deep symbolic and real role as a pillar of democracy, its disciplinary relationship to instructional faculty, and the services provided to faculty, students and staff, all fit squarely within Instruction.” –Matthew Powell, Professor of History

While reviewing the literature, we discovered the 2019 Academic Senate for California Community Colleges (ASCCC) position paper titled “The Role of the Library Faculty in the California Community College.” ASCCC recommends colleges “incorporate and reinforce information literacy and competency standards in institutional, program, and student learning outcomes.” This paper articulates a foundation that libraries, with their expertise in information literacy, most effectively operate within the designation of Instruction/Academic Affairs. In addition, we located a survey from 2015 titled, “Should the Library Report to Academic Affairs or Student Services?” conducted via the Community & Junior College Libraries listserv. The survey examined this question at a national level. “The respondents overwhelmingly recommended ... Academic Affairs.” Their primary reasons were the library’s contribution to the teaching and learning outcomes of the institution and the perceived status that is reflected by the department that the library reports to.

To better understand how this information correlates to practices in CA Community College Libraries, DVC Librarians created and conducted a survey via email that ran between October 26, 2020 – November 1, 2020. Of the 116 community college libraries surveyed, we received 75 responses [65 % response rate]. Consistent with our research findings, the results showed 86 % of the libraries report to academic affairs, 7 % report to Student Services and 7 % report to other departments.

Moreover, respondents affirmed the library’s instructional role. As one respondent said, “virtually everything we do in the library is driven by the curricular and instructional needs of the college.”

On November 3, 2020, the library submitted a formal position statement to the DVC Academic Senate strongly advocating that the library stay within the current structure, reporting to Instruction. In December 2020, the Senate endorsed the library’s position. In February 2021, the president ratified the library’s position.

As evidenced in the report “Academic Library Impact on Student Learning and Success: Findings from Assessment in Action (AiA) Team Projects,” we know that our work in the library leads to student success. “Several AiA projects document that library instruction improves students’ achievement of institutional core competencies and general education outcomes. The project findings demonstrate different ways that information literacy contributes to inquiry-based and problem-solving learning, including effective identification and use of information, critical thinking, ethical reasoning, and civic engagement.” With the DVC Library integrated into Instruction, we best achieve our primary goal, instructional collaboration for student success.

The DVC Librarians are grateful to our faculty and administration for their advocacy. Furthermore, we appreciate and value the support we received from our colleagues in the CA Community College System who participated in our survey.

References
1. President Susan Lamb, email message to the college, September 8, 2020.↩

The Rocklin Campus library at Sierra College is excited to welcome Helen Alexander as Library Technical and Technology Specialist. Helen has extensive cataloging experience in higher education and truly loves to catalog new materials. We are excited to welcome her to our team in this full time role.