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The study presents detailed data on the interlibrary loan operations of approximately 50 colleges and universities with data broken out for different types of higher education institutions and by other variables, such as for public and private institutions, and by college enrollment level. The report gives detailed data on turnaround times for various kinds of interlibrary loan borrowing and lending requests, use of technology and services, impact of distance learning and MOOCs on interlibrary loan, copyright and open access issues, the administrative jurisdiction of the interlibrary loan department, departmental cost structure, personnel benchmarks, trends in departmental budgets and other issues in interlibrary loan management.
Guidance on how to do ILL efficiently and effectively, with advice on being a considerate borrower and lender.
In this new edition of the definitive Interlibrary Loan Practices Handbook, edited by CheriT Weible and Karen Janke, expert contributors clearly explain the complexities of getting materials for patrons from outside the library. This collection presents a complete view of the interlibrary loan (ILL) process, with contributions from all areas of the technical services community, providing Guidance on how to do ILL efficiently and effectively, with advice on being a considerate borrower and lender Details of preferred staffing and management techniques, showing how best practices can be implemented at any institution Discussion of important issues that can fall between the cracks, such as hidden copyright issues, and the logistics of lending internationally As consortia and other library partnerships share ever larger fractions of their collections, this book gives library staff the tools necessary for a smoothly functioning ILL system.
The 106-page report looks at how students use their academic advisors, how often and with what result. It also presents data on student evaluation of the overall advising experience and of the experience of online advising sessions. The study also gives specific data on the length of advising sessions, the number of times students have seen their advisors in their college careers and much more. This is a critical resource for academic advising and retention officials in universities and colleges, enabling them to compare their advising efforts with a national representative sample of 1076 full time students from 4-year colleges and universities in the United States.Just a few of the report's many findings are that: ?8.92% of students could not identify their academic advisor.?Male students see their advisors considerably more often than do female students.?52% of students with a full time job have ever taken an online advising session.?By school size, students at the smallest colleges had the longest academic advising sessions, those at the largest colleges, the shortest.?Students studying education or library science were the most likely to think highly of their academic advising experience. Data in the report is broken out by more than 20 personal and institutional variables, so, for example, readers can get specific data on student evaluations of the quality of advising for first year students vs. sophomores, juniors or seniors, or for students in level 1 research universities vs. doctoral institutions, or for male vs. female or vs. transgender students, or for business/economics majors vs fine arts majors, etc., etc. Breakouts include personal variables such as age, year of school standing, major or intended major, religion, gender, sexual orientation, income level, SAT/ACT scores, college grades, regional origins, race/ethnicity, as well as institutional variables such as level of school tuition, size of school of institution attended and many other variables.
"Standards to guide the practice by student affairs, student development, and student support service providers employed by institutions of higher learning." - page 7.