Enhancing awareness of science,technology,engineering and mathematics (STEM) in academic libraries

Abstract

This paper documents strategies that can be used to enhance Science, Technology, Engineering and Mathematics (STEM) awareness in academic libraries. A case study approach was used to provide insights from the author’s fellowship experience and personal reflections from working as a science librarian in academic and special library settings. In this regard it revealed six strategies that academic librarians can implement to enhance STEM awareness. These strategies target users, non-users and staff. This paper is unique in that it is the first publication on the initiatives of a Jamaican academic library in promoting the STEM concept. This study is of value as it includes strategies that can be used to enhance STEM awareness; allows for benchmarking; and points to the need for further research in the area.

Keywords

science awareness technology awareness engineering awareness mathematics awareness STEM awareness academic libraries Jamaica

Introduction

Science, Technology, Engineering and Mathematics (STEM) as a driving force for national, social and economic development have been given a renewed focus in Jamaica. This is evident in the establishment of organizations such as the National Commission on Science and Technology (NCST), which is an advisory body to the government on policies and strategies relating to STEM; the strengthening of the Scientific and Technical Information Network (STIN) that increased access to STEM resources; the launch of the National Innovation Awards for Science and Technology in November 2005; and most recently the conference held at the University of the West Indies (UWI) Mona Campus, February 5th 2013, under the theme: ‘Science, Technology, Engineering and Mathematics (STEM): For Innovation and Economic Prosperity’. Another demonstration of this focus was the re-branding of the UWI’s Faculty of Pure and Applied Sciences at the Mona Campus as the Faculty of Science and Technology. Notwithstanding these positives, more emphasis on the acronym ‘STEM’ is needed. There is also the need to re-brand courses, activities and organizations to give accent to this concept. Given librarians’ role as information gatekeepers, they must activate awareness of STEM resources; they must also re-evaluate and strengthen the library’s place in STEM education. It is in this regard that a qualitative case study design was adopted to highlight strategies that can be used by libraries in general and academic libraries in particular to promote STEM awareness. Through reflexive analysis the study revealed strategies ranging from those you can do solo to those you can partner with others to implement; those for patrons and non-patrons and those for members of the library team. These have implications for practice and policy, namely: librarians will need to utilize the available opportunities and spaces to enhance awareness of STEM information; they will need to adopt a multi-pronged approach to STEM awareness which should include initiatives aimed at collaboration and partnership with those outside the library fraternity; and they will need to create an innovative and inclusive marketing policy to promote STEM resources within and without the library.

Background

Jamaica is the third largest island in the Caribbean. It has a population of a little over 2 million people. While English is the official language, variations of Jamaican (patois) are spoken. In 1962 Jamaica gained full independence from the British. In 1973 Jamaica became a member of the Caribbean Community and Common Market (CARICOM) to promote economic cooperation amongst members and the creation of a common market. Jamaica’s formal education system has four major tiers: early childhood, primary, secondary and tertiary. The primary level comprises grades 1–6 and students usually begin between ages 5–6. At grade 6, students sit the Grade Six Achievement Test (GSAT), which determines the secondary school they will attend. The secondary level comprises grades 7–13. At the end of grade 11 students complete the Caribbean Examinations Council / Caribbean Secondary Education Certificate (CXC/CSEC) exams, which determine their continuation to grades 12–13, or their acceptance into a community college should they choose that option. At the end of grade 11 students may also opt to pursue technical/vocational training at a vocational institution. The major aim of vocational training is to provide secondary school leavers with usable and on-the-job skills. At the end of grade 13 or at the end of their two years at a community college, students will sit the Caribbean Advanced Proficiency Examination (CAPE). Students’ performance in CAPE, as well as in the CXC/CSEC exams they would have taken at the end of grade 11, influences their acceptance into the university system. There are a number of universities and colleges in Jamaica offering degree programmes; however, the University of Technology (UTech) and UWI are the leading universities in Jamaica. They are also the chief educators in STEM fields at the university level.

The Need for STEM Awareness and Support

It is widely accepted that highly prosperous, industrialized nations of the world generally invest heavily in science and technology (National Commission on Science and Technology et al. 2004: 9). According to Ventura (2005: 4) the advent of the industrialized or developed countries was directly due to innovations made possible by science and technology. He adds “all the countries that have neglected this method, and have made few investments in research and development (R&D) are the ones that have not progressed sufficiently to be counted among the developed economies” (Ventura 2005: 4). Progress in science and technology is measured by input / output indicators for human resources, research and development, expenditure, patents and technological activity. Analyses of these indicators have raised concerns regarding the progress of STEM education. Although the National Science Foundation (2012) in the United States revealed that the Science and Engineering Indicators for 2012 showed that the number of undergraduate degrees awarded by US academic institutions has been increasing over the past two decades in both science and engineering (S&E) and non-science and engineering fields and that these trends are expected to continue at least through 2019, there are concerns regarding the number of graduates in STEM fields in the US. The concern is that not enough students are being prepared to function in these areas. Jeffery Kuenzi’s work is instructive in this regard as it highlights six major reports released by highly respected US academic, scientific, and business organizations which signal the alarm on the need to improve science and mathematics education (Kuenzi 2008: 1)¹.

A number of works have also recorded the issue. Duff (2010: 10), for example, notes “humanities degrees are still dominating even though this is not currently where all the jobs are available”. Consequently, she argues “educators must do a better job of preparing kids with the knowledge and skills to enter these fields before the jobs are sent overseas” (Duff 2010: 10). According to Ejiwale (2012: 89) “if the United States is to remain competitive in a global economy, the participation of American students in STEM fields must increase”. He adds “the importance and the need for STEM programs in school curricula should be taken seriously” (Ejiwale 2012: 92). Similarly, Mardis (2009: 10) notes “in a time when we cannot educate enough scientists to meet our national needs, our children are not inspired to learn about science, and we lack the collections and collaborations to motivate more and better science learning, we need to look ahead in this vital area to see what the future can offer as a solution to these problems”. The US S&E Indicators for 2012 support these statements. The indicators revealed more than half of first university degrees in Japan and China were in S&E fields, while in the US only about one-third were in S&E. Further, the number of S&E first university degrees awarded in China and Taiwan more than doubled between 2000 and 2008, compared with those in the US and many other countries, which only “generally increased” (National Science Foundation 2012). The US S&E Indicators for 2012 also showed that Asian universities accounted for 2.4 million of the world’s S&E first university degrees in 2008; European (including Eastern Europe and Russia) universities earned about 1.2 million S&E degrees while North and Central American universities earned only 700,000 in 2008 (National Science Foundation 2012).

In Jamaica, there is also cause for concern. UTech and UWI are the two leading institutions in Jamaica offering STEM programmes at the university level. For the academic years 2008/09, 2009/10 and 2010/11 STEM graduates accounted for 11.3 percent, 11.6 percent and 13.7 percent respectively of graduates from UWI and 50.2 percent, 32.7 percent and 46.1 percent respectively of graduates from UTech (University of the West Indies 2010; 2009; 2008; Economic and Social Survey Jamaica 2011: 22.29). Additionally, between 2009 and 2011 the number of non-STEM professionals was more than three times the number of STEM professionals (ESSJ 2011: 22.25). At the secondary level the performance range of students in Caribbean Secondary Education Certificate (CSEC) exams in Jamaica for the period 2007–2011 was as follows: for Mathematics, students scored between 30–40 percent; for Chemistry, students scored 60–80 percent; for Biology, students scored between 70–80 percent, for Physics, 70–80 percent and for Information Technology, 70–90 percent (Economic and Social Survey Jamaica 2011: 4.5). The figures indicate that compared with the other subject areas performance in mathematics is consistently the lowest; there is a need for improvement in this subject area. The figures indicate a fairly good performance in all other science subjects. However, a comparison with students’ performance in non-STEM subjects at the CSEC level indicates the need for great improvement within STEM subject areas at the secondary level. During the 2010–2011 period students scored between 50–70 percent in the Sciences compared with the other subject areas (Arts, Technical/Vocational and Business), which showed students scoring between 62–80 percent (Economic and Social Survey Jamaica 2011: 4.6). A similar trend is observed at the primary level: during the period 2007–2011 GSAT results revealed students at the primary level scored between 45–65 percent in Math and Science compared with other subject areas where their performance exceeded 65 percent (Economic and Social Survey Jamaica 2011: 4.4).

Additionally, in 2011 Jamaicans had the largest share of STEM publications compared with other CARICOM countries. Jamaica accounted for 36.6 percent of research and development in STEM compared with Trinidad and Tobago’s 32.4 percent and Barbados’ 11.2 percent (Economic and Social Survey Jamaica 2011: 4.7). Notwithstanding this positive comparison in STEM using the indicator research development, Jamaica’s performance on the ICT development index was weak. In 2008 Jamaica was placed 79 out of a total of 159 countries, while Barbados was placed 33, Antigua and Barbuda 38 and Trinidad and Tobago 56. In 2010 Jamaica was given a similar placement: Jamaica was placed 85 out of 152 countries compared with the placement of Antigua and Barbuda at 38, Barbados at 41 and Trinidad and Tobago at 61 (Economic and Social Survey Jamaica 2011: 4.11). In 2009, 2010 and 2011 Jamaica was placed 73 out of a total of 130 countries; 70 out of 132 countries and 92 out of 125 countries respectively, compared with Trinidad and Tobago’s placement of 65, 55 and 72 for the same period (Economic and Social Survey Jamaica 2011: 4.14). With Jamaica’s goal of becoming the ICT hub in the Caribbean (Economic and Social Survey Jamaica 2011: 4.15) there is the need for improvement in this area. These statistics further indicate the need for greater involvement of school administrators, curriculum planners, teachers and librarians in creating a learning and research environment that is more conducive to STEM. It is in this regard that this paper highlights the role academic librarians can play.

STEM Libraries in Jamaica

Jamaican libraries dedicated to STEM resources fall within the categories of special library or academic library. The UWI Mona Campus is the only academic institution in Jamaica having an entire branch / building (the Science Branch Library) dedicated to the collection and dissemination of STEM resources; the practice is for academic libraries to have select shelves dedicated to such resources. There are 24 dedicated STEM libraries in Jamaica².

These STEM libraries are however largely concentrated in the Kingston and St. Andrew metropolitan areas. Together, these 24 libraries form STIN, which is the premiere STEM information network in Jamaica, and in this capacity they have been able to advance access to STEM information, but not without challenges. Jamaica’s current economic situation has led to budget cuts in a number of institutions. It has also raised questions about the value and relevance of libraries. As a result, libraries have had to strengthen the channels used to communicate their value.

Scientific and Technical Information Network (STIN)

Arts and culture dominated the aftermath of Jamaica’s independence in 1962. It is therefore not surprising that by 1973 the Jamaican government eventually responded to UNESCO′s call for a Jamaican national information system (NATIS) by establishing the National Council on Libraries, Archives and Documentation Services (NACOLADS) to advise them on developing this NATIS. NACOLADS had 10 working parties including one with a focus on Information Services for Science and Technology, which recommended the development of a STIN as one of the essential components of the NATIS. In 1977 the Scientific Research Council (SRC) was designated to serve as the focal point for this STIN and had primary responsibility for coordinating the interests of the various STEM information units in Jamaica. To this end STIN was developed and remains the premiere STEM information network in Jamaica. STIN comprises the aforementioned libraries along with approximately 10 others. STIN has two regular meetings per year and an annual seminar or workshop hosted by the focal point. Although science and technology are the primary focus, it also includes medicine. STIN continues to encourage STEM awareness and strengthen STEM librarians’ capacity to navigate the current information environment.

Literature review

This section explains how librarians can support STEM. Accordingly, it reviews the literature on strategies librarians have used to enhance STEM awareness. As nothing has been written on Jamaican academic librarians enhancing STEM education, this section focuses on work done outside Jamaica. The literature in this area is however, limited; this is an observation also underscored by Subramaniam et al. (2012: 163) who note: “despite the tremendous interest surrounding young people and STEM education, the role of school libraries in these initiatives is rarely examined”. The literature reveals librarians can support STEM through building strong and current STEM collections, ensuring visibility of resources, using technology, and engaging corporative initiatives.

Collections or resources

Balack (2009), Duff (2010: 6), Anderton (2012: 44), Young (2012: 15), Hopwood (2012: 55), Mardis (2009: 10) and Subramanian et al. (2012: 172) all emphasize the importance of building a current STEM collection in enhancing STEM awareness amongst users. This suggests the need for librarians to regularly weed the collection and to become familiar with STEM catalogues and other bibliographic control tools to assist them in acquiring and maintaining current STEM resources. Hopwood (2012), Duff (2010), Young (2012: 15) and Mardis (2009: 10), however, were prescriptive in how the collection should be built. Hopwood (2012: 55) contends librarians should pair nonfiction titles with fictional ones to enforce real-world understanding. Similarly, Duff (2010: 6) prescribed the acquisition of STEM books that promote project-based learning, scientific experiments, science connections to sports, and science careers. Duff (2010: 19) also stressed the importance of ensuring engineering and mathematics are represented, especially those sources with a focus on girls. Young (2012:15) and Mardis (2009: 10) both highlighted the importance of diversifying the collection. Mardis (2009: 10) emphasized including and cataloging individual learning objects, while Young (2012:15) highlighted a mix of print, electronic and digital. Young (2012:15) and Duff (2010: 12), however, caution that this is only the beginning and that added work is needed to promote STEM awareness. According to Duff (2010: 12) STEM librarians must teach students how to utilize these resources and encourage use on a regular basis.

Visibility

The literature underscores the importance of visibility in promoting STEM awareness. A number of public service initiatives are recommended. Hopwood (2012: 54), as well as Duff (2010: 15), recommended creative STEM book displays. Duff (2010: 15) adds that the displays should be colorful and that all STEM book sections should be labeled for maximum visibility. Hopwood (2012: 55), on the other hand, adds that you should “capitalize on what you are already doing through promotion and marketing”. As such, Hopwood contends that you should consider how you can reword current descriptions. “For example if you are offering a hands-on activity, consider calling it a STEM workshop” (Hopwood 2012: 55). This is a very useful and practical suggestion, especially for the Jamaican environment, where more emphasis is needed on the STEM concept. Anderton (2012: 45) also makes a similar suggestion but terms this branding and notes it helps the resources stand out. Additionally, Anderton (2012: 45–46) highlights the usefulness of newsletters and promotional materials and advertising STEM resources via social media tools. Subramaniam et al. (2012: 171) also add to the discussion by noting the value of school librarians providing reader advisory information.

Use of technology

The literature further highlights the incorporation of technology as a strategy to promote STEM awareness. It reveals that librarians should master technology and act as “technology allies” (Mardis 2009: 12). In this regard they should seek to help teachers “incorporate technology, model innovative technology practices thereby enhancing classroom learning environment” (Subramaniam et al. 2012: 176). They should also seek to help students. Duff (2010: 12) for example recommends that librarians should seek out STEM websites for students’ use. In addition to the role that librarians should play, the literature also indicates a role for STEM teachers in collaboration with librarians. According to Duff (2010: 12) “since it is important for students to use databases meaningfully, it is crucial that librarians and teachers in all subjects support this endeavor. For example, teachers may take steps such as assigning research projects that require database use and library visits”.

Integration and collaboration

Stellar (2009), Young (2012: 15), Anderton (2012: 46), Rubin (2010: 195), Hopwood (2012: 54) the Scholastic Research Foundation (2008: 12), Mardis (2009: 13), Lillard and Wales (2003: 316), Subramaniam et al. (2012: 174), Duff (2010: 5–6), and Tchangalova (2009: 3–4) affirm collaboration as a valuable initiative for the promotion of STEM library resour-ces. Together, they suggest partnering within the library/school community as well as outside this environment. Stellar (2009), Rubin (2010), Young (2012), and Subramaniam et al. (2012) state that librarians should partner with STEM faculty. Rubin (2010: 195) “school librarians are uniquely prepared for this role”. Rubin notes “librarians collaborate with teachers to integrate the Internet into the classrooms, demonstrate the most effective search strategies, and create communities of learners. Similarly, Subramaniam et al. (2012: 173) reveal:

In recent studies, school librarians are demonstrating these evolving roles as curricular partners who connect resources to formal STEM learning. For example, in an ongoing study at the University of Maryland, researchers are examining the science content in popular science fiction and aligning it with the Maryland Voluntary State Curriculum. The study participants highlighted science concepts in young adult literature such as Life as We Knew It by Susan Beth Pfeffer.

Duff’s (2010: 5–6) work shows that STEM librarians present “STEM Fiction Book Talks” to all math classes, and tried to schedule STEM teachers to bring classes to the library just as much as humanities teachers in order to break the cycle of English classes monopolizing library time and space. While Stellar (2009), Rubin (2010), Young (2012) and Subramaniam et al. (2012) contend that librarians should partner with STEM faculty, Anderton (2012) suggests partnering with STEM students. According to Anderton (2012:46) “there are science and math fans lurking all around your library. Recruit them to contribute their ideas on how to make science, technology, engineering, and math a stronger presence in your library”. Lillard and Wales (2003: 316), on the other hand, suggest collaborating with library associations. Mardis (2009: 13) and Hopwood (2012: 54) vary the discussion by suggesting that librarians partner with the outside world. Mardis (2009: 13) suggests a citizen science project in one’s library while Hopwood (2012: 54) suggests partnering with community groups or businesses with a vested interest in STEM. Hopwood (2012: 54) notes “libraries can benefit through financial support, resources, or even volunteers at events”. To add credence to this he further points out that “many groups, like NASA, have informal education departments whose goal is to partner with institutions like libraries to provide out-of-school STEM based programs. The Boy Scouts of America recently launched a campaign to incorporate STEM into their programs”.

The literature reveals a number of value-adding opportunities that librarians can engage in to promote awareness of STEM.

Research methodology

Given the gap in the literature, the need for a case study approach was highlighted. Case studies are used to contribute to our knowledge of group and organizational related phenomena (Yin 2003: 1). The method also allows studies to retain the meaningful characteristics of organizational activities (Yin 2003: 2). Given these, the case study design was selected to contribute to librarians’ knowledge of strategies that can be used to enhance STEM awareness and also to maintain the meaningful characteristics of library organizational activities geared at STEM awareness. Yin (2003: 85) notes a number of sources of evidence for case study design; of note are participant observation and direct observation. Participant observation was used to document the activities of the UWI Mona Campus, Science Branch library (SBL) in enhancing STEM awareness. In this regard the author, who is a staff member of the SBL, made extensive case notes on the activities of the SBL in promoting STEM.

Direct observation was also used. The author made notes in a diary about the practices she observed in the various libraries and information related organizations she visited in the United States and Europe as a Jay Jordan IFLA/OCLC Early Career Development fellow in 2010. Strauss’ (1987) in-vivo coding was then used to code the data. The codes that emerged were used as themes (same as strategies). Descriptive and theoretical memos were used to note similarities and differences and to capture the author’s personal reflections; for example, being informed by her fellowship experience as well as the literature, she documented her personal reflections on the activities and strategies used by the SBL to promote STEM. In this way, opportunities for improvement of a particular strategy are noted, as well as criticisms or possible ways forward for other libraries. This process of reflexive analysis illuminated the strategies. Data was then presented using a thematic approach. Accordingly, the segments were presented thematically combined with the supporting descriptive and theoretical memos.

Data presentation and analysis

The findings revealed a number of ideas that librarians can implement to “STEM” their libraries, that is, to increase awareness of their significance. Some can be implemented independently; and others as part of partnerships and collaboration. These ideas can be useful for library staff, library users, and current non-users.

STEM Your Library Strategy 1: Re-Branding Your Environment

Every successful business depends on its image, the way its goods, services and environment are branded. Branding is a powerful communication tool that creates lasting images in the minds of patrons. Hood and Henderson (2005: 21) underscore the value of branding by adding that it increases the level of awareness amongst users. It is instructive in this regard that branding is an initiative that the UWI Mona libraries have engaged in, with distinct benefits.

Re-branding the STEM environment as “Inviting & Welcoming”

Simply making STEM resources available and promoting these is not sufficient. A welcoming and inviting environment is needed to attract and keep STEM users. The UWI SBL for example explored the means to brand their environment as an inviting one. They adopted “Ask Me” pins, which staff members wear during the first two weeks of each semester. The objective of this is to encourage patrons to ask STEM-related questions, and it has been successful. When the library staff go into the rest of the university community, for example, the campus bank, they keep these pins tacked to their shirts, which invariably results in people asking questions about the library. Other libraries such as the Columbus Metropolitan Library, Columbus Ohio have extended this concept to the Reference Desk; which they have re-branded as “Ask Here”. The University of Leiden library, Leiden, Netherlands has re-branded their reference area as “Info”. This practice resonates with Anderton (2012: 45) and Hopwood (2012: 55) who too noted the importance of branding/re-wording. Roving STEM student representatives in the library can also be assigned to assist their peers. These roving students should approach patrons, ask how they are doing and whether they require any assistance in accessing STEM resources and facilities. The use of student assistants works really well as they can better relate to the challenges of their peers. This provides a practical example of Anderton’s (2012: 45) suggestion to make use of students.

Re-branding the STEM catalog as a “One Stop Solution to Finding Information”

According to Berry and Seltman (2007: 200) “a services brand is essentially a promise about the nature of a future experience with an organization or individual service provider”. UWI Mona’s catalog was re-branded “UWIlinC”, promising the experience of quick linking to varied resources in print and electronic formats at various locations. To further increase the success of this strategy, staff members wear shirts with the “UWIlinC” name during the university’s orientation period. They also had to find ways to increase the use of UWIlinC as an access provider to a number of databases with STEM information. To further encourage the use of these resources in completing term papers, they offer training sessions embedded in STEM courses. Lecturers are asked to make these library classes mandatory and to tie the content of at least one course assignment to these classes. This approach is supported throughout the literature; Coombs (2005: 603) for example, notes the correlation between the usage of databases and the databases being taught as part of the library’s information session. The feedback received at the end of each library class also confirms the value of this approach; students note the usefulness of the training and have expressed the need to extend the time allotted for these sessions. Re-branding therefore becomes a motivator for awareness of STEM products and connection with STEM resources. This highlights the relevance of the work of Duff (2010: 5–6) and Sellar (2009) who pointed out the need to collaborate with faculty.

Re-branding the STEM environment as responsive to “Service Delivery Preferences”

Today’s library users have a specific mode in which they want information products and services to be delivered. Users and non-users of the SBL have a particular preference for the delivery of STEM information products, services and spaces. Having coffee or water while reading or studying in the library is one of the new service delivery preferences. However, within the Caribbean, food and drink within libraries as well as indoor library cafés are concepts yet to be accepted and implemented by library management. Accordingly, the SBL’s practice of prohibiting users to take bottled water for example inside the library is usually a daily source for tension between patrons and security personnel. To address similar issues STEM libraries can investigate the possibility of implementing initiatives that will create STEM awareness while at the same time address the issue of drinking in the library. For example, STEM library mugs can be implemented. These could be named UWI-STEM library mugs and these should be the no-spill rubber grip thermal mugs. Using this as a container, users would be allowed to take their personal drinking water with them into the library and more importantly, the branding of the mugs as “UWI-STEM” for example would create awareness of STEM library resources wherever patrons take these. Further, this initiative will demonstrate the library’s responsiveness to cultural and generational changes such as service delivery preferences. Libraries cannot please users or attract non-users when their preferences and tastes are not met. Simply providing the product or the space is not sufficient; STEM libraries must cater to users’ demands, tastes and preferences. As it relates to taking food in the library and having an indoor library café, this will require more creative initiatives, consideration of the Caribbean culture, climate and relevant policy that will accommodate users needs alongside the library’s need to protect the collection.

STEM Your Library Strategy 2: Exhibitions in Non-Traditional Areas

The National Public Library of France (Paris) is located inside a shopping mall. This makes the library more visible, accessible, and convenient to use. Not many libraries have that advantage. As such, librarians have to begin thinking about creative ways to showcase their STEM resources. STEM information must then be displayed in highly populated areas.

At UWI, the SBL showcases its services and spaces in non-traditional areas. For example, it has a booth at the Annual Denbigh Agricultural Show. They display resources related to the theme of the show and offer prizes such as thumb drives, bookmarks, pencils and other gifts to attract users. This awareness initiative has encouraged requests for use of the library facilities. The SBL’s response to these requests for use is guided by their use policy which is posted on the library’s website.

The SBL also participate in UWI’s annual research day, which is usually held in January/February. At this event, they showcase the range of services and products with the objective of showing visitors that should they decide to pursue a program of study they would have the required information support to enhance their success.

Although most of the SBL’s clients come from the university community, they also have a large number of non-UWI clients. In this regard, non-traditional spaces should be considered for STEM resources promotion. For example, the Sovereign Centre, which is a major shopping center in Kingston, Jamaica can serve as the venue for library displays to create awareness of resources. Other non-traditional spaces include bill payment offices, inland revenue collection offices, utilities offices, and on- and off-campus food kiosks. Displaying STEM information in these areas also creates a greater presence for the university, which is particularly important in an increasingly competitive environment for educational institutions. This is in keeping with Hopwood’s (2012: 54) and Duff’s (2010: 5) suggestion to create attractive displays. SBL’s practices however add to the literature by showing that displays can extend beyond the mundane areas to include non-traditional spaces.

STEM Your Library Strategy 3: STEM Information Commons

In a world characterized by the concepts “instant”, “fast” and “convenient” it is imperative that as information providers, information is re-packaged in ready to use and easy to use forms.

UWI’s SBL has created a list of faculty resources for each subject area. The listing is shared with students at the library’s STEM information literacy training sessions. The SBL also created a list of useful resources for lecturers. This list includes print, electronic and online resources; web links and support organizations that students, especially graduate students are encouraged to join because of the professional and academic opportunities they provide. The listings are informed by the librarians’ research, information they have obtained at conferences and workshops as well as recommendations made by faculty. This highlights the work of Duff (2010: 12) who pointed out the importance of seeking out web resources for students’ use. One very important resource that is included is the AskMona uniform resource locator. This is a virtual reference solution offered through the Online Computer Learning Centre (OCLC) in which all the librarians at UWI Mona participate. Librarians from the SBL as well as staff from the other libraries in the UWI system are scheduled to work at the virtual reference desk. During these time slots users can have live chats with librarians. If there is a question that requires the input of science librarians who might not be scheduled at that particular time, the query is forwarded to them. The library’s virtual reference solution also has a knowledge bank which stores questions and answers for future use. The virtual reference service is a new service in Jamaica and UWI is the first institution to implement it. This strategy shows another practical way in which librarians can incorporate Subramaniam et al.’s (2012: 176) suggestion to incorporate technology.

The library’s web page could also be updated to include these resources in a STEM Virtual Commons. The Commons could also provide tutorials on using the library’s resources and writing STEM papers as well as links to software, webinars, research and funding opportunities. It could also include a skills bank, which is a listing of expertise in STEM so that STEM users can readily access these. It could also house lesson plans and other teaching support materials for students doing teaching degrees in STEM subjects.

STEM Your Library Strategy 4: Evidence-based Awareness

The flagging economy means there is less money going to educational institutions and therefore greater competition within organizations for the allocation of scarce resources. Librarians must demonstrate how they contribute to the parent institution. It is no longer good enough to report that you provided quick and current information to STEM lecturers and students; you answered 250 reference queries for the month; you conducted 200 information literacy sessions for the year. The essential question is: What was the value or impact of the information or the service provided? Librarians must therefore collect evidence that is specific to their particular library regarding the impact of STEM resources and information. If the library is perceived as an institution that has a direct positive impact on the faculty’s and students’ achievements, more users will become aware of its value and utilize its services. This will in turn encourage the parent institution to maintain the library’s budget for STEM resources. Therefore instead of reporting you answered 250 reference queries for the year, select 3–5 students and track their use of the reference assistance given and its outcome. You may find for example that they were able to write term papers that received high grades. You should then collect this evidence and use it to inspire a report on the effect of your STEM library on academic achievement. An additional example includes photographing STEM students at their graduation ceremony and recording their testimonials of how they could not have reached graduation day without the library. Collect some of the presentations they did amongst other evidence and use these to create a display. This could be in the form of a mounted exhibit at campus food kiosks or the campus health center or this could take the form of a running PowerPoint presentation at the entrance of the library or at the entrance of the university’s administrative office.

STEM Your Library Strategy 5: Responsive Culture

As part of the SBL’s initiative to create and maintain STEM awareness, the science librarians attend the Faculty meetings for Science and Technology. At these meetings they document faculty’s needs and examine the ways in which they can meet them. Follow-up meetings with STEM lecturers are conducted to further define their needs in relation to teaching duties and professional advancement. They have found, for example, that STEM lecturers have a particular interest in their impact factor. To address this, they conduct one-on-one sessions with faculty on how to use Web of Science as well as other resources to generate impact factor reports, which they use to support requests for tenure at the university. This service is well-supported and greatly appreciated by the faculty.

In the Web 2.0 era people expect a 24-hour access to information. With the growing number of busy STEM students and the expectation of around-the-clock library services, libraries need to demonstrate that they are responsive to the needs of their users. To meet some of these needs, the SBL revised its schedule to stay open 22.5 hours during the weekdays, from 8:30 a.m. to 6 a.m. On Saturdays they stay open from 8:30 a.m. to midnight and on Sundays – from noon to 8 p.m. to facilitate access to STEM resources. To cite other examples, in Europe a number of libraries have made use of NBD Biblion’s book machine services. These machines are located inside and outside libraries dispensing books and other library materials. In the United States some libraries utilize the services of similar companies. For example, through the services of LaptopsAnytime™, Drexel University library dispenses MacBooks via vending machines. With the swipe of identification cards students can borrow and return laptops anytime. Although the library may be closed, students have access to the digital collection. Westerville Public Library in Ohio added a “drive-thru” unit for its busy users which allows them to borrow and return materials without going into the building. In these examples, libraries’ responsiveness to users’ needs are encouraging.

STEM Your Library Strategy 6: Ever-present Image

Roving Exhibitions

STIN members are concentrated in Jamaica’s corporate area and consequently there is the need to expand the reach of the services to off-campus communities. To address this need, STIN libraries created roving (traveling) exhibitions. In 2011 STIN’s principal library, the Scientific Research Council (SRC) had an exhibition in Kingston which later moved to other parishes in Jamaica. This enabled rural areas to experience STEM resources and information in their communities which they may not have otherwise accessed. Information on how to use STEM resources should not be limited to the walls of the library and to only those who enter your building; your objective should include capturing and converting non-users. Your exhibitions could move, for example, from the library to the students’ union for one week, then to the campus church for another week, then to the halls of residence for the following weeks, thereby providing better access, attracting non-users, increasing awareness of STEM products and services and enhancing the visibility of STEM libraries. This reveals how Duff’s (2010: 15) and Hopwood’s (2012: 54) ideas about displays can be further extended.

Roaming STEM Desks

In the world of blackberries and androids, roaming is a common concept and extending this to the library is rewarding. Similar to the roving exhibition concept, the library can set up a STEM resources desk in one location and then moves this to other highly student populated locations. With this, the library brings STEM resources and services to the users, thereby increasing users’ awareness and building an ever-present image of the library.

Collaborative Benefit Performances

In Jamaica plays are a popular form of live entertainment. The Library and Information Association of Jamaica (LIAJA) usually collaborates with the theatre whereby they purchase a certain quantity of tickets, sell these and receive part of the profits. This is a concept STEM libraries can use to generate funds and at the same time create awareness of STEM resources. On one side of the ticket could be details about the play and on the other side you could have information on STEM resources pertaining to your library. During intermission (this is a 15 minutes break in the movie/play) persons purchase food items, view posters of upcoming movies/plays and mingle; with the collaborative plays, the library could have posters as well as a small booth with information on its STEM resources. In this way, during intermission, awareness of STEM resources is facilitated. Further, with multiple plays/movie running concurrently, persons who did not purchase tickets in support of the libraries’ benefit performance but instead for another play could nevertheless benefit from the STEM posters and booth. This highlights the relevance of the work of Lillard and Wales (2003: 316) who suggest collaborating with library associations. It also brings to fore the value of Hopwood’s (2012: 54) suggestion to partner with community groups and businesses.

Additionally, STEM librarians should attend non-library conferences and publish in non-library journals to increase awareness of their STEM resources and services. Visiting STEM-related clubs, societies, and associations and sharing information about resources and services is also of value.

Conclusion

Creating better awareness of STEM resources necessitates the implementation of a multitude of strategies targeted at users, non-users and staff. It requires re-branding the library in order to attract, enlighten and maintain users; using non-traditional areas for publicity and marketing with the objective of enlightening and attracting non-library users; developing an information space that is consistent with the Web 2.0 concepts that students can embrace; collaborating and providing tangible evidence of the delivery of actual as against just theoretical benefits. This paper therefore highlights implications for practice as well as for policy. Further, this paper suggests there will be increased demand for information professionals to make a greater STEM footprint. They will therefore need to be prepared to navigate this particular STEM environment. Librarians will need to adopt a multi-strategy approach to enhance awareness of STEM libraries and their resources. This paper also suggests some of the expanded roles that librarians will need to engage: notably, advocacy and marketing. In this regard librarians will need to equip themselves with the competencies required to create and implement advocacy and marketing policies that are relevant to the Caribbean context. There is also the intimation that librarians will need to develop policies regarding the re-branding of library products, services and spaces to give emphasis to the STEM concept. Given the importance of STEM, the urgency of embarking on these initiatives is impatient of debate. At the same time the peculiarities of the academic library context will inform the implementation of these strategies.

Recommendations

With the new role that librarians will need to play, the UWI’s Department of Library & Information Studies (DLIS), which is the largest trainer of librarians in the Caribbean, will need to revise the LIS curriculum to place emphasis on the concept STEM. They may need to revise the LIS curriculum and re-brand some of its courses. For example, the course Information Resources in the Sciences may need to be re-branded Information Resources for STEM and the content may need to be expanded to give energy to each area within the concept STEM. However, it should be pointed out though that one course will not solve all the problems, neither can LIS schools; LIS schools cannot cover every detail; they are designed to provide the basic elements for effective librarianship. STEM Librarians will also need to embark on continuing education with the view to including not just technology and math related courses but also courses in science and engineering. Given the pervasive importance of STEM in today’s society LIS schools may also want to add another dimension to the fieldwork experience whereby students are aligned to an institution focusing on one or more of the following: science, technology, engineering or math. LIS schools should also consider partnering with STEM departments to offer LIS degrees with majors in science, technology, engineering and mathematics. Academic libraries need now more than ever to create an environment which promotes and supports STEM. Additionally, academic librarians need to articulate the contributions they have made to STEM education and awareness. These initiatives are likely to stimulate students’ interest in STEM and augment STEM awareness.

Footnotes

Notes

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