Expanding digital academic library and archive services at the University of Calgary in response to the COVID-19 pandemic

Work teams

In April 2020, the library senior leadership team initiated new interdepartmental digital work teams with mandates focused on creating transformative and indispensable services for the primary library user groups: undergraduates, graduates, and faculty. A fourth work team was established with a focus on broad online outreach and an enhanced social media presence.

All LCR staff and librarians were invited to join a team of their choice, and a team lead was also selected. The four work teams met in May 2020 to define terms of reference and goals in relation to their specific user group. An example mandate for the undergraduate support team was to (1) work collaboratively to establish user-centric, transformative, and indispensable programs and supports for undergraduate learners, and (2) respond to the need for increased digital content and resources due to the current and likely continued short-term surge in online and distance learning. Example priorities for the undergraduate support team were to better understand undergraduate needs during this disruption; expand online communication, promotion, and outreach; decrease barriers and hurdles that undergraduate students may encounter; and work thoughtfully, collaboratively, and with vision for the future.

The team leads were directed by the senior leadership team to involve all team members in brainstorming and discussing new approaches to current challenges and library service models. The teams continue to work digitally, using Zoom and Microsoft Teams to meet and collaborate on impactful user-centric projects. The combinations of team members representing a variety of library departments have culminated in creativity, innovation, and staff engagement, even while working from home.

myLibrarian

Personal librarian programs have demonstrated increased student engagement in academic libraries (Bisko et al., 2019; Moniz et al., 2014). A pilot group of LCR librarians had been investigating the implementation of a personal librarian program since 2019. In 2020, with students learning from home and feeling disconnected from campus, a new student engagement program offered online was a welcome initiative to connect with students.

The myLibrarian personal librarian program was piloted in a soft launch in September 2020 (Libraries and Cultural Resources, 2020c). It includes an opt-in program with newsletters, virtual events, and workshops, and new ways for students to be linked with a librarian or library staff member. Students can find “their librarian” by their discipline, which promotes the existing liaison librarian model with simpler personalized terminology. The program is the first of its kind to offer a way to connect with a librarian or library staff based on the student’s personal background (e.g. mature student, student parent, or transfer student) or primary language spoken (e.g. Spanish, Mandarin, or Tagalog).

The program and its content are focused towards, but not limited to, new incoming undergraduate students. It has been well received by new students and campus partners, and leverages existing subject-based support while offering new connections aimed at reducing the potential barriers facing students.

Virtual 360-degree tours

The newly formed undergraduate support team, as mentioned above, determined that one of its primary initiatives would be to create virtual 360-degree tours of library spaces. The goal was to highlight currently available digital services during the pandemic while also introducing new users to library spaces. LCR subscribed, at a modest cost, to an online tagging service from ThingLink (2020), which provides a user-friendly platform to create interactive 360-degree tours. The team used existing technology equipment available in the library to take 360-degree images, helping to keep the costs low. A Vuze+ camera and its software were used to take and edit the 360-degree picture files, which were then uploaded to the ThingLink platform.

The interactive tours link to online services (see Figures 1a and 1b) and current service information in the respective physical space in the library. Examples of tags include: the library chat service, computer workstation booking, contactless pickup information, research guides, relevant databases, and the librarian consultation form. Experts, including the Emerging Technology Specialist based at Lab NEXT, the technology hub of the Taylor Family Digital Library, supported the project work. Branch library teams also supported determining the tags for their respective branch locations.

OPEN IN VIEWER

Figure 1a.

Virtual 360-degree tour of the Taylor Family Digital Library.

The virtual 360-degree tours have been promoted on the library’s home page, as well as on social media, in instruction sessions, and to other partners, including the university orientation teams. Since launching on 10 August 2020, the initial landing tour has had 1759 views (see Figure 2), while other tours typically have between 100 and 500 views. ThingLink includes detailed statistics on click rates, helping to determine what types of information are most in demand from library users. Figure 2 indicates a steady uptake in views prior to fall classes and a pattern of sustained level of online user engagement. In the future, the virtual 360-degree tours will be used to present art gallery exhibitions and virtual book displays.

OPEN IN VIEWER

Figure 2.

Usage statistics for the Taylor Family Digital Library’s 360-degree tour for August 2020 to April 2021.

Digital instruction

Librarians, archivists, curators, and other LCR staff participate in a variety of instruction for the campus community. As with all teaching on campus during the pandemic, library instruction rapidly shifted online, using platforms such as Zoom, Microsoft Teams, and Desire2Learn (the university’s content management system). When comparing library instruction statistics from the COVID-19 pandemic time period with the same period in the previous academic year (see Figures 3 and 4), instruction has remained comparable, with a 13% decrease. There is likely a smaller difference than reported, as not all most recently delivered instruction sessions have been entered and therefore captured in the data. Interestingly, the first seven months of the pandemic (February to August 2020) had 16% more instruction than the equivalent time period in 2019, whereas the latter seven months of the pandemic had a 28% decrease over the equivalent time period from the previous year. Further research could explore what influences the pandemic had on instruction requests.

OPEN IN VIEWER

Figure 3.

Library instruction per month between February 2020 and March 2021 (total: 595).

OPEN IN VIEWER

Figure 4.

Library instruction per month between February 2019 and March 2020 (total: 684).

Further research might also explore differences in library instruction delivered digitally versus in-person. These statistics illustrate that librarians and staff adapted to online teaching and have maintained a capacity to promote and teach information literacy skill development on campus.

Library chat service

Remote work resulted in a significant change in the approach to the LCR chat service. Prior to COVID-19, the chat service was available for 43 hours, 7 days a week. The service was staffed exclusively by the Taylor Family Digital Library learning commons team, a group of eight support staff (Information Specialists) who also primarily staff the library information desk. The library chat service had a maximum of two operators and a minimum of a single operator at any given time.

In the pandemic transition, focus shifted to training librarians, support staff, and student workers from all library locations to expand the chat service. To create a consistent and positive user experience, an LCR “chat best practices” document was developed and distributed to all operators. The “best practices” document is designed to help operators provide a consistent, accurate, and beneficial interaction for each library user, and is organized into four sections: operator expectations, patron interaction best practices, referral best practices, and best practices for creating a ticket for follow-up. It includes the basics of conducting virtual reference interviews. A series of training sessions was provided to all staff to become familiarized with the chat interface, creating tickets, and referring users to other departments or individuals. LCR was able to leverage the subject knowledge of liaison librarians to train others on how to provide basic reference assistance for different subject areas and departments.

Numerous schedule variations were developed to determine the optimal number of staff working, while ensuring equity as to the number of shifts. All staff and librarians were able to work their chat shifts from home, using the LibChat feature of the LibApps platform. For fall–winter 2020, the chat service was available for 85 hours, 7 days a week, with between one and four operators.

There were 19,310 interactions on the library chat service during the first 12 months of the pandemic, which, when compared to 7846 interactions in the 12 months pre-pandemic, corresponds to a 246% increase (see Figures 5 and 6). The service has been popular and well used during the pandemic, although it has also been promoted more extensively as a remote option for connecting with the library. It should be noted that a portion of these increased statistics is likely due to several factors, including the activation of a proactive chat function (6 March 2020) and the HathiTrust Emergency Temporary Access Service material recall (30 September 2020).

OPEN IN VIEWER

Figure 5.

Library chat service statistics for February 2020 to January 2021 (total: 19,310).

OPEN IN VIEWER

Figure 6.

Library chat service statistics for February 2019 to January 2020 (total: 7846).

Tutorial-video production

To provide more digital library instruction and wayfinding help, librarians and staff created new short online tutorials. These are being added to YouTube and social media, and embedded into FAQs (frequently asked questions) on the library website. To ensure the information in the videos is current to COVID-19 protocol, the undergraduate support team developed guidelines for standardized tutorial-video production. The Taylor Family Digital Library houses four audio/visual editing suites, which were used to create screen recordings and professional-level audio (Libraries and Cultural Resources, 2020a). Intro and outro sequences, slides, and background music were created and approved to ensure a consistent look and feel for all the tutorial videos. All members of LCR were invited to narrate tutorials to create a diverse range of voices across the video collections.

The guidelines determined by the team included using QuickTime software to create screen recordings and capture the audio narration simultaneously. This allowed for the synchronization of video and audio, as well as the addition of slides and background music. The post-production of the video tutorials was done in iMovie or Final Cut Pro. These guidelines, as well as the production files, were shared in Microsoft Teams for other staff to access. The primary hosting platform is YouTube, which allows for easy embedding into other learning platforms, including FAQs and Desire2Learn, and sharing on social media. Staff will monitor the use of these videos over the next year to gain insights into their effectiveness for student learning.

FAQs

Over the past five years, LCR has developed over 350 short online FAQs, which are available on the LibApps LibAnswers platform. These are accessed by users on the library website or used by service desk staff and library chat operators to ensure the provision of consistent information across the entire library system. As FAQs are individual web pages, they are indexed by Google and therefore show in search engine results should users search specific questions in relation to the library. In 2019, managers began planning how best to streamline and reduce the overall number of FAQs to improve user experience and prevent duplication of questions.

An inventory of the FAQs was conducted at the beginning of the project, which led to the discovery that most of the questions had been last updated between 2015 and 2018. The FAQ team determined that all entries would be classified in one of the following categories: borrowing; directional; reference; citing and writing; printing and technology; open access and digitization; and copyright.

With the COVID-19 pandemic and the need to enhance online information about LCR services, the team seized the opportunity to update the FAQs to incorporate COVID-19-specific information and updates. The FAQs were also easy to integrate into the virtual 360-degree tours as information tags, and assisted in the development of the scripts for the tutorial videos. The team continues to consult with different departments to ensure that the FAQs are comprehensive and accurate. As illustrated in Figure 7, public views of the FAQs during the first 12 months of the pandemic totaled 25,125. As some FAQs are significantly more popular than others, Figure 8 illustrates a sample of the most popularly visited questions.

OPEN IN VIEWER

Figure 7.

FAQ public views for February 2020 to January 2021 (total: 25,125).

OPEN IN VIEWER

Figure 8.

Sample of FAQs by popularity.

Contactless pickup

From the outset, use of the library and the contactless book pickup service has been restricted to current University of Calgary students, faculty, and staff. All individuals entering the building are required to show proof of university affiliation at the check-in desk. The desk is positioned immediately inside the entrance of the Taylor Family Digital Library to assist in directing users to the book pickup and confirming computer and study space bookings.

The desk is equipped with a laptop for staff to confirm space bookings, a plexiglass barrier, face masks, a hand-sanitizing station, and a floor map of the bookable spaces. The purpose of the desk is not to answer circulation or reference questions, but to direct individuals to booked spaces or to requested material. This is to prevent lineups and extended exposure. Users are recommended to connect with LCR staff through the library chat service or at the outdoor tent if they have further queries.

On 6 August 2020, the contactless book pickup service started. After a user places a request through the library catalogue, the item is pulled from the shelf, signed out to the user’s account, and placed in a transparent bag with a hold slip positioned on top of the item(s). The requested items are placed on long folding tables and labeled corresponding to the users’ last names. The user receives an email notifying them that the item is ready and providing details of how and where to collect the item. The pickup and grace periods have been extended to seven business days to ensure that users have sufficient time to collect their items. High volumes of requests were anticipated at the launch of the service. To provide relief to the team fulfilling and preparing the requests, each authorized user was restricted to a maximum of 10 active requests on their account. The pickup service experienced overwhelming success, with 3683 requests being made between 6 August and 17 October 2020.

Bookable study spaces

Bookable individual study and computer spaces began on 10 August 2020 in the Taylor Family Digital Library. Of the six floors of the building, the first floor was made available with about 30 computer stations and 30 individual study spaces. In mid-September, after the first week of the fall term, the second floor was opened, offering additional study and computer spaces. With the second floor open, the library could offer a dedicated graduate study space in what was formerly a quiet reading room. On a typical day, approximately 15%–20% of the spaces are booked. For the December 2020 examination period, LCR removed all restrictions on the number of bookings an individual could make in a week, to provide students with additional access to study spaces.

Outdoor tent

After the contactless book pickup service commenced, it soon became evident that students wanted to be able to discuss their library account or, if they were new to campus, talk to a university staff member to help navigate the campus and learn more about what services were available. At that time, no other university department was providing in-person services. To address the lack of in-person student support, the outdoor tent was established on the quad outside the Taylor Family Digital Library. The service was launched on 24 August 2020, two weeks prior to the first day of classes, and ran on weekdays from 10 a.m. to 2 p.m. Students, both new and returning, as well as staff and faculty, came to the desk and asked a wide variety of questions. On a typical day, staff answered from 80 to 150 questions over the four-hour period, indicating that the service was appreciated and filled a gap that was not addressed elsewhere on campus.

The outdoor tent was quick and simple to set up and take down daily. The service point consisted of a canopy tent, folding tables, a branded tablecloth, and chairs. iPads were used to look up information for visitors, as they were portable and easy to sanitize between uses. It was not possible to set up the tent on 2 of the 24 days the service was offered due to wind or cold temperatures. Despite the vagaries of the Canadian weather, staff readily agreed to take shifts, as they could see how helpful the service was to the campus community.

Field-of-study students

As a result of demand and through collaborative efforts between LCR and the Faculty of Graduate Studies and graduate program advisors, LCR was the first research library in Canada to offer a curated collections service to support field-of-study students as of April 2020 (UToday, 2020b).

Bibliographies required for field-of-study (candidacy) and PhD defense examinations were sent by graduate program advisors to the library collections supervisors and to the respective liaison librarian. Collections staff and the liaison librarian worked through the list of sources, determining what was available in physical and electronic formats. If an item was unavailable physically, the collections staff attempted to purchase an electronic version or the librarian suggested alternative options. Fulfilment staff gathered together the items and, once they were ready to be collected, arranged a pickup time with the graduate student. The service was received with appreciation by graduate students and their respective supervisors.

HathiTrust emergency agreement

In July 2020, the University of Calgary signed up to the HathiTrust Emergency Temporary Access Service. LCR has been a member of the HathiTrust Digital Library since 2012 and, in this agreement, approximately 1.2 million items in the physical collection have been made available online (UToday, 2020a). While the emergency online access service was in place for the fall and winter 2020–2021 terms, physical items were not loanable, and the loan policies for these items were updated to reflect this in the catalogue. Although some patrons expressed discontent with not being able to access print materials, the resulting increased online access was determined to be more equitable to students, staff, and faculty working from home or abroad.

Leganto (Reading List Tool)

In May 2020, LCR licensed Leganto, an Ex Libris course-reading-list software tool, to create online reading lists, as well as clear digital course reserve items, with the library’s copyright office more efficiently. The timing of this supported the library ceasing physical course reserves in response to the pandemic. A newly formed Leganto service design team promoted the software as the “Reading List Tool” to communicate clearly what the tool provides. It was made accessible via the University of Calgary’s learning management system, Desire2Learn.

The tool allows instructors to create reading lists entirely within Desire2Learn, reuse them, and link directly to sources in the library’s collections or subscriptions. The library attempts to acquire electronic versions of any additional physical materials that faculty request as reserve readings. The tool provides metrics, allowing instructors to track student engagement with assigned readings. Additionally, instructors can tag added materials to be digitized or purchased, which is sent directly to the library services platform, Alma, for processing.

To promote the Reading List Tool to faculty and instructors, the library collaborated with the Taylor Institute of Teaching and Learning at the University of Calgary. LCR held several online workshops to promote the new tool and created a research guide on how to use the tool and troubleshoot (Libraries and Cultural Resources, 2020b).

Moving services and teaching online

ASC was also affected by the provincially mandated lockdowns that began on 22 March 2020. LCR refocused its services to primary users: students, faculty, and staff. The Glenbow Western Research Centre Reading Room, located in the Taylor Family Digital Library, was closed for in-person services. Information specialists for each of the repositories adapted their work to online delivery and began to work from home. Updates on the COVID-19 impact on services were regularly posted on the website. Patrons—students, faculty, staff, and community users—were directed to email addresses for support.

Prior to the pandemic, email contact had become a primary method of contacting ASC staff. This method of contact remains the primary way of obtaining reference services for users. In the September 2020 to March 2021 period, ASC staff answered 1009 reference questions, compared to 2560 in the September 2019 to March 2020 period. This decrease reflects the move to online classes by the university, as well as the shift in how course content is delivered by faculty. With no physical visits to the reading room or in-person teaching due to its closure, there are no retrievals for researchers or students. Often, following an on-site instruction session, students will request materials from the class. However, with instruction being moved online, students are searching for digital content to study instead of the physical items.

Requests for scans and copies were able to be met. However, the response time was slower as fewer staff were on-site to perform these tasks. When the University of Calgary campus was open to essential staff only, this also meant that in-person tours were paused. Due to COVID-19 transmission concerns, in-person visits and large groups have not been permitted. In the future months, it is anticipated that in-person visits to the reading room and modified tours may be offered through a video link or by appointment.

Teaching and learning requests in the early months of the pandemic were limited in number as the academic year was shifting to final classes before examinations began. This meant that teaching requests did not come in until late spring 2020, which coincided with the announcement of summer 2020 classes being offered online. Teaching in the ASC’s purpose-built classrooms has enabled instruction to include archival materials and rare books as part of the student learning process for primary source literacy. Instruction in ASC follows the Association of College and Research Libraries’ (2018) “Guidelines for primary source literacy.” Prior to instruction being moved online, students would have a hands-on experience with archival and rare materials. Learning would take place in the classroom through the core concepts of conceptualization, access, summarizing, interpretation, evaluation, and incorporation.

Moving to an online teaching environment was a new experience for the librarians and archivists, as well as for the faculty members who requested instruction for their students. The question of how to deliver content online that has traditionally included the physical examination of archival materials and rare books was a challenge and opportunity to do things differently. Librarians and archivists have been pushed to incorporate the Association of College and Research Libraries’ core ideas into online instruction using digital content. Turning to the digital collections for instructional content revealed possibilities for inclusion for instruction. The switch to online learning due to the pandemic has underlined the importance of the digital collection and the crucial work needed to continue to add content. ASC instructional sessions moved online successfully for the fall and winter 2020–2021 terms.

Collections: digital content, gifts, conservation, and preservation

The physical collection continues to grow due to the recent addition of the Glenbow Library and Archive from the Glenbow Museum (Beaulne-Stuebing, 2020). This special collection, when fully moved from the Glenbow Museum in downtown Calgary, will add another 5 km of materials to ASC for researchers, students, and faculty. When the Glenbow Museum reopened in a limited capacity in summer 2020, the collection moves were safely able to resume. Collections staff were able to continue their work, whether on-site or at home, by adjusting workflows and handling.

The digital collection continued to grow during the pandemic, despite staff working at home and coming on-site on a limited basis. Now, more than ever, the importance of adding content to digital collections has taken on a new priority. LCR’s digitization unit continued to process materials. The launch of a new data asset management system was timely, as it has enabled work to progress in loading content and adding user-friendly features. The digitization unit’s staff have been able to curate several ASC digital collections during the pandemic period. Promotion of these online exhibits via social media platforms, as well as an online newsletter, has garnered interest. Creating digital collections and successfully promoting them broadly has been especially meaningful in connecting with the campus community and beyond.

Gifts were accepted for consideration prior to the pandemic. However, in late March 2020, new donations were transitioned to a case-by-case basis. With limited staff on-site to receive materials, capacity has been reduced for this activity. Furthermore, materials received from outside the University of Calgary environment are subject to quarantining protocols prior to handling. These protocols have been implemented based on the recommendations of Library and Archives Canada, the Provincial Archives of Alberta, and the OCLC’s REopening Archives, Libraries, and Museums (REALM) project.

Conservation and preservation work has continued since March 2020. ASC has a conservation laboratory, and the conservation advisor has been on-site daily as his work is considered essential, thus ensuring rare and fragile materials are being properly handled and treated.

Glenbow Western Research Centre Reading Room

The closure of the reading room in March 2020 as part of the University of Calgary’s response to COVID-19 shifted patrons to online services. However, preparations began in summer 2020 for a modified reopening. The health protocols of the province of Alberta, city of Calgary, and university, as well as best practices from archives and museums across North America and beyond, were reviewed and discussed in the context of local needs. The OCLC’s REALM test data for quarantining materials such as paper, leather, and plastic, ¹ as well as the recommendations of Library and Archives Canada and the Provincial Archives of Alberta, ² formed the basis to shape a document for reopening. Given the high-touch nature of the collections and interaction between staff and patrons with materials, extra caution and consideration have been factored into reopening plans. Logistics abound, with patron-safe entrance and exit, the safe storage of coats and bags, limiting the number of researchers in the reading room, arranging furniture for greater spacing between tables, and critical quarantine measures needing to be in place for safety. Discussions are ongoing about the timing and restrictions needed in order to open with minimal risk.