6
Expanding Horizons for CIS Services in Academic Libraries by Carolyn D. Argentati During the past five years, libraries engaged in GIS services have encountered challenges and opportunities related to partnerships, staffing and management, user education, and data access. Many avenues exist for expanding both the scope and depth of these services to meet the user community’s needs. Carolyn D. Argentati is Head, Natural Resources Library and is a member of the North Carolina State University Libraries C/S Team, NCSU Libraries, Box 7114, Raleigh, North Carolina 2769577 14 <Carolyn [email protected]>. _ I n 1995, when the Journal of Aca- demic Librarianship published a special issue on “Geographic Infor- mation Systems (GIS) and Academic Libraries,” it was appropriate to describe GIS as “a new component of public ser- vices.“’ Only three years earlier, in 1992, the Association of Research Libraries (ARL) GIS Literacy Project had been launched, with goals focusing on user education, collaborative partnerships, access to spatial data, and library profes- sional development in GIS.’ This project articipating libraries with the ~r$$$X4 3 software and several datasets from the Environmental Systems Research Institute, Inc. (ESRI), along with opportunities for introductory train- ing. In 1995, leaders of the project observed that, while each library had designed a GIS service program accord- ing to its unique institutional needs, many of the libraries progressed through similar stages of understanding and integration of GIS resources: First is an awareness of GE--that it is available and used by many communi- ties. Second, is an appreciation of the potential benefits of GIS to those com- munities. Third, libraries actively engage in the use of GIS technologies and explore the provision of differing level of services within the institution. And finally, literacy is the appreciation that GIS can be used to address broad and diverse information needs in an effective manner.’ The emergence and widespread appli- cation of GIS challenged librarians to ana- lyze a nontraditional set of user needs and assemble services that incorporated com- puter hardware, software, data, and train- ing opportunities in new ways. Development of GIS services has involved, and, in some cases, transformed, the efforts of government documents librarians, map librarians, reference and subject specialist librarians, and others throughout the academic library organiza- tion. In this process, libraries have had to address many questions regarding the staffing and management of these new ser- vices and the allocation of resources to support them. Partnerships and grants linking libraries with governmental and commercial organizations have offered opportunities for collaboration on service models and the development of large data collections and new access tools. These extensive collections of digital spatial data are being organized and made available via the Internet, frequently with a regional or local focus that is relevant to a library’s primary constituency. With all of these achievements in mind, one might ask, “Are we there yet?’ While there has been a great deal of progress since the inception of the ARL GIS Liter- acy Project in 1992, a number of fertile areas remain for further exploration. Fol- lowing is a discussion of the expanding horizons for GIS services in academic libraries, with examples drawn from expe- riences at the North Carolina State Univer- sity (NCSU) Libraries, a participant in the ARL GIS Literacy Project. BUILDING ON PARTNERSHIPS On the NCSU campus, the College of Forest Resources (CFR) was one of the first units to focus on GIS in its curricu- lum, from the perspective of natural resource management.6 Currently, student enrollment in GIS-oriented courses, both in CFR and campus-wide, is increasing. CFR faculty championed and brought to fruition a campus license for ESRI soft- ware and data products, along with cam- pus licenses from other software vendors, and CFR personnel administer these licenses and provide technical support. When approached by the newly-formed Libraries GIS Team in 1992, these univer- sity GIS leaders enthusiastically supported November 1997 463

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Page 1: Expanding horizons for GIS services in academic libraries

Expanding Horizons for CIS Services in Academic Libraries

by Carolyn D. Argentati

During the past five years, libraries engaged in GIS

services have encountered

challenges and opportunities related to partnerships,

staffing and management, user education, and data access.

Many avenues exist for expanding both the scope and

depth of these services to meet the user community’s needs.

Carolyn D. Argentati is Head, Natural Resources Library and is a member of the

North Carolina State University Libraries C/S

Team, NCSU Libraries, Box 7114, Raleigh, North Carolina 2769577 14

<Carolyn [email protected]>. _

I n 1995, when the Journal of Aca-

demic Librarianship published a special issue on “Geographic Infor-

mation Systems (GIS) and Academic Libraries,” it was appropriate to describe GIS as “a new component of public ser- vices.“’ Only three years earlier, in 1992, the Association of Research Libraries (ARL) GIS Literacy Project had been launched, with goals focusing on user education, collaborative partnerships, access to spatial data, and library profes- sional development in GIS.’ This project

articipating libraries with the ~r$$$X4 3 software and several datasets from the Environmental Systems Research Institute, Inc. (ESRI), along with opportunities for introductory train- ing. In 1995, leaders of the project observed that, while each library had designed a GIS service program accord- ing to its unique institutional needs, many of the libraries progressed through similar stages of understanding and integration of GIS resources:

First is an awareness of GE--that it is available and used by many communi- ties. Second, is an appreciation of the potential benefits of GIS to those com- munities. Third, libraries actively engage in the use of GIS technologies and explore the provision of differing level of services within the institution. And finally, literacy is the appreciation that GIS can be used to address broad and diverse information needs in an effective manner.’

The emergence and widespread appli- cation of GIS challenged librarians to ana- lyze a nontraditional set of user needs and assemble services that incorporated com- puter hardware, software, data, and train- ing opportunities in new ways. Development of GIS services has involved, and, in some cases, transformed, the efforts of government documents librarians, map librarians, reference and

subject specialist librarians, and others throughout the academic library organiza- tion. In this process, libraries have had to address many questions regarding the staffing and management of these new ser- vices and the allocation of resources to support them. Partnerships and grants linking libraries with governmental and commercial organizations have offered opportunities for collaboration on service models and the development of large data collections and new access tools. These extensive collections of digital spatial data are being organized and made available via the Internet, frequently with a regional or local focus that is relevant to a library’s primary constituency.

With all of these achievements in mind, one might ask, “Are we there yet?’ While there has been a great deal of progress since the inception of the ARL GIS Liter- acy Project in 1992, a number of fertile areas remain for further exploration. Fol- lowing is a discussion of the expanding horizons for GIS services in academic libraries, with examples drawn from expe- riences at the North Carolina State Univer- sity (NCSU) Libraries, a participant in the ARL GIS Literacy Project.

BUILDING ON PARTNERSHIPS

On the NCSU campus, the College of Forest Resources (CFR) was one of the first units to focus on GIS in its curricu- lum, from the perspective of natural resource management.6 Currently, student enrollment in GIS-oriented courses, both in CFR and campus-wide, is increasing. CFR faculty championed and brought to fruition a campus license for ESRI soft- ware and data products, along with cam- pus licenses from other software vendors, and CFR personnel administer these licenses and provide technical support. When approached by the newly-formed Libraries GIS Team in 1992, these univer- sity GIS leaders enthusiastically supported

November 1997 463

Page 2: Expanding horizons for GIS services in academic libraries

a vision for campus-wide access to a net- worked spatial data collection and for an introductory GIS literacy/training pro- gram, both located in the library and man- aged by librarians.

The Libraries’ partnership with CFR in GIS-related efforts was strengthened in early 1994, when the proposed Student- Directed, Information-Rich (SDIR) Edu- cation Project received two years’ univer- sity funding. This project was designed to explore student-centered models of instruction, integrating GIS, other multi- media resources, and library databases into online course materials to be deliv- ered via the World Wide Web (WWW). The Head of the Natural Resources Library, who is the primary liaison with CFR and a member of the GIS Team, was included on the SDIR project team, along with a leading GIS faculty member and a computing consultant. The SDIR project team developed prototype WWW-based ArcViewTM tutorials for use in CFR courses, and those lessons are being adapted for the general campus audience with examples linked to the online data collection. This ongoing effort has been dubbed the “GIS Web Tutor” project.

One strong partnership often leads to others and to additional contacts with peo- ple and organizations engaged or inter- ested in GIS. For example, CFR has established an agreement with the North Carolina Center for Geographic Informa- tion and Analysis (NCCGIA) which allows campus users to gain access to that agency’s fee-based data collection, and the Libraries is authorized as a point of contact for requesting these data.

Through the NCSU Libraries’ well- established collaboration with the GIS pioneers on campus, library staff stay informed about the activities and needs of faculty and students in other colleges and departments as well. Inclusion of GIS in the curriculum has quickly spread to disci- plines such as design, social and political sciences, public administration, agricul- ture and life sciences, and veterinary med- icine. Faculty in the School of Design, in a related effort, are developing a WWW- based cartography course that will help to prepare students in the subject-oriented GIS courses to design better maps. During the summer of 1997, the CFR-Libraries team initiated a campus GIS interest group to share knowledge and experience through periodic meetings and computer conferencing. Several examples from large universities suggest that the library is an appropriate focal point for leadership of

464 The Journal of Academic Librarianship

such groups, in that it can offer neutrul ground for individuals from various units to meet and share common concerns.’

EXPANDING THE STAFF

When the NCSU Libraries’ GIS ser- vices were initially launched, they were planned, staffed, and managed by a five- member interdepartmental team consist- ing of librarians from the reference, gov- ernment documents, and systems departments; the natural resources branch librarian; and a computing consultant. This blend of expertise and part-time attention was effective for the first few years while the GIS user base was still rel- atively small. However, after the initial phase of installing public access GIS com- puters, defining service and data access policies, and providing some introductory training, a series of developments began to intensify the demands on GIS Team mem- bers. First, the number of GIS users on campus was increasing rapidly, partly because of campus licensing agreements with several major software vendors. Sec- ond, the software itself was continually evolving, and learning new GIS and data applications or staying up-to-date on changing functionality requires consider- able time and effort. Finally, the prolifera- tion of spatial data available to be collected, along with data-related issues such as network storage infrastructure for multi-platform access and WWW-based documentation and retrieval mechanisms, demanded sustained attention and activity.

“Inclusion of CIS in the curriculum has quickly spread to disciplines such as design, social and political sciences,

public administration, agriculture and life sciences,

and veterinary medicine.”

In early 1996, the GIS Team conducted a thorough assessment of the current and future campus environment for GIS and recognized the need for a full-time librar- ian position focusing on GIS and incorpo- rating spatial and numeric data services. An example of the numeric data for which the Libraries wished to expand its services is the data available to campus researchers through the university’s membership in the InterUniversity Consortium for Politi- cal and Social Research (ICPSR). In many cases, these data are geographically refer-

enced and can be analyzed with both sta- tistical and mapping software.

While part-time, temporary staffing arrangements with graduate students had been successful to a degree, they could not offer the necessary continuity or depth for the high quality of GIS and data services desired. The team anticipated that it would continue to function, with the new posi- tion as its leader, and that it would be an essential source of communication and orientation for the new data services librarian. Team members drafted a pro- posed position announcement for a Librar- ian for Spatial and Numeric Data Services for discussion and review by the Libraries’ administration and key department heads. The position was envisioned as part of the Research and Information Services Department (a new department resulting from the merger of the former Reference and Documents departments), which would facilitate working closely with librarians responsible for federal and state government information, maps, and user instruction. With administrative and orga- nizational support, recruitment for this position began in early 1997 (see Appen- dix).

Another example of a librarian position established to focus directly on GIS is the recently announced vacancy for a GIS Librarian at the University of Washington Libraries (see Appendix). In that case, the role has been distinguished from that of a map librarian, but remains within the Map Collection and Cartographic Information Services Unit.

Following are some of the key respon- sibilities of these new GIS and data ser- vice librarian positions:

Maintain current, in-depth awareness of GIS software, hardware, and data capabilities, from both user and tech- nical perspectives;

Participate and lead in selection, orga- nization, access, updating, and archiving of data collections;

Develop user education activities, pro- grams, and materials to integrate GIS and spatial data applications into research and instruction;

Offer reference and consultation assis- tance with queries involving GIS, spa- tial, and numeric data, and traditional cartographic materials;

Educate library staff in the use of GIS applications and data resources, and provide leadership for staff with GIS or related public service responsibili- ties: and

Page 3: Expanding horizons for GIS services in academic libraries

l Serve as liaison with campus GIS users and identify ongoing data needs.

If an academic library’s goal is to expand the horizons of GIS services and to facilitate the use of spatial and numeric data in research, dedicating at least one full-time professional position to these endeavors is a logical place to start. While the pool of qualified librarian applicants is still relatively small, it can be expected to grow. GIS is permeating the K- 12 and col- lege curricula, so many students are being exposed to it early in their academic careers. In addition, more avenues for GIS-related professional development for librarians exist today than ever before, including programs at major library asso- ciation conferences, ARL- and vendor- sponsored events, and faculty-attended conferences focusing on GIS in higher educati0n.s

PROVIDING OPPORTUNITIES FOR INSTRUCTION AND ASSISTANCE

Perhaps no other area of library public service relies more on user education than GIS. Users frequently need assistance in developing an understanding of the attributes and accuracy of complex datasets and how the data interact with various software applications. The GIS service program as a whole should aim to balance the education and support needs of occasional or novice users with those of more advanced or specialized users whose interest may be simply to acquire needed data efficiently for their own processing and analysis.

From a management perspective, a substantial user education effort is one of the most time- and resource-intensive ele- ments of any service program. If perma- nent staff with appropriate expertise are not available, libraries may hire graduate students and others on at least a temporary basis to provide user education and assis- tance. The NCSU Libraries has used this strategy for the short term, until a full-time librarian is on staff to direct the ongoing development of the GIS training and con- sultation program. Campus-affiliated users may attend a two-day introductory classroom workshop entitled, “Thematic Mapping and GIS, a Brief Introduction using ArcViewTM,” taught by a research associate from CFR’s GIS research and teaching program. For those who prefer a more self-paced approach, library staff may recommend a book of exercises such as Getting to Know ArcView GIS, which is accompanied by a CD-ROM and can be used in the library or checked out.

Objectives of the introductory work- shops are to:

Introduce the basic concepts of GIS;

Provide sufficient knowled e of one software package, ArcView +M , to cre- ate thematic maps and perform simple analysis on existing data;

Introduce the Libraries’ spatial data collection; and

Provide additional information on GIS-related resources on campus and on the Internet.

During the spring of 1997, over 50 fac- ulty, staff, and students from a wide range of disciplines attended three two-day, hands-on workshops. A Natural Resources Library staff member was present to assist with these sessions and was able to record many of the frequently asked questions. An obvious next step is to use the discussions generated by these workshops and the comments gathered on evaluation forms to identify and respond to needs for more advanced courses on topics such as data conversion, spatial and tabular analysis, address matching, or bivariate mapping. Additionally, interme- diate or advanced workshops could be customized to focus on data examples from particular disciplines or research projects. The Libraries’ goal for this instruction is not to duplicate the content of existing for-credit courses, but to enable campus GIS users to take full advantage of the wide range of data resources available.

“Information about GIS may also be incorporated into

existing courses in various disciplines, with a librarian

acting as presenter or facilitator, or the library may

offer WWW-based tutorials and exercises that demonstrate the

use of the data collection.”

Information about GIS may also be incorporated into existing courses in vari- ous disciplines, with a librarian acting as presenter or facilitator, or the library may offer WWW-based tutorials and exercises that demonstrate the use of the data collec- tion. Individualized consultation and assistance will always be needed as well, and instructions for contacting staff can be included in a library’s WWW-based

instructional materials and data access pages, workshop materials, and other pub- licity pieces. Each library’s unique approach to user instruction and assistance will be determined by many factors, including campus interests, staff resources, and the cultivation of faculty awareness and partnerships.

MOVING FROM DATA COLLECTIONS TO DIGITAL LIBRARIES

Locating, acquiring, and providing access to spatial data in appropriate for- mats is fundamental to GIS services. Many libraries have assembled links to Internet-accessible data sources, such as, census data, and some have mounted data products such as Digital Chart of the World” and developed WWW-based interfaces to enable intuitive, map-refer- enced retrieval of day1 for particular coun- tries or regions. At the most sophisticated end of the continuum are the large digital library projects focusing on geographically-referenced information with full metadata, such as the Alexandria Digital Library Project at the University of California, Santa Barbara, and the Inte- grated Data Archives project at the Uni- versity of Southern California.‘* In the future, increased opportunities for interli- brary partnerships, wide implementation of metadata standards, and the diffusion of digital library models and technologies should bring about greater efficiencies in the archiving, searching, and delivery of spatial data.

Recently, the NCSU Libraries pur- chased the North Carolina statewide cov- erage of the SPOT Panchromatic Imagery (1993-1996), licensed for access by NCSU-affiliated users.13 These data were received on CD-ROM in a set of four directories, with filenames derived from latitude and longitude coordinates of the individual “frames.” These data were immediately placed on the Libraries’ net- work server, in the form received, to sat- isfy the needs of advanced users, but the GIS Team now faces the challenge of developing a user-friendly, graphical access interface and customizing the online documentation. These are impor- tant goals, because, as a University of Vir- ginia librarian points out, “Web access cancels out mediation; the library surren- ders the concept of addressing individual needs and skills. Whatever mediation the library provides must be designed into the interfaces it creates-not an easy task.“14

Visible investments in needed data and the associated network and storage infra-

November 1997 465

Page 4: Expanding horizons for GIS services in academic libraries

structure are another way in which a library demonstrates its commitment to GIS services. Once this momentum is achieved, the library is well positioned to participate in new partnerships, grants, and project opportunities. A final example from NCSU is a new campus initiative that includes the development of a clear- inghouse of geographic environmental and socio-economic data to support regional planning and information needs in North Carolina. Major partners in this multifaceted project include CFR, the Libraries, other departments and research institutes on campus, and the statewide cooperative extension units, with the aim of establishing a recognized public service role for the university in regional problem solving. The spatial data already assem- bled by the Libraries and campus researchers is a foundation for this more extensive collection to be delivered to a wider audience. Other developers of net- worked data collections have observed a similar phenomenon; for example, Cobb and Oliver0 note that while the Massachu- setts Electronic Atlas

the fact that the user population can be expected to continue growing in both size and diversity, libraries with active GIS service programs should consider the possibilities for ongoing evolution of these services. Some academic libraries have recognized the need to dedicate full-time staff positions to GIS and spa- tial data services, staff members prima- rily responsible for staying current and sharing their expertise in the face of rapid technological advances affecting the field. Others have redefined map or government information librarian posi- tions to encompass a significant GIS component.

was first designed with a target audi- ence of students and research scholars, a variety of businesses, local and state governments, nonprofits, and the pub- lic are expected to use and evaluate their needs with this site’s broad range of information. For example, their searches could vary from property tax rates and home sale prices to elder health care needs and physical charac- teristics of the environment.15

The Internet and World Wide Web now make it possible to provide access to large spatial data and digital library collections, interactive mapping applications, and online training materials. In this highly networked environment, there are virtu- ally endless opportunities for libraries to explore both familiar and nontraditional collaborative partnerships in GIS, within and beyond the academic environment. Current successful partnerships are an excellent starting point for expanding these horizons.

APPENDIX

NORTH CAROLINA STATE UNIVERSITY LIBRARIES

VACANCY ANNOUNCEMENT

Projects like these offer the potential for many types of collaboration, includ- ing, in the case of the NCSU Libraries, working with the newly formed Depart- ment for Digital Library Initiatives. As digital library technologies advance, the challenge will be to bring together a pow- erful set of spatial data resources and dis- play/analysis tools and to integrate user access to them with the process of discov- ering relevant information in other for- mats encompassed by the research library collection.

Librarian for Spatial and Numeric Data Services: (New Position) North Carolina State University Librar-

CONCLUSION

ies invites applications and nominations for the position of Librarian for Spatial and Numeric Data Services. The incum- bent will join the Research and Informa- tion Services Department, with eighteen librarians and eleven support staff, provid- ing information and research services in all subject areas. The department has responsibility for a well-established pro- gram of electronic data resources which range from GIS packages to data files sup- porting research in business and the social sciences. The Libraries is a selective fed- eral depository, a participant in the Asso- ciation for Research Libraries GIS Literacy Project, and a member of the InterUniversity Consortium for Political and Social Research (ICPSR). Data ser- vices are provided through a combination of networked and locally mounted plat- forms. The Libraries plans to expand its networked data collection for delivery to the user’s desktop in a multi-platform, real-time computing environment, along

The past five years have offered libraries engaged in GIS services a vari- ety of challenges, opportunities, and learning experiences on four major fronts: partnerships, both within and beyond the immediate organization; staffing and management; user educa- tion and training; and data access. Taking into consideration those experiences and

with relevant WWW-based instruction to guide data manipulation and use.

Responsibilities Under the direction of the department

head, has responsibility for the develop- ment and management of GIS and other spatial and numeric data resources and services supporting all areas of the univer- sity. Leads the Libraries’ GIS Team and serves as NC State’s official representa- tive to the ICPSR. Maintains a high level of awareness and expertise regarding spa- tial and numeric data and their evolving applications. Working closely with faculty and students throughout the university and with library collection managers, develops policies and procedures for the selection, organization, delivery, updating, and archiving of data collections. Provides outreach, and markets data services and resources to faculty and students in all dis- ciplines. Develops and provides general and discipline-specific instructional ses- sions to the campus community. Educates library staff in the use of data resources. Coordinates design and development of WWW-based tutorials, data documenta- tion, and research resources. Provides ref- erence and consulting services. Serves on library-wide committees, task forces, and teams. Is active professionally and con- tributes to developments in user services and trends in storage, retrieval, and deliv- ery of information resources.

Qualifications Required: ALA-accredited MLS, or

equivalent advanced degree in Informa- tion Science. Three or more years aca- demic library experience. Professional experience with spatial and numeric data resources. Familiarity with current issues, technologies, and software applications related to spatial and numeric data resources. Demonstrated proficiency with both GIS and social sciences statistical software applications such as ArcView, SAS, and SPSS. Demonstrated profi- ciency with the identification, retrieval, and manipulation of data resources. Must be user-centered, with excellent oral, writ- ten, and interpersonal communication skills. Demonstrated ability to lead team efforts as well as library-wide programs. Significant computing experience in a net- worked environment. Demonstrated abil- ity to teach and produce instructional materials, including computer-based training modules. Knowledge of issues related to the development and manage- ment of data resource collections. Excel- lent planning and project management

466 The Journal of Academic Librarianship

Page 5: Expanding horizons for GIS services in academic libraries

skills. Ability to work in an environment of continual change.

Preferred: Familiarity with electronic government documents resources such as census data and digital mapping products. Knowledge and experience with systems design and server management. Experi- ence with the development of integrated, interactive Web resource pages. Familiar- ity with large-scale GIS applications such as ARC/INFO. Experience with ICPSR data resources and services.

The University and the Libraries North Carolina State University is

located in Raleigh within the Research Triangle. This region of North Carolina encompasses one of the nation’s premier concentrations of academic, corporate, and public research. The Raleigh/Durham area was rated by Money magazine as the “Best Place to Live in America” and by Fortune as the “Best City for Knowledge Workers.” The area offers outstanding opportunities for professional growth and an exceptional quality of life.

As one of the nation’s outstanding land-grant universities, NC State offers degrees through the Colleges of Engineer- ing, Agriculture and Life Sciences, Physi- cal and Mathematical Sciences, Humanities and Social Sciences, Manage- ment, Education and Psychology, Veteri- nary Medicine, Forest Resources, Textiles, and the School of Design. As the largest academic institution in the state, NCSU enrolls 27,000 students and offers doctoral degrees in 53 fields of study. The university ranks eighth nationally in research support from private industry and ninth in the number of patents awarded.

The library system consists of a central library and branch libraries for design, natural resources, textiles, and veterinary medicine, and maintains an affiliation with a separately administered learning resources library and African-American Cultural Center reading room. With a staff of 300 FTE, the Libraries has over 2.5 mil- lion volumes in its collection, and acquires more than 21,000 current serials, and a total annual budget in excess of $17 mil- lion, with over $7 million allocated to col- lections. The Research and Information Services Department consists of eighteen librarians and eleven support staff, and provides information services in all disci- plines, working in a highly networked, multi-platform environment.

The NCSU Libraries is a founding member of SOLINET and a member of the Association of Research Libraries and the Center for Research Libraries. Together

with Duke University and the University of North Carolina at Chapel Hill, NCSU founded the Triangle Research Libraries Network, a cooperative effort of distinc- tion among four major universities with combined resources approaching 12 mil- lion volumes, and collections budgets totaling more that $22 million.

For more information about the NCSU Libraries, visit our home page at www.lib.ncsu.edu.

Salary and Benefits The Libraries offers a competitive sal-

ary commensurate with experience, not less than $32,500 for this position. Librar- ians at NCSU have academic status with- out tenure or rank. Benefits include: 26 days vacation; health insurance (compre- hensive major medical or HMO), and TIAA/CREF, state, or other retirement options. Additional and optional dental, life, disability, deferred compensation, and legal plans are available. Tuition waiver program for all campuses of The University of North Carolina is available.

Recruiting Schedule Position available immediately.

Review of applications will begin January 10, 1997. Applications will be accepted until the position is filled. Candidates are encouraged to apply by the review date above to receive full consideration.

To apply, send cover letter (including title of position), resume, and the names, addresses, and telephone numbers of four current, professional references to: Wendy L. Scott, Office of Personnel Services; Box 711 I, NCSU Libraries; Raleigh, NC 27695-7 11 1.

North Carolina State University is ded- icated to equality of opportunity within its community. Accordingly North Carolina State University does not practice or con- done discrimination in any form against students, employees, or applicants on the grounds of race, color, national origin, religion, sex, age, or handicap. North Carolina State University commits itself to positive action to secure equal opportu- nity regardless of those characteristics.

UNIVERSITY OF WASHINGTON LIBRARIES

NOTICE OF VACANCY

March 241997 TITLE: Geographic Information Sys-

tems Librarian LOCATION: Map Collection and

Cartographic Information Services

GENERAL DESCRIPTION:

Under the general direction of the Head, Map Collection and Cartographic Information Services, provides reference, research consultation, and user education services with emphasis on the develop- ment of a digital geospatial data and com- puter mapping program in support of campus research and instructional needs. Collaborates with Libraries staff and cam- pus users to implement and support local area networks, Internet applications, and geographic information systems (GIS) software. Serves as the Map Collections primary resource for planning and recom- mending access to emerging electronic resources, software and computer hard- ware and peripherals.

SPECIFIC DUTIES AND RESPONSIBILITIES:

1.

2.

3.

4.

5.

6.

7.

8.

Coordinates Libraries GIS and geospatial data applications.

Participates in planning and imple- mentation of user education programs and activities related to digital geospatial data and mapping in order to better integrate GIS skills into instruction and learning on campus.

Installs and maintains software, hard- ware, and digital geospatial data in the Map Collection consulting with Library Systems, campus Computing & Communications and other units. Maintains current awareness of soft- ware, hardware, and data capabilities and availability, including Internet resources.

Serves as Libraries-wide resource person for GIS-related questions. Develops GIS and geospatial data computer-based training and docu- mentation for staff.

Provides reference and consultation assistance to users with computer- based and traditional cartographic materials.

Recommends for hiring, trains, and supervises GIS student assistant.

Identifies ongoing campus user needs for GIS and digital geospatial data. Participates in selection of print and electronic cartographic information resources. Participates in liaison roles with campus users and digital data and software producers.

Participates in the preparation of pro- posals for external funding.

November 1997 467

Page 6: Expanding horizons for GIS services in academic libraries

9.

10.

Participates in Libraries-wide com- mittees and program planning and professional activities as appropriate.

Assumes other responsibilities as assigned; performs other duties as required.

QUALIFICATIONS:

1.

2.

3.

4.

5.

6.

Required:

Graduate degree from a program accredited by the American Library Association required.

Academic background or work expe- rience with ARC/INFO and ArcView software, digital geospatial data, sta- tistics and cartographic design con- cepts. Familiarity with other mapping and graphics software products.

Familiarity with cartographic infor- mation resources, their organization and use in a library environment.

High degree of computer literacy and interest in current awareness of new technologies. Demonstrated experi- ence with Windows and DOS. Knowledge of CD-ROM, Internet, and networking technologies.

Excellent oral and written interper- sonal and communication skills. Self- starter with ability to work well inde- pendently and in groups. Ability to work effectively with all levels of staff and users.

Strong commitment to dynamic pub- lic services to support user needs and user education in an academic research environment.

Ability to adjust to a changing work environment.

Preferred:

Windows NT and UNIX experience.

Experience with microcomputer sup- port in a networked environment.

Experience working with users in an academic research environment.

4. Experience teaching and preparing

5. Supervisory experience.

documentation.

SALARY: $29,000 minimum. Starting salary dependent on background and experience.

BENEFITS: Librarians are academic personnel and participate in a TIAA- CREF retirement program on a matching basis. Vacation is accrued at the rate of 24 working days per year; sick leave at the rate of 12 working days per year. Excel- lent medical, dental, and life insurance plans. No state or local income tax.

APPLY TO: Charles E. Chamberlin Deputy Director of Libraries University of Washington Libraries 482 Allen Library Box 352900 Seattle, Washington 98 195-2900 Applicants should submit a letter of

application, full resume including a work telephone number and e-mail address, sal- ary requirements, and the names, addresses and telephone numbers of at least three references who are knowledge- able of the applicant’s qualifications for this position.

APPLICATION DEADLINE: To ensure consideration, applications should be received no later than 5:00 p.m., Mon- day, June 16, 1997.

University of Washington Libraries Home Page is:

http://www.lib.washington.edu The University of Washington, an

Equal Opportunity and Affirmative Action Employer, is building a culturally diverse staff and strongly encourages applications from female and minority candidates.

In compliance with the Immigration Reform and Control Act of 1986, the Uni- versity is required to verify and document the citizenship or employment authoriza- tion of each new employee.

NOTES AND REFERENCES

1. Lisa T. Abbott & Carolyn D. Argentati, “GIS: A New Component of Public Services,”

2. Prudence S. Adler, “Special Issue of

Journal of Acndemic Librarianship 21 (4)

Geographic Information Systems (GIS) and Academic

(July 199.5): 25 I-256.

Libraries: An Introduction,” Journal of Academic Lihruriunship 21 (4) (July 1995): 234-235. 3. ArcViewTM is available from Environ- mental Systems Research Institute (ESRI), 380 New York Street, Redlands, CA 92373-8100; http://www.esri.com. 4. Adler, ‘Special Issue of Geographic Information Systems (GIS) and Academic Libraries: An Introduction,” p. 235. 5. For example, see David Cobb & Arlene Olivero, “The Massachusetts Electronic Atlas: An Interactive Web Site for Access to Maps and Geographic Data for the Commonwealth of Massachusetts,” Journal of Academic Librarianship 23 (3) (May 1997): 231-235. 6. “Geographic Information Science (GIS) Research and Teaching Program, North Carolina State University, College of Forest Resources, Computer Graphics Center,” http:// www.gis.ncsu.edu. 7. Trunsforming Libruries: Issues and Innovations in Geographic Information

Systems, SPEC Kit 219 (Washington, DC: Association of Research Libraries, 1997), pp. 24-26. 8. For example, see the Third International Symposium on Geographic Information Systems in Higher Education, October 30- November 2, 1997, http://www.ncgia.ucsb. edulgishe. 9. Getting to Know ArcVirwTM GIS, 2nd ed. (Cambridge: Groinformation International, 19971.

IO. Digital Chut of the World is available from Environmental Systems Research Institute (ESRI). I 1. Digital Chart of the World Data Server, The Pennsylvania State University Libraries, http:// www.maproom.psu.edu/dcw/. 12. Transfi~rming Libruries, pp. 34-35, 37-38. 13. SPOTView data are available from Earth Satellite Corporation, 6011 Executive Boulevard, Suite 400, Rockville, MD 20852, http://www.earthsat.com. 14. Transforming Libmries, p. 2 I. IS. Cobb & Olivero, “The Massachusetts Electronic Atlas,” p. 232.

468 The Journal of Academic Librarianship