Application for Promotion, Mookini Library, University of Hawai’i at Hilo
Submitted: 3 November, 1997
Statement:
I am applying for promotion to Librarian III (B-3). I have met the minimum requirements of time in my present position and have earned 35 units of post-baccalaureate credit. I was awarded tenure on 1 July 1997. The following document records my performance in assigned areas at Mookini Library, University of Hawai’i at Hilo.
My position in the Public Services department was created in 1991. I served the University community primarily as a reference provider and instruction librarian. Other responsibilities included developing assigned subject collections, working with Hawaiian materials, and serving on library and university committees. I supervised a newspaper indexing project and the Library Technician V (LTV) responsible for doing the work. During the past three years my job of guiding, managing, and improving the library's database needs has grown tremendously.
Like most jobs, my responsibilities have evolved over time and I have had to learn and teach new technologies. My primary goals are to teach users how to find information, provide the library with a strong and reliable information network, to improve existing library programs and develop new ones, and to make significant annual progress in each of my assigned areas.
Kevin M. Roddy
3 November 1997
Note to online viewers as of 10 February 2011: "App." citations refer to physical evidence housed in binders submitted to the Library Personnel Committee (LPC) and the Tenure and Promotion Review Committee (TPRC) over 12 years ago. I removed many of the hyperlinks that were once in this document because servers have long been re-configured and online copies of the documents removed.
Job Responsibilities
Professional Activities
- Public Services
- Library Instruction
- Collection Development
- Online Searching
- Hawaiian Collection
- Newspaper Indexing
Service Activities
Research/Scholarly/Creative Activities
Reference Work
Librarians help users find information. We question patrons until we think we understand their requests, and consult print and online sources to find answers. Sometimes information is obtained through networks of colleagues in other libraries, from government offices, and from the business community.
During the academic year I averaged seven hours per week and two evenings a month on the reference desk. Sometimes I worked extra evenings or extended my workday to cover staff illnesses. I worked in the reference office adjacent to the Hawaiian Collection, and frequently answered questions from my office. I was "on-call" one day a week as were other librarians, to answer questions outside of the normally scheduled desk hours. "On-call" librarians were also responsible for assisting scheduled staff at the desk when scheduled librarians needed help. I averaged six hours of on-call service per week during summers.
I attended the following workshops to better understand library clientele and to improve my ability to provide service:
| • FYI Electronic Gateway Workshop |
| • "Multicultural Workshop on Learning Styles of Pacific Islanders" |
| • Institute of Astronomy Internet Workshop |
| • Hawaiian and Pacific Islander Census Data Conference |
| • Hawaii State Documents Conference (App. A1) |
| • Non-violent Crisis Intervention Workshop (App. A2) |
Supervision
In 1992 I assumed supervision of the Library Technician V (LTV) in Public Services. The LTV provides clerical support to the library's instruction program, indexes newspapers, serves as a backup to resolve problems with the library's online catalog, trains student assistants, and provides reference assistance at the Desk. Since fall 1993, I have hired nine student assistants and supervised the LTV in training them.
Over the past four years I have worked closely with the LTV to help her improve her skills in providing reference assistance to users in the Hawaiian Collection and at the Reference Desk. I refer questions to her for completion, and follow up with her later.
I attended two workshops on evaluating and writing employee performance appraisals.
PC Lab
Improving service to users of the lab is a concern of all Public Services librarians. My contributions included:
• developing an e-mail guide in 1994 enabling students to use the system effectively (App. B189). I originally developed the guide for a library staff development session. A nursing faculty member requested that I share the guide with her class when she brought them in for library instruction. I then made the guide available to lab users, and have revised it three times. Over five hundred copies have been distributed to students and faculty.
• responding to student complaints. In early 1996, complaints that some were abusing the time limit placed on e-mail terminal use prompted the associate director and me to draw up a policy limiting use to fifteen minutes when others were waiting. I made a sign, posted it in the lab and instructed two tutors how to administer the policy.
• making instructions available to reference staff on how to issue passwords when lab tutors were unavailable (App. A3-A4).
• training five lab tutors in 1996 in e-mail, gopher, telnet, and lynx so they could assist students with questions.
• supplying copies of a guide produced by the UH Information Technology Services to lab users. I added a section on connecting to UNIX from the lab and from off-campus, and appended descriptions of Internet file protocols.
• affixing UNIX logon instructions on six recently added e-mail terminals.
• securing furniture, supervising hardware installation, and arranging a "local talk" printer sharing system for four Power PCs donated by Apple Computer to the lab in January 1995. I arranged a reception for Apple representatives, University administration, campus bookstore employees, and library staff to announce Apple's gift to the University community (App. A5). I monitored these machines for one year, did occasional troubleshooting, and installed a security program to protect the operating systems from tampering.
Miscellaneous Public Services Tasks
Meeting recorder. I took all the minutes at the librarians' weekly public services meeting for three years, and circulated them to all library staff (App. A6-A147). In 1994, I began to route the minutes via e-mail.
Library calendar. In fall 1992, I was the only librarian familiar with the Macintosh. To speed up the process of producing the library's semester hours calendar, I took over inputting the information using a template provided by the Graphics department. Over two thousand copies each of the fall and spring calendars are distributed. Three calendars are produced annually (App. A148-A160).
Library user survey. As a member of the library's user survey committee in 1994-1995, I modified a generic survey form produced by the American Library Association to better meet library needs. Over fifteen hundred survey forms were distributed to the University community (App. A161).
Changing the physical layout. The physical layout of the library is periodically changed to make room for new equipment, exhibits or furniture. I moved display cases, display boards, computer equipment, credenzas, and furniture sometimes with other staff, and sometimes alone. I removed the old "information desk" to make way for the new reference desk in November 1994. Working with the librarian responsible for signage, I removed "cube signs" from the ceiling. I moved a number of discarded computers from the PC Lab to a University storage facility. I later supervised the disposal of computer equipment from the lower level. I also disassembled and removed two stack ranges in the abstracts and indexes area to make room for additional seating.
Library maps. Changes to the physical layout required revising signage and floor maps. Using a map template designed by the Graphics Department, I revised the maps when needed and supplied copies to the library instruction coordinator, HawCC librarian, and the librarian responsible for building signs (App. A162-A164).
Stack signage. In 1994 I supervised the drafting and installation of new stack signs in circulating stacks prior to the WASC accreditation visit.
Improvement of public areas. I coordinated and supervised the painting of public areas and the library classroom during the summers of 1995, 1996 and 1997. I arranged to paint the library skills classroom, PC lab, library administration, two conference rooms, an archive room, a wall in the Circulation manager's office, walls in the A-G and H-Z stack ranges, the wall outside of the Hawaiian Collection, and columns near the telephones in the lobby. I also helped clean the stack ranges on the lower level in 1994.
Removing discarded equipment. I arranged for the disposal of equipment and de-accessioned books in the receiving area, fumigation room, and in the mechanical room on the lower level.
Vermin control. I kept tabs on the roach and silverfish populations in the lower level mechanical room by periodically checking the area and replacing poison bait.
Recycling. In 1997, I served as a backup to the librarian in charge of recycling. This past summer I supervised the discarding and processing of superceded government hearings for recycling and arranged stack shifts that allowed the U.S. Reports to be shelved in the government documents reference area. The paper catalog was moved to the stacks, freeing more tables for student use.
Library instruction teaches students how to find information in the library. Students are taught how to search print and electronic sources for books and periodical articles on their topics, how to read and interpret citations, and how to locate the materials in the stacks. Students are also taught a systematic method of locating information called research strategy. Research strategy first requires a student to define his research problem by determining the amount and type of information needed. Students are then introduced to sources of background information and shown ways to improve the results of PAC searches by using synonyms and subject headings. Finally, students are provided a set of criteria to judge the reliability and accuracy of sources.
Instruction is done informally at the reference desk by all reference providers. While on duty, I walked some students through the entire research process. Students were shown how to use the UH-Hilo and UH-Manoa periodicals lists, how to construct search statements to enter into CARL and CD-ROM databases, and how to use PAC laser printers, and micro-film and microfiche reader printers. I provided the criteria needed to evaluate the validity of information when students asked for help in evaluating sources.
Classroom Instruction
The library's formal instruction program offers a wide range of services to students and faculty. The program differs from instruction at the reference desk because of its stated objectives, planned curriculum, organized presentations, and evaluations by users.
I began teaching in the spring of 1992 and have conducted a total of eighty-two English 100 sessions, forty-four lower-division sessions and thirty-nine upper-division sessions in the library classroom. I led seventeen tours of the library. Instruction in the electronic classroom requires flexibility and patience with the CARL system, as it sometimes "goes down" before or during instruction sessions, interfering with planned curriculum. Though I assisted the library instruction coordinator primarily as a back-up, I took over the program and did nearly all of the instruction during her three month maternity leave in 1992 and six month sabbatical in 1994-1995. Details on total numbers of instruction sessions conducted, numbers of students taught, and workbook statistics are found at Appendix B184-B185.1.
English 100
Library instruction is required of all UH-Hilo students enrolled in English 100. An average of 167 students participate in the program each semester.
Working with a forty minute scripted presentation given to me by the library instruction coordinator, I adapted it to my style and memorized it. I compiled my own search examples and made overhead transparencies. I delivered a total of sixty sessions to UH-Hilo students. I delivered eleven sessions to students of Hawaii Community College (HawCC) in spring 1992 prior to the appointment of their instruction librarian. In 1994, the library instruction coordinator and I offered an optional method of delivering the standard lecture in two library sessions, allowing students hand-on time with the classroom terminals. Faculty were convinced of the usefulness of this approach when they saw an improvement in student retention of skills.
Lower and upper-division
Faculty are encouraged to bring in their classes for specialized instruction. Tailoring a session to meet the needs of the faculty and students in subject disciplines required meeting with the faculty member first to plan the session. The library instruction coordinator provided me with an outline of information to be covered when I helped her teach large groups. Some classes required developing guides for in-class use and all required the creation of effective search examples to demonstrate the advanced features available in subject databases like PsycLit, ACCESS Legislative Service, and ERIC.
One summer I taught a group of secondary school teachers enrolled in the Volcanology for Earth Science Teachers (VEST) program the basics of CARL. I also gave a brief presentation on geology sources available through the Internet and prepared a guide (App. B1). They liked the presentation and rated it highly (App. I189-I191).
Instructional Materials
Library Skills Workbook
Each student of English 100 is required to complete a Library Skills Workbook, take a post-test, and evaluate the program.
I wrote the workbook chapter on searching the library's Public Access Catalog (PAC) when the library migrated to the CARL system in 1992, and designed the workbook cover (App. B2-B11). In 1993, I was assigned to produce the entire workbook. I was encouraged to revise and adapt the workbook, then a product of the library instruction coordinator. I immediately moved the workbook from a PC to a Macintosh, and used the PageMaker desktop publishing program to redesign it (App. B12 -B82). Two clerical staff members that produced the workbook on a PC were no longer needed. PageMaker eliminated manual cutting and pasting which made overall production more efficient. The overall appearance of the workbook also improved.
To discourage students from cheating, I produced twelve exercise variations for forty of the fifty-seven exercises (App. B83-B106). I decreased the number to eight and looked for evidence of cheating. When I determined that the error rate did not differ significantly, I continued to produce eight versions. Library budget cuts reduced student help used to administer the instructional program, so the program and workbook were downsized in 1996 (App. B107-B153), and the number of variations was reduced to four in the current workbook. The workbook itself was split into two separate instruments: one, the required set of instructions and exercises on PAC searching and locating materials in the library, and the other, an optional exercise introducing research strategy. The research strategy exercise was redesigned as a "guided note-taking" workform so students could use it more effectively (App. B154-B161).
I increased the number of exercises to eighty-two, and adopted a multiple choice format for grading. I also produced a variation of the workbook for use in Agriculture 100. The faculty member acknowledged me for my work with her classes (App. I419, I426). I produced answer keys and a form used to analyze the effectiveness of certain exercises (App. B162). I also developed the program's required post-test (App. B163-B168).
Keeping the workbook current with the latest version of PAC was challenging and time-consuming. CARL software upgrades often required revisions to instructions and exercises. Some upgrades were announced in advance, while others came online with little prior warning, usually when students were completing workbooks. One scheduled version upgrade was to occur in the middle of the spring 1996 semester. The new version offered greater subject searching capabilities, and was successfully running at UH-Manoa.
The exact cutover date was not set. To prepare students for either software version, I retained the old instructions and exercises (App. B123-B131), introduced the new PAC by having students use the UH-Manoa PAC (App. B132-133; B137-B140) and warned students that the PAC would change. The students actually benefited from this because they learned different methods of searching and got some exposure to UH-Manoa's database. They were also reminded that online technology changes quickly.
To keep up with this rapid pace, I began producing a new edition of the workbook each semester, rather than once annually. Doing this reduced student frustration and staff confusion with errata sheets distributed during instruction sessions. Frequent revision also meant I had two chances a year to improve exercises that gave some students trouble.
For example, some students found using Library of Congress Subject Headings (LCSH) difficult (App. B134-B136). LCSH is a "subject thesaurus" that defines and lists preferred subject words to use in the PAC. Some libraries have abandoned LCSH instruction, but the library instruction coordinator and I deemed it too important to drop. In 1994, sixty-six percent of students were missing one or more of the three LCSH exercises. I continued to revise the section until the instructions were clear and precise. In fall 1995, thirty-two percent of the students missed one or more exercises. In spring 1996, that number plummeted to nineteen percent, and in fall 1996 it dropped even further to eight percent (based on 109 completed workbooks; see Appendix B185.1).
I added instructions for using the Hawaii State Library's online newspaper index to the workbook in fall 1996 after librarians noticed an increased demand for access to recent local newspaper articles to complete assignments (App. B149-B150).
Other instruction
Faculty
The instruction program includes training faculty. I served as the library's contact for the database searching program, and oriented four faculty members to PAC and CD-ROM databases in 1993. I taught four more how to use the PAC in 1994, and several others how to search electronic periodical indexes. One received training on the UnCover periodical database, as acknowledged in his letter (App. I428). I trained five on the use of the World Wide Web in their subject areas, and showed another how to arrange a faculty housing exchange on the Internet. I helped seven others configure their office PCs to connect to CARL.
Library staff
Keeping reference providers current with the latest information technology is very important. Staff instruction is mostly informal, but I have contributed to formal staff development sessions along with the other librarians. I gave three instruction sessions on the FirstSearch, New York Times Ondisc, and PsycLit (team-taught with the HawCC librarian) databases in 1993 and 1994. I prepared search guides for the first two databases (App. B186-B187) and made up homework problems, answer sheets, and evaluations for all three sessions (App. B169-B183). Four classified staff and three librarians participated in the first two sessions, and four classified staff and four librarians in the third. Staff evaluated the sessions (App. I402-I412). The guides I made for the sessions were then made available to the public.
West Hawaii
Because of the West Hawaii librarian's isolation from the Hilo campus, I planned several training sessions for him when he came to Hilo. I sent him instructions on new online services (sample, App. D184-D192). I also kept him current via e-mail.
Miscellaneous instruction
For two years, I gave a short presentation, answered questions about library services and the PC Lab, and distributed copies of the library hours to the Office of Student Services new student orientation program. I gave a similar presentation to a small group of dorm residents at Hale Kehau Dining Hall, as acknowledged by the program's coordinator (App. I437).
Evaluations
English 100
Evaluations of the English 100 instruction program and the workbook were mostly favorable. Seventy-five percent gave the overall program a "B" or above in fall 1993, seventy-four percent in 1994, eighty-five percent in 1995, eighty-two percent in 1996, and eighty-six percent in spring 1997. Some students "really liked" the workbook, and others thought it "useful" and "informative." On the average, students take between two and three hours to complete the workbook. A few students were happy to "just get through it" while others thought it "time-consuming," and "stressful." Since I did most of the English 100 instruction during the library instruction coordinator's sabbatical, I included a summary of all program evaluations received in spring 1995 (App. I3-I5) along with evaluations (App. I6-I143).
Lower and upper-division
To gauge my teaching effectiveness in both lower-division and upper-division classes, I handed out evaluations to students of thirteen sessions I conducted (App. I1-I2). Response was favorable. Summaries of each session with evaluations attached are found in Appendix I159-I401.
Faculty evaluations of my teaching ability in the classroom and through the workbook are appreciated and equally important to my growth as an instructor. Faculty evaluations of the workbook are found at Appendix I144-I158, and faculty letters of support for instruction and other endeavors are found at Appendix I413-I436.
As stated above, I revised the workbook twice a year. As with any formal instruction program, the goal is to teach concepts and skills and reinforce them through examination. I monitored the average error rate per student on the workbook and the post-test and made adjustments to the exercises without compromising the stated goals and objectives of the library's program. Error rates were deemed acceptable by the library instruction coordinator.
Instructional guides and pathfinders
Instruction librarians make guides available on various library topics. The sharp rise in "end user searching," or database searching done by the patron rather than by the librarian, prompted me to make several guides that patrons could use on their own (App. B186-B189; B190a,b; B191a,b):
| • "Searching the New York Times Electronically" (1994) |
| • "An Introduction to OCLC FirstSearch" (1994) |
| • "A Guide to Computerized Databases Available at UH-Hilo Library" (1994) |
| • "Working with PINE E-mail and LISTSERV Discussion Groups" (1994) |
| • "Searching Expanded Academic Index, UnCover, and Other Periodical Indexes at UH- Hilo Library" (1994) |
| • "UHCARL PAC Advanced Searching: Tips and Tricks" (1993) |
| • "Searching Educational Resources Information Clearinghouse (ERIC) on CARL" (1993) |
| • "UHCARL PAC: An Introduction to Searching the Public Access Catalog" (1992) |
Most guides were revised annually. I added instructions on Expanded Academic Index's PowerTrac feature to the periodical guide in 1995. When CARL made available a feature allowing library users to display fines owed and lists of items checked out, I revised the PAC introduction guide to include it.
Two guides I wrote explained library services and policies (App. B192-B193). I loaded the first guide and others created by UH-Hilo librarians on the library's Web page:
| • "Interlibrary Loan Services for UH-Hilo and HawCC students" (1994, with Helen Rogers) |
| • "Interlibrary Loan Services for Outreach Students" (1994, with Ellen Okuma) |
I also helped the library instruction coordinator develop finding aids for popular research paper topics. "Pathfinders" give students a few book titles, periodical and newspaper citations to begin their research on a particular topic, along with instructions on how to find additional materials. Faculty found these particularly appealing and asked librarians to update existing pathfinders and develop new ones for their classes (App. I433).
I revised the pathfinders below in 1992 (App. B194 - B211):
| • Whales | • History of the hula | • Medicinal plants in Hawaii |
| • Volcanoes | • Alternate energy sources | • Gun control |
I developed new pathfinders for use in English 100 classes in 1994 (App. B212 - B226):
| • Non-verbal communication | • Language and gender | • Political correctness |
Working with a template provided by the HawCC librarian, I developed a more "active" pathfinder. "Guided note-taking" leads students to information and allows them to write down and work through topic statements, keywords for PAC searching, citations to periodicals, and titles of useful reference sources on their topics. The following subject guides I made uses this approach (App. B227-B242):
| • Artwork and craft work of the Hawaiians | • Hawaiian spirituality |
The "build booklet" feature in the PageMaker program was instrumental in producing some of my library guides, although learning how to use it took time. I condensed the instructions to a single sheet (App. B243) and gave it to the graphic artists. While they have not been able to experiment with this feature yet, they appreciated my sharing this information with them.
Professional Development
I attended the following conferences, seminars, and workshops to learn more about library instruction:
| • ALA Annual Conference, San Francisco (1997) |
| • "Learning to Teach: Workshops on Instruction" - ALA Preconference, Berkeley (1997) |
| • ALA Midwinter Conference, Washington, DC (1997) |
| • ALA Annual Conference, New York (1996) |
| • ALA Midwinter Conference, San Antonio (1996) |
| • ALA Annual Conference, Chicago (1995) |
| • ALA Midwinter Conference, Philadelphia (1995) |
| • ALA Midwinter Conference, Los Angeles (1994) |
| • "Upside of Downsizing: Using BI to cope" - library instruction conference, Santa Barbara, (1994) [summary of activities at App. B244-B248] |
| • American Library Association (ALA) Annual Conference, San Francisco (1992) |
| • "Multicultural diversity in education," UH-Hilo spring colloquium (1992) |
| • Cultural values and learning styles in curriculum and instruction," UH-Hilo (1992) |
| • "Systems approach to designing library instruction courses," Hamilton Library (1992) |
| • "Multicultural diversity in library instruction," Hamilton Library (1992) |
| • Sinclair instruction librarians workshop (collaborative learning), UH-Hilo (1991) |
Regular attendance and committee work at ALA conferences beginning in 1994 have allowed me to keep abreast of national developments in library instruction and other topics of interest to academic librarians. Information gleaned at conferences was incorporated into classroom presentations and shared with instruction librarians at UH-Hilo, HawCC, and West Hawaii. I produced reports of conference attendance and circulated to all library staff (App. B249 -B258).
Follow this link for a further description of ALA endeavors and accomplishments
I accompanied the HawCC librarian on a visit to the UH-West Hawaii campus in 1994 to see how the librarian provided instruction services. I met monthly with the library instruction coordinator, UH-West Hawaii, and HawCC librarians for two years to exchange information on teaching methods, program policies, and instructional materials. One important result was the promulgation of shared instruction goals insuring that students at all three institutions were taught the same set of skills, and that examinations of one institution would fulfill the skills requirements of the other two.
In 1997 I served on the Freshman Seminar Committee with CAS faculty and the library instruction coordinator. The committee's purpose was to design a course that would teach freshmen five core general education competencies defined by the UH system. I conceived and prepared two two-hour lab (App. B259-261). I also attended the University's general education convocation in February 1997.
Collection development is the acquisition and management of library materials to support academic and university programs. Librarians regularly evaluate collection content and quality. Doing this well requires an understanding of academic programs and book publishing, and the needs of students and faculty.
In 1991 I was assigned to develop and build the astronomy, anthropology, Pacific history and geography, and linguistics collections. In 1994, I was asked to select books in religion when the librarian responsible for that area was on study leave. I purchased materials for this subject collection, as acknowledged by the program's faculty member (App. I425). In 1997, I purchased French and women's studies books during the collection development librarian's sabbatical.
I was also asked to work closely with the librarian in charge of the Hawaiian Collection. In 1992 I began a review of over sixty-five boxes of gifts and duplicate items sent from Hamilton Library. With these gifts I filled gaps, replaced missing and worn items, and added extra circulating copies for popular books. In March 1993 my responsibilities were amended, and I began to handle cataloging and processing problems of Hawaiian materials referred to me from the Cataloging and Periodicals Departments. I made decisions to repair, discard, or replace outdated and worn materials. Some items were sent to the bindery. In 1994 my selection responsibilities were reorganized to include selecting Hawaiian materials in the humanities and social sciences. Orientation to this collection went smoothly because of the guidance I received from the librarian in charge, the freedom I was given to explore and experiment, my previous experience handling gift items, and my own strong interest.
Accomplishments in other areas of collection development included the:
• Donald D. Johnson gift. I accompanied two library staff members to Oahu to pack fifty-eight boxes of books and two boxes of ephemera on Pacific, Hawaiian, and world history offered to the library's collection by the estate of Dr. Johnson. Dr. Johnson, a professor of history at UH-Manoa, had an impressive personal collection. I reviewed the gift over several months. Using the gift, I replaced missing copies of out-of-print titles, added more copies of high demand items, filled in gaps of items published in series, and offered titles to other libraries in the state.
• Hawaiian Archaeology Manuscripts. Work on this project began prior to my arrival and progress was slow. I took on the project and wrote a set of document processing procedures for student assistants (App. C1-C2). Under my supervision, approximately two hundred Hawaiian archaeological field survey documents were added before the project's completion in August 1995. In addition, I discovered that UH-Manoa did not have twenty-four manuscripts that we possessed, so I sent Hamilton Library copies of the missing documents.
• Hawaiian uncataloged newsletters. In early 1996 I examined a collection of seventy uncataloged newsletter titles stored in the library's vault. I developed processing procedures for student assistants to follow (App. C3). Titles were evaluated for usefulness and future value. Thirty titles will be made accessible in the Hawaiian Collection.
• Hawaiian book inventory. In 1995 a large number of heavily circulated Hawaiian titles were unaccounted for. Using a popular Hawaiiana bibliography and the library's PAC, I inventoried frequently circulated books to see what was actually on the shelf. The inventory revealed that most of the items had been misplaced or had bypassed the circulation check-in procedure. New copies were ordered for lost items.
• Hawaiian Language Tape Project. In summer 1995 Hale Kuamo'o was granted funding by the National Park Service Historic Preservation Fund to remaster over 630 hours of taped interviews with native speakers of Hawaiian and make the tapes available to the public. My proficiency in Hawaiian language and my position in the library prompted Hale Kuamo'o staff to ask for my help in tape processing. I agreed to supervise tape duplication and to handle the preservation of masters. I also supervised the preparation of a printed subject index of the collection. The library director graciously donated a room in the library so Hale Kuamo'o staff could remaster the tapes and I could easily monitor progress and lend assistance. The grant also allowed me to travel to the Archives of Traditional Music at Indiana University in Bloomington. I spent a week there learning how to process and preserve reel-to-reel magnetic tape, a format I was previously unfamiliar with. I met with the librarian responsible for cataloging the Archive's non-traditional materials to determine the kind of index the project would need. My visit was acknowledged by the Archives (App. C4).
Tape remastering was completed in early 1997. A subject and informant index is currently under development. A draft copy of the index is attached as Volume 4 of this promotion application. I now have some experience in processing and preserving magnetic tapes should the library accept gifts in this format in the future.
In 1997, I conducted a tour of the Hawaiian Language Tape Project for representatives of the Blackfoot Indian Nation.
• Periodical drops. Along with other librarians, I recommended the cancellation of seldom used periodical titles in my subject areas to meet cuts to the materials budget. I also edited the Abstracts and Indexes section of the 1996 UH-Hilo Periodicals List.
• Pamphlet file weeding. In 1995 I began to slowly weed the contents housed in the Hawaiian Collection's pamphlet file.
• Online information services. While print sources constituted the bulk of materials I have added to the library's collection, I have added access to online databases as well. Librarians investigate and evaluate potentially useful online sources. Once a source is determined to be useful, reliable, in-demand, and affordable, we add it. In 1992 I was asked to evaluate the FirstSearch database service. I liked it, and the library purchased access to it.
• Pacific Islands materials. I toured the closed stacks of Hamilton Library's Pacific Collection and met with the subject specialists on several occasions. This contact broadened my understanding of the types of Pacific materials available and how I could further develop Hilo's collection. I also learned how these materials are acquired. Mainstream review literature does not regularly pick up new Pacific Islands publications. To remedy this, I contacted government offices, educational institutions, and book publishers in several Pacific Island states and asked to be notified of forthcoming publications and reprints (sample, App. C5). I e-mailed Pacific historian Francis Hezel to request paper copies of the journal Micronesian Counselor, which he promptly sent.
Several Pacific Islands nations have developed excellent Web sites. Micronesian Counselor/Micronesian Seminar is now available in full-text on the Web so I added the link to the library's Web page (App. H45).
Librarians search online databases to compile bibliographies and answer reference questions. At one time, librarians acted as intermediaries; they selected the appropriate databases, formulated and executed searches, and relayed the information to the patron. Now, librarians instruct patrons how to retrieve information themselves using networked systems of databases and stand-alone CD-ROM databases. The content of databases prior to the rapid expansion of the information industry consisted mostly of bibliographic citations to books and periodical articles. Librarians and patrons now search a growing number of full-text periodical, newspaper, and statistical databases.
I assumed responsibility for the library's online searching program in 1992. At that time, the program operated out of the reference office. As the library acquired new online services targeted for the "end user," librarians were less dependent on commercial database services like DIALOG. DIALOG is still an important source to try if the information sought is not found in other databases. My responsibilities included:
• the DIALOG account. Prior to CARL, librarians relied on the many subject databases on DIALOG. As librarians were assigned computers and connected to the computer network, I installed telecommunications software on some of their PCs and the PC at the Reference Desk, allowing them to connect from their offices or from the desk. I filed monthly search documentation and routed system news and updates to searchers. I reconciled billing statements and maintained a prepaid balance in the library's account.
I conducted over ninety searches on DIALOG for faculty and students on a diverse range of research topics such as the geology of the Columbia River gorge, the chemical analysis of the seaweed Plocamium sandvicense, diseases of New Zealand honeybees, schizophrenia, and the atomic structures of chemical compounds. An example of a bibliography I compiled is provided with an evaluation of the service appended (App. D1-D41). One search I did on eels convinced a faculty member that he discovered a rare specimen or even a new species (App. D42). Using DIALOG I helped the interlibrary loan department verify incomplete bibliographic citations before requests could be processed. I conducted citation searches for three faculty compiling their dossiers (sample, App. D43-D49) and was acknowledged by one (App. I422). In 1997, DIALOG introduced a Web-based search system. I continued to route DIALOG news and documentation to the four librarians who search it.
• other online sources. I obtained full-text of documents online when requested. In 1993, the Chancellor needed immediate access to a document scheduled for publication two months later. I located An American Imperative: Higher Expectations for Higher Education on the Internet, downloaded and reformatted it, and had it delivered to him (App. D50-D80). A faculty member in Education needed help in obtaining documents available through the World Wide Web. I obtained them for her, as acknowledged in her letter (App. I424). At times, faculty ask me for assistance in completing complex or long-range reference projects using various databases. Recently, I helped a professor secure information from several government agencies that enabled him to add new material to a revision of his popular book on tsunamis (App. I435). I assisted another professor in her search for hard-to-find bibliographic citations and was acknowledged in her published work (App. I436).
• new products. I monitored announcements of new products, pricing, and upgrades to products owned by the library in professional journals, and by keeping in touch with colleagues in Hawaii and on the mainland. I sifted through vendor literature and checked trade exhibits at the American Library Association conferences.
In 1992 the library was approached by OCLC, Inc. to beta-test a new reference product. I was eager to try a new product that offered subject and keyword access to the largest bibliographic database in the world for the first time. I liked it a lot. My evaluation of the product was published in an OCLC newsletter circulated to five hundred subscribers on the West Coast (App. D81). Review excerpts were published in product advertising circulated worldwide (App. D82). The library purchased access to FirstSearch, which has now grown to sixty-one databases. Faculty members also liked the service (App. I429). To promote FirstSearch to other libraries in the UH system, I gave a short presentation to the UH Librarians Council in 1994 when they met in Hilo.
Not all of online products I tested were added. A colleague suggested I investigate the "Grateful Med" service, which allowed inexpensive and easy access to the MEDLINE database. After working with the program, I decided that it was not worth the library's time and effort when cheaper access to MEDLINE was available on FirstSearch. When free access to MEDLINE over the Web began in 1997, I provided access to it from PCs with Web access. I also weeded database services like Orbit from our collection when access to the same subject databases was offered by competing services.
• software. I installed, periodically upgraded, and removed software on a number of PCs with CD-ROM drives, including as many as four in the public area, one at the Reference Desk, acquisitions department, and one in the library classroom. In 1997 I customized, installed, and thoroughly tested new software on an additional two PCs.
For three years I helped the government documents librarian learn how to use documents published on CD-ROM. I annotated the jewel boxes containing the CD with logon instructions. I downloaded Netscape Navigator software from the Netscape Web site to library PCs, and wrote instructions on how to access it (App. D83). In spring 1996 I acquired, installed, and tested software allowing librarians access to the MEDLINE and CINAHL databases at Kapiolani Community College through a network, and made instructions available to staff (App. D84).
• troubleshooting. Keeping systems "up" took a lot of my time over the past six years. Delivering and maintaining the high level of service our users expect required immediate attention at the first sign of trouble. I maintained services and improved them in the following areas:
* LAN. The library has access to CD-ROM periodical indexes housed in Hamilton Library through a Local Area Network (LAN). Maintaining the LAN connection was not always successful. In 1992 and 1993 I called the Systems Office at Hamilton Library almost daily for technical assistance. The LAN often "froze" in the middle of a search, and resetting it usually erased the search, canceled any queued prints, and upset the user. Because of the many network connections between the two campuses, isolating the problem took months. I kept a log of problems and promptly forwarded error messages to Systems. I visited Systems Office while on the UH-Manoa campus to get a better understanding of how Hilo's LAN connected to the UH-Manoa network. The terminal server on the UH-Manoa end was eventually upgraded and problems ceased. Almost a year and a half of daily calls or e-mail messages was required to keep the LAN up.
Systems Office is responsible for the library network. It is a very busy place, and staff members there are often under a great deal of pressure. Maintaining a friendly, professional rapport with Systems staff really made a difference in resolving problems quickly on the UH-Manoa end. Since 1995, LAN stability has greatly improved. In 1997 I upgraded the LAN to a Pentium PC, upgraded software for several database programs to run Windows, added the Kapiolani Community College CD-ROM network, and access to the Web for two databases that were no longer supported through the UH-Manoa LAN.
* Expanded Academic Index (EAI). This periodicals index, produced by IAC and previously available on stand-alone CD-ROM stations in the library, migrated to the CARL system in January 1995. I helped the IAC representative program EAI to work on WYSE and LINK terminal types. Each required a different programming script and routing parameters from UH-Manoa to Hilo to run successfully. This required working closely with Hilo's liaison to Systems to report problems. Though EAI could be used right away, problems persisted. I kept in touch with the IAC representative through e-mail (App. D85-D92) and in a few weeks, all problems were resolved. I used the EAI's journals tagging feature to indicate what periodical titles Hilo owned. When users highlight a citation, they know immediately whether or not the library owns the journal.
* Public Access Catalog (PAC). In January 1995 the library increased the number of terminals in the main reference area from eight to twelve. I contributed time and effort to move tables, chairs, and existing PAC terminals to accommodate the new terminals. I also pulled cable through the ceiling to link the new terminals to the library's terminal server. Expanding the number of terminals to twelve required adding four LINK terminals to the eight WYSE terminals already deployed. CARL and EAI required the use of different function keys to print citations, so I made a template that clearly labeled print keys for all fourteen public terminals and the twelve in the library classroom. When the Hawaii State Library PAC came online through CARL, a third print key was added, so I amended the templates. Eventually, the four LINK terminals were replaced with WYSE terminals.
PAC terminals occasionally "freeze," requiring that the terminal be reset. Busy reference staff had to call another staff member to clear them, or walk to the Technical Services Department and clear terminals themselves. I arranged to have access to the "clearing program" available on the PC at the reference desk so staff could clear terminals quickly.
* Wilson memory problem. In late 1995 I resolved a memory problem with CD-ROM software on the reference desk PC after a number of e-mails and faxes to the H.W. Wilson Company.
* UMI. One of the CD-ROM workstations refused to load a software upgrade needed to run the New York Times and the Wall Street Journal. As a result, the PC would not run discs produced after October 1995. UMI technical support suggestions and experimentation on my own were ineffective. I remedied the problem by recycling a superseded disc and making a sign directing students to the other workstation for citations after October 1995. Eventually, the troublesome PC was removed from service.
* Viruses. I have cleaned the "anti-exe" virus outbreaks on almost every PC in the library. I ordered and installed software to detect and clear viruses automatically, and monitored library PCs for any new virus outbreaks.
• Keeping reference providers current. As many as twelve reference providers have worked the reference desk in a given semester. Changes to the library's collection of online services arrived on my desk in the form of messages from Systems, e-mail discussion groups (such as the CARL user's group), vendor announcements, and notices published in professional literature. Disseminating this information quickly to reference staff required more than just having it available at the reference desk. Staff did not work the reference desk every day to read updates, and might connect to the affected databases from their office PCs. Keeping the librarian in West Hawaii informed was also important. For three years, I produced an occasional newsletter to keep staff current titled "Online Services Update" (App. D93-D108). However, routed copies took weeks to circulate. Individual paper copies seemed wasteful, and my goal was to reduce the amount of paper on staff desks.
Using e-mail was the practical solution. In 1993 only a few staff were using e-mail, and not all were checking it regularly. I checked with each staff member to see who had e-mail accounts and how frequently they checked for messages. Staff members without accounts were asked to get one. I then trained several staff how to use PINE e-mail over several months. I reminded everyone with an account to check it at least once daily. I wrote a guide on PINE basics for staff and eventually made it available to others at the University (App. B189). Staff acceptance of e-mail was slow, but steady. By the middle of 1994, everyone had accounts, and most were checking it daily. I began to notify staff of changes to online services and conducted other business with staff through e-mail (samples, App. D109-D173). Staff's daily use of e-mail coincided with the Systems Office policy of communicating information about CARL to sites via e-mail.
• Abridging software documentation. To improve service at the Reference Desk, I made "shortcut sheets" allowing reference providers to search, download, or print citations without having to plow through software documentation first (App. D174- D176).
• Log on instructions. I maintained a binder of instructions on how to connect to local and remote databases (samples, App. D177-D183). I added useful telnet, gopher and Web sites reviewed favorably in journals to the binder. Later, when ftp and gopher technology was gradually replaced by the World Wide Web and browser technology, I loaded Web addresses ("URLS") and made them available through the Netscape Navigator bookmark feature. Later, I made the URLs available to anyone accessing the library's Web page [http://library.uhh.hawaii.edu/] (samples, App. H40-H48).
• West Hawaii. I routed CD-ROM discs, FirstSearch documentation (App. D184-D192) and answered questions from the librarian about database searching. I arranged three training sessions for him during his monthly visits to Hilo.
• World Wide Web. In 1994 library literature reported a new method of storing documents containing text, graphics and sound that could be freely accessed through the Internet. Before the library could exploit the "World Wide Web," we needed to upgrade datalines, hardware, and software. I helped install an ethernet network consisting of high speed datalines, program cards which enabled PCs to transmit and receive data over the network, and connecting hubs that funneled traffic to the UH-Hilo Computing Center. In early 1995 I pulled ethernet cable to the offices of the library director, library instruction coordinator, government documents librarian, and to the reference desk, reference office and the acquisitions department. Downloading software from the Internet, loading it on PCs, and testing the network took all summer. This work required a great deal of patient negotiation with the CAS computer specialist. After installation, smooth operation was many months in coming. Frequent telephone calls were made to the specialist to clear "stuck" terminals or to inquire if the server was down. Sometimes, the service was down for weeks at a time. By summer's end, less than half of all attempted connections to the server were successful. I continued to work with the CAS computer specialist, and later with a staff member at the UH-Hilo Computing Center to resolve problems. The library's access to the Web eventually improved, and in spring 1996 service was more reliable. I gave a forty-five minute presentation on the basics of using Netscape Navigator to librarians in April of 1996.
I upgraded the Netscape Navigator software three times, installed Microsoft's Internet Explorer to expose reference providers to other popular Web browsers, and added helper applications to enhance performance and value. I downloaded Adobe Acrobat's PDF software program, enabling library PCs to view and print documents drafted in any word-processing or desktop publishing program. This allowed library users to view and print UH online documents such as the Administrative Procedures.
The library has managed to stay on top of this technology through the hard work and dedication of all library staff. In 1997, funding was secured to build a network of Web stations in the public area. I set up the network, arranged for four stations to share a common printer, installed a security system to prevent tampering with the operating system, and installed anti-virus software. I also secured permission from Microsoft to customize the Explorer Web browser for kiosk use. I also arranged to move my office PC onto the new subnet 15 network in order to perform routine maintenance and troubleshooting while the public stations were in use.
• Miscellaneous. I am occasionally called upon to assist campus computer users. I located a Yugoslavian public domain font on the Internet and installed it on a computer used by the editor of the 1997 issue of kanilehua. I was acknowledged for my effort (App. I438).
I attended the following workshops and seminars to improve my skill and ability to teach others about the Internet:
| • HITS-Accessing the UH Administrative Procedures via the World Wide Web (1996) |
| • Internet Workshop at the UH-Manoa Institute for Astronomy (1994) |
| • "Exploring the Internet" at the HLA Annual Conference, Waikoloa (1993) |
| • FYI Electronic Gateway Workshop (1992) |
Reference Assistance
It was clear that I was to develop subject expertise in all aspects of Hawaiiana when I arrived in 1991. My office is practically in the Hawaiian Collection, so training began immediately. I assisted students and faculty in finding information in this collection in person and by telephone. I also answered questions about the collection mailed to the library (sample, App. E1).
To increase my level of expertise in Hawaiiana, reference providers were instructed to forward complex or time-consuming requests to me. I researched the question, found the answer, conferred with the Head of Public Services if needed, and relayed the answer to the patron. I have answered twenty Hawaiian reference requests using the form since 1994. One HawCC lecturer thanked me for my assistance (App. E2). I answered questions about the Hawaiian language and vocabulary words from students and the public, and have been asked to help with the naming of babies, animals, boats, and houses in Hawaiian.
On occasion, Hawaiian Studies faculty phoned over requests for information. One request I finished for them answered a recurring question about the legal status of the Hawaiian language (App. E3-E12). An effective and popular lecturer in this department needed instruction on how to use the library's limited materials more effectively for his large classes. I spoke to him on several occasions, and sent a memo to encourage him to use the library's reserve system (App. E13-E14). He is slowly catching on, and used the reserve system once in fall 1996.
I also compiled a bibliography on Hawaiian ethnobotany and made copies available to students in the Hawaiian Collection (App. E15). In 1997 I made it available on the Web.
I was acknowledged by a student who thanked me for assisting her (App. E16).
In 1997, I created a Hawaiian Collection Web page (App. H52-H53)
Collection Development
At first, I assisted the Head of Public Services with selecting materials for the collection. Her knowledge, patience, and guidance in this collaborative effort allowed me to gradually develop the skills needed to order materials independently.
See "Collection Development" for a full list of accomplishments.
Collection Maintenance
Attending a three-day workshop on archival preservation at the Lyman Museum alerted me to preservation challenges peculiar to the tropics. I instructed students to clean noticeable mold and mildew from books and bound periodicals. In 1994 and 1995, I had them clean the entire stack range. In 1997 I hired a student assistant to completely overhaul the Hawaiian collection and vault and thoroughly clean and arrange all stacks.
In 1995 the L-Z stacks were shifted to provide room for growth.
In 1993 and 1995, I conducted thorough cleanings of the Vault, removing signs, boxes, a filing cabinet, piles of indexed newspapers, and other materials that had drifted to the room from other departments.
To organize and improve the room's signage, I condensed four separate signs in the Hawaiian Collection into one near the room's entrance and translated it into Hawaiian (App. E17). The librarian in charge of signage helped to decide on the sign's look. I repainted the wall to draw attention to it.
I had the collection's entrance door replaced with a door containing a safety window to prevent accidents (App. E18). During the summer of 1996 I arranged to have a wall in the room repainted.
In 1995 I proposed that the library change the name of the room from "Special Collections" to "Hawaiian Collection." Students I helped at the reference desk and PAC terminals had a hard time understanding that Hawaiian books were shelved in "Special Collections." PAC printouts listed the location of Hawaiian materials as "HAWN," which added to the confusion. Once the other librarians and administration approved the idea, I repainted the exterior wall of the collection myself and arranged for the relettering of the wall with the collection's new name.
Professional development
Attendance at the conferences below kept me current with the various research activities taking place in Hawaiiana and enabled me to make contacts with other professionals and academics. I included reports for two of the conferences I attended:
| • Hawaii Library Association (HLA) Hawaiiana Section, HLA Annual Conference, Waikiki, 1994 (App. E19-E21) |
| • Ka 'Imi Na'auao 'The Quest for Knowledge: the study and teaching of Hawaiian History" (1994) (App. E22-E24) |
| • HLA Hawaiiana Section, Hawaii Library Association, Waikoloa, 1993 |
| • Hawaii Leadership Development Conference, October 1992 |
I attended the following lectures and readings held on the Hilo campus:
| • readings from Sylvia Watanabe's book Talking to the Dead and other stories (1992) |
| • "Maori education in New Zealand" (1992) |
| • "Hawaiian sovereignty: myth and reality" (1992) |
| • "Contemporary Hawaiian music composition" (1992) |
| • "Re-emergence of the Hawaiian language" (1991) |
I also toured the library at Kamehameha schools on a visit to Oahu.
I assumed responsibility for producing the Hawai'i Island Newspaper Index in February 1992. The index is a searchable record of local history, current events and controversies about the Island of Hawaii recorded by the Hawaii Tribune-Herald, Honolulu Advertiser, Honolulu Star-Bulletin, and the West Hawaii Today. In 1994, the library director and other librarians suggested that the indexing project take on the West Hawaii Today to document West Hawaii's tremendous growth. Since the afternoon Star-Bulletin duplicated most of the Big Island stories published in the morning edition of the Advertiser, I dropped it at the same time I added the West Hawaii Today.
I proofread and edited approximately 1,800 indexed citations input by the LTV each month. I checked to see that each indexed story could be easily retrieved using simple subject headings. New headings were added when needed. At the end of each year, I looked through each subject area of the index again, checking for "flow" and consistency. The data was then forwarded to the library director, who produced and distributed index copies to libraries in Hawaii.
Newspaper indexing was well-established in the Public Services department before I took over. I contributed to this project by:
• editing annual volumes. I edited the 1992, 1993, 1994, 1995, and 1996 annual volumes (title pages at Appendix F1-F5). Appendix Volume 5 to this promotion application is The Hawai'i Island Newspaper Index for 1995.
• providing biennial indexes. I made January-June indexing available each year at the beginning of the fall semester (App. F6).
• motivating the Library Technician V. An environment conducive to reading, assigning subject headings, and inputting data is important to maintain product quality and to meet deadlines. After a year of supervision, I analyzed how to improve the LTV's output. I noted several factors that contributed to her decrease in output. Her indexing station was located in a public area where library users could ask her questions that often required her to leave her station and assist them on the floor. She also had suffered painful shoulder injury that year. To help her improve her health and increase productivity, I moved the indexing station from the Hawaiian Collection to a quieter office. I also secured a better indexing table and a more comfortable chair for her. I created a schedule to set time aside for indexing only, since indexing is approximately fifty percent of her assigned time. The move, reorganizing the LTV's workspace and time all contributed to the full recovery of her shoulder and the consistent meeting of indexing quotas. The quality of the index has improved.
• publicizing the Index. To increase the awareness of the Index's existence and importance to the public, I arranged to have a reporter from the University publication Ka Lono Hanakahi meet with us (App. F7).
• guest lecturing. I appeared on HITS as a guest speaker to students of the UH-Manoa School of Library and Information Science Abstracting and Indexing course in spring 1993. I was acknowledged by the instructor of the course (App. F8).
| • Library Database Committee (fall 1994) |
| • Post-Tenure Review Committee (May 1994) - contributed the section on professional development to the Library Faculty Evaluation Criteria (App. G1) |
| • Chair, Booksale Committee (April 1994) |
| • Library User Survey Committee (March 1994) |
| • Library Assistant IV Selection Committee (September 1993) |
| • Bibliographic Instruction Committee (September 1993) |
| • Chair, New Faculty Reception Committee (June 1993) |
| • Graphic Artist I Selection Committee (May 1993) |
| • Chair, Library Assistant IV Selection Committee (April 1993) |
| • Chair, Library Assistant III Selection Committee (February 1993) |
| • Booksale Committee (February 1993) |
I also served on an ad-hoc committee to revise departmental procedures governing Tenure, Promotion, and Contract Renewal for University of Hawai'i at Hilo Librarians in the spring of 1997.
| • Freshman Seminar Committee (April 1997) |
| • Academic Computing Advisory Committee (April 1996) |
| • Chair, UH-Hilo Student of the Year Committee (March 1996) |
| • WASC Library Committee (spring 1994) - contributed the section describing the library's online services (App. G2-G4) |
| • UH-Hilo Newcomer Committee (July 1993) |
| • Computer Specialist II Selection Committee (May 1993) |
In 1997 I served as the library's representative to the CAS Faculty Senate during the collection development librarian's sabbatical. I currently serve as the Senate's liaison to the Academic Computing Advisory Committee. I am working with the Chair of the Senate to improve access to minutes and forms using the Web.
Hawaiian. In 1996 I met with an Educational Specialist from the Hale Kuamo'o to discuss methods in which librarians in public libraries define and organize Western literary genres (historical fiction, adventure, fantasy, science fiction, "tall tales," etc.). Information shared at our meetings led to a standard of classifying Hawaiian literary genres (navigation, traditional demigod, proverbs, etc.) and are now used in instructional materials in the State's Hawaiian Immersion Program.
Miscellaneous. I advised students and community members considering careers in librarianship and information management. I was interviewed in October 1996 by four business management students about working conditions, professional activities, and the future of librarianship.
During one afternoon in April 1997, I worked the chancellor's phone-a-thon to answer questions from prospective students and encourage them to enroll.
In fall 1997 I became an advisor to the University's Hillel program, an organization that promotes Jewish campus life.
Most of what I do as a librarian is "community service." The library is open to the general public; we provide reference service to members of the community as we do to our faculty and students; users are welcome to use almost all materials within the library, and community users may check out books.
Reference questions I answer from the community are used in many different ways. I answered a number of questions about surfing and Hawaiian foods for Gloria Rand's latest children's book, Aloha, Salty! and was thanked by the author (App. G5).
Other activities I have been involved with that have benefited the community include:
| • producing the Hawai'i Island Newspaper Index |
| • editing the Hawaiian legend of Lä‘ieikawai, (described in the following section) |
| • contributing research to a county-sponsored report on beekeeping in Hawaii (described in the following section). |
I served as the editor of the newsletter for the Big Island Beekeepers Association, a group of commercial beekeepers and hobbyists, for two years (App. G6-G29). I served as vice-president in 1996, and president in 1997 (App. G30).
For two years I contributed two Sundays a month to keep a gymnasium in Pahoa open so members of that community have access to positive recreational outlets.
In 1997, I designed and maintained a Web page for the East Hawai'i Havurah, a local Jewish congregation (www.aloha.net/~havurah). [Update: In 2000, the administration of this Web was assumed by another designer at another URL.]
Since 1994 I have been a member of the American Library Association's Teaching Methods Committee, under the aegis of the College and Research Libraries Instruction Section. The committee's primary purpose is to:
identify and promote teaching methods and materials useful to practicing bibliographic instruction librarians; to provide a forum for librarians interested in both theoretical and practical aspects of teaching methods and the broader issues of instructional design and delivery. (ALA Handbook of Organization 1996-1997, p. 89)
One discussion in 1994 on the use of workbooks in instruction programs prompted me to send copies of the library's workbook to participants from across the country. One librarian thanked me for sharing the workbook with her (App. H1).
I assumed co-chair of the committee in 1996. Prior to this, I was responsible for publicity. I produced two flyers that appeared in professional newsletters calling for submissions to our forthcoming book (App. H2-H3; see "Research/Scholarly/Creative Activities" below for a description of the book). One flyer encouraged ALA participants to attend our popular discussion forum (App. H4). In 1997 I assumed full chair of the committee.
In April 1997 I was a featured speaker at the UHCARL 2000 conference at UH-Manoa. I delivered an address titled "Moving in a Common Direction: National Trends in Library Instruction" to an audience of over fifty librarians. My slideshow presentation is included as Appendix H5-H9. The conference coordinator thanked me for my participation in the program (App. H10)
RESEARCH/SCHOLARLY/CREATIVE ACTIVITIES
• As a result of a stimulating discussion held at the Midwinter 1997 conference, I solicited information from others, developed and delivered a poster session at the Annual Conference in San Francisco entitled "How to Build Librarian/Instructional Faculty Partnerships" (App. H11-H15). This effort was accepted for publication on the Instruction Section (IS) Web and was acknowledged by the IS chair (App. H16).
• Recipes for Active Learning: A Sourcebook of Classroom Strategies for Libraries, a product of the Teaching Methods Committee, has been accepted for fall 1997 publication. "Active learning" is a teaching style that actively engages students in the learning process through discussion, role playing, and hands-on experience. Submissions of successful exercises using active learning techniques were solicited from instruction librarians nationwide. I edited sixteen submissions, co-edited the "indexes and abstracts" chapter, and am involved in formatting the manuscript. (A second draft of the manuscript is attached as Appendix Volume 6 to this promotion application). Letters of acknowledgement from colleagues involved in this effort are found at Appendix H17-H19.
• "A History of Honey Bees in the Hawaiian Islands" that I co-authored with a College of Agriculture faculty member was presented as a working paper to the annual conference of the Western Apicultural Society in Kona in 1996 and published in their proceedings. The County of Hawaii has scheduled it for publication as an extension pamphlet in fall 1997. A galley proof is attached as Appendix H20-H37. Our effort was acknowledged in Ka Lono Hanakahi (App. H38). The article also appeared in the Journal for Hawaiian and Pacific Agriculture (J. Hawaiian Pacific. Agric. 8:59-70 (1997)).
• Ke Kaʻao o Lāieikawai : Ka Hiwahiwa o Paliuli. Kawahineokaliʻulā;. ["The Legend of Laieikawai, the Beloved One of Paliuli: The Lady-of-the-Twilight"] was published in 1996 and attached as Volume 7 of this promotion application. My work involved retyping the story, inserting the kahakō (macrons) and ʻokina (glottal stops), and making a list of words to be included in a glossary. I corrected typographical errors found in the Smithsonian's text and standardized spelling and grammatical contractions (i.e., "Ia manawa āna i hele ai" to I ia manawa āna i hele ai" 'It was at that time he went there'). This story is now required reading of all tenth grade students in the DOE Hawaiian Immersion program. Copies of this text will be added to the library's Hawaiian Collection in 1997. Hale Kuamo'o acknowledged my work (Volume 7, p. 126).
Online publications
• Regular use of the World Wide Web led to my learning the HTML document tagging language. HTML is the standard language used to convert text, graphics and sound into documents that can be viewed using Web browsers. Many university libraries have established Web pages to promote collections, services, and policies. Library Web designers collect links to useful Web sites, arrange them by subject, and make them available to users.
I created the Edwin Mookini Library Web site. Working with an ad-hoc University Committee known as the "Webfolk," I developed the UH-Hilo Library home page using a template and graphics developed by the group. I later modified the template design and created additional pages containing links to information at UH-Hilo, UH-Manoa, in-state, and out-of-state Web sites (sample pages, App. H39-H53). I also added library guides, policies, and publications such as the UHH Periodicals List to the library Web.
Bibliography with full-text reviews (App. H54-H57)
• The Hawaiian Journal of History (circulation: 2,000). I had two reviews published in this journal (App. H63-H68).
• Library Journal (circulation: 24,000). I had twenty-eight reviews published since my arrival at the library (App. H58-H62; H69-H70; H74-H94) and thirty prior (App. H95-H127).
• Booklist (circulation: 31,000). Three of my submissions appeared in this publication, the review journal of the American Library Association (App. H71-H73).
• What the OCLC Online Union Catalog Means to Me: A Collection of Essays (circulation: 2,000). My essay was published in 1997 by OCLC (App. H128).
• Legends of the Menehune Ditch. An editor at 1994 ALA Midwinter conference asked me to review a young adult fiction book set in pre-contact Hawaii. He was concerned about the historical accuracy, since the author had visited Hawaii only once. I read it and passed it on to an editor at the Hale Kuamo'o to review. We sent our assessment of the book to the editor, who decided to postpone publication (App. H129-H131).
The collection actively seeks materials published in English and Hawaiian. To better serve the library and users of Hawaiian materials, I enrolled in Hawaiian language classes. I completed four years of study in three by using a summer to complete one year's work (App. H132). Classes after the first year were conducted in Hawaiian, so I learned a great deal quickly. Course work and field trips exposed me to Hawaiian thought, social traditions, literature, humor, and new culinary experiences. Regular exposure developed my fluency in Hawaiian language, and I can now provide reference assistance to faculty and students in the language.
During the fourth year of study, the class was assigned to find examples of syntactic patterns, euphemisms, and idioms not taught in class, along with vocabulary words not published in Puku'i's comprehensive Hawaiian dictionary. I used stories and legends published in nineteenth century Hawaiian language newspapers to complete the semester-long assignment. This was my first prolonged exposure to these papers, which recorded the events and thoughts of a newly literate people. No published subject indexes to these papers exist, so finding stories on a particular subject is hit or miss. Scholars and students need subject access to this resource. Since I am already involved in newspaper indexing and have a command of the language, indexing several newspaper runs would be a valuable contribution to the library and to Hawaiian scholarship.
Change has been the most significant factor during my six years at UH-Hilo Library. Though the library's commitment to providing superior reference service and access to a fine collection has not changed, the rapid changes in technology and information storage, retrieval and delivery have prompted library faculty and staff to quickly adapt existing programs and services and add new ones. It is imperative that I and the other librarians at UH-Hilo remain flexible and open to the many changes that lie ahead.
I have adapted and grown since my arrival at the library. New skills I have learned here have allowed me to process change in ways that will benefit the library and its users. Progress has been made in each of my assigned areas.
As a UH-Hilo faculty member, I plan to further develop my areas of responsibility in the following ways:
Public Services
My goal in this area is to help library users overcome learning and technological barriers. I will conceive and develop more ways to make information about the library's collections and services available on the World Wide Web. One project in mind is the creation of a "Mookini Library Virtual Tour" which would provide a thorough account of Mookini library's services, collections, policies using text and graphics, and the possibility of moving images and sound. I will also develop ways that users can communicate needs electronically to the library, such as submitting interlibrary loan and reference requests. I will also continue to supervise the Library Technician V.
Library Instruction
Revising and adding new information to the workbook is an ongoing activity. Over the past several years, the workbook has shifted from an instrument requiring an instruction session to one that is more self-paced. I would eventually like to develop a set of instructional modules using the interactive capabilities of browsers and the World Wide Web. Some students may respond better to online instruction, and this new product could serve as a fully self-paced module for motivated and independent students as well as for others who are unable to attend a formal instruction session.
Members of the ALA Teaching Methods Committee are beginning to discuss ways to accomplish library instruction using the Internet. My continued association with this group, and other peers in ACRL will bring new ideas to Hilo.
Online Searching
The 1996-2006 University of Hawai'i Strategic Plan proposes to "integrate the appropriate use of information technologies into the curricula [and] instructional process and libraries; make available facilities and technical and human resources necessary to support this infusion." To meet this goal, I will continue to seek new sources of information and make them available to users in the library and on the library's Web page. I will also continue learning the HTML and Java computing languages needed to create and maintain Web pages. The Java scripting language allows greater flexibility in page design and "forms capability," enabling users to interact with and search the contents of a Web page. I am beginning to develop an electronic interlibrary loan form that will allow users to request books from other libraries using their PCs.
Other plans include the development of an "intranet," an internal system of HTML documents locally loaded and maintained on a library server housed within the library. Having frequently requested documents on a local server instead of on an overworked remote UNIX mainframe will insure rapid and reliable access to the UH-Hilo Periodicals List and other important library documents.
Acquisition, manipulation, storage, and dissemination of online information will increase in the future. I will actively pursue professional development in this area to increase my knowledge and usefulness to ensure that Mookini library has a librarian who can provide vision and leadership in this area.
Hawaiian Collection
The MA program in Hawaiian Language and Literature is projected to begin in fall 1998. I worked with Hawaiian Studies faculty to develop a collection of research materials appropriate for graduate level study (App. I430). My fluency in Hawaiian will help in the review and selection of appropriate materials. Selection activity will also require working closely with librarians at UH-Manoa, with whom I have already established professional ties.
Newspaper Indexing
Producing searchable indexes of newspaper articles about the Island of Hawaii will continue.