Learning at the Library » Year in Review

A spring library review!

Rebecca Beck — Fri, 31 May 2013 13:58:10 +0000

It was another busy spring here at the library.

This past spring 6,817 meetings, classes and events were scheduled in the library, making up 17,834 hours of room usage. That is a slight increase from the 6,374 room bookings and 14,596 hours of room usage last year during the 2012 spring semester. This spring RH308 was our most popular room with 660 events scheduled. RH308 is a small group room on the third floor that holds up to four people.

Our total checkouts for spring 2013 was 11,669 a slight decrease from the number of checkouts in the spring of 2012 were there was a total of 13,047.

Our patron traffic counters clocked over 82,500 people entering the library. February was our busiest month this spring.

Not only is the library getting a lot of foot traffic but so is the library website. From January 15th – May 15th the library website received 167,425 visits with 62,453 unique visitors. New visits made up 34.59% of visit to the website. There were 410,866 pageviews and the average pages per visit was 2.45. The average duration of visits was 2 minutes and 45 seconds.

PocketKnowledge the digital repository and social archive for Teachers College received 18,131 visits with 14,843 unique visitors. New visits made up 80.38% of visit to the website. There were 78,968 pageviews and the average pages per visit were 4.36. The average duration of visits was 4 minutes and 36 seconds.

Pressible our online blogging network continues to thrive with 74,833 visits and 47,107 unique visitors. New visits made up 61.84% visits to the website. There were 124,004 pageviews and the average pages per visit were 1.66. The average duration of visits were 1 minute and 36 seconds.

Vialogues a library tool that supports meaningful discussion around video received 33,305 visits with 39.4% of visits being new. There were 442,959 pageviews.

We look forward to seeing you at the library this summer.

Library Services, Spring 2013: Connecting with our Past

Allen Foresta — Fri, 24 May 2013 19:21:50 +0000

The celebration of Teachers College’s 125th seems a good occasion to think about the history of services at the TC library, and to ponder how our predecessor librarians thought about their own work, whether they documented it in ways similar to how we do (and whether such records are to be found), and, perhaps most interesting, what they would make of research and information service as it’s delivered now.

Answers to the first two questions, if they exist, may lie in the libraries archives and manuscripts, and if so will eventually become accessible in digital format. A quick survey of our digital archive PocketKnowledge retrieves some interesting documents, including the agenda for the annual library staff meeting on September 24, 1962, in which activities planned for the 75th anniversary celebration were to be discussed. It would be really interesting to compare what librarians had in mind 50 years ago to our own efforts to commemorate a significant milestone in College history, but at this point I’ve not found any description of the actual activities (though I have a strong suspicion that such a description does exist).

What I would ultimately love to track down is a description of research and information services as they were conceived and delivered by TC librarians in the past. While it’s easy enough, based on the nature of information resources available prior to the electronic era and on our own experience (my own, anyway) promoting and assisting in the use of these largely print resources, to grasp the basic dynamics of research and research support, it’s less easy (but ultimately more intriguing) to imagine revisiting the texture, color, and ethos of service transactions in the library of the past.

I think it would be illuminating to find examples of queries that students, faculty, and researchers brought to past reference librarians at Teachers College. Though it’s possible to capture some sense of this in reviewing the subjects of theses and dissertations from earlier eras, reconstructing the practices and protocols for information delivery is a bit less straightforward. Possibly the closest approximation available to us, and maybe the best, are images from the library’s wonderful Historical Photographs collection (accessible in PocketKnowledge), and as I’ve done in the past, I’ve provided a few scenes of Russell Hall service interactions to illustrate this report. (The image presented here is one I used in my report for Spring 2012, but I thought it would be a good thing to include the full caption identifying the library location and the librarians.)

Russell Hall. Library. Curriculum Reading Room (Floor 5). Listening Table, Cabinet Of Records And Loan Desk. Miss Tangora Behind Desk. Mrs Epstein At Catalog Right. MIss Phelps At File Of Discs. (May 1940)

I’d also love to know how predecessor TC librarians would react to examples of queries and concerns we field on a regular basis at the Services Desk, in research consultations, by phone, by email, and sometimes in the halls and on the street. (I’ve heard many librarians say that people tend to single them out for directions and assistance outside of library settings, and I suspect this was true for TC staff members of the past.) It’s hard to imagine what they would make of what we routinely deal with, probably just as hard as for us to conceive of service scenarios to come. Here is an representative sampling of questions, problems, and research topics we’ve dealt with during the Spring semester:

Access Issues

Trouble accessing Taylor & Francis e-journals (and discovery of back-door workarounds via Google article title searching)

Confusion about Columbia University Libraries holdings, locations, retrieval options

Queries about collections once here that have gone elsewhere (Children’s Village archives, Board of Education archives)

Suspended access to e-resources due to non-registration for classes for the semester

Blackboard problems of various stripes

Setting up notifications (alerts) when articles containing certain keywords appear in peer reviewed journals

Research Topics

Russell Hall. School Library Laboratory (Fifth Floor). Miss Gilbert Advising Gentleman At Shelves. Teachers College. (May, 1940)

Writings on student-produced films; digital storytelling

Feasibility of Malaysia borrowing Singapore’s Teacher Professional Development policies/practices

Conflict between research and teaching in higher education in China

Effects of stress (from poverty and violence) in the classroom; pedagogical approaches that are successful in helping students who experience high-stress levels achieve both academic success and healthy socio-emotional development

Comparison of North Korean refugee students with South Korean stgudents

Nomadic tribal resistance to formal education as forced modernization: indigenous resistance efforts in general; case of Siberian reindeer herders if possible

Effect of child migration on education in Bangladesh

Curricular implications of energy-related “accidents” such as Chernobyl and Fukushima

Globalization, English language instruction, and second (?) language preservation in the United State

History of the impact of progressive education on mathematics teacher preparation at Teachers College and the University of Chicago

Test score reports from Israeli schools

Cognition, metacognition, and art education

Haitian intellectuals and nationalism or nation-building

And now for some statistics on Library Services activities and accomplishments:

During Spring 2013, Services librarians fielded approximately 950 in-person and telephone reference queries, with significant additional interactions of all kinds by front-line Services Desk staff members.

Library Services staff members received and responded to 725 queries of various kinds (as sampled above) submitted via the library’s email Support Request service.
Russell Hall. Library. Foyer (Second Floor). Student Conferring With Miss Carrie Meares, Library Consultant. Mr. Kronenberger (Center) At Catalog. Teachers College. (May, 1940)

Research and information services librarians provided 61 research consultations to individuals or small groups during the Spring.

Library Services presented nine course-specific library information sessions, either in the classroom or in library spaces, for a total of 119 students. The courses were the following:

- Women and Education in the Middle East
- Doctoral/Dissertation Seminars: Music and Music Education
- Research Perspectives on Critical Social Problems
- Core Seminar: Communications, Computing, and Technology in Education
- Meta-Analysis
- Research Seminar: Mathematics Education
- Field Observations in Art Education
- Nursing Research Development

At the beginning of the semester, five library tours were offered, with a total attendance of 44 students.

To return to the question of the legacy of library service at TC: I think it would be a worthy research project, especially during the 125th anniversary celebration, to determine what our archives (or others) may hold in the way of newsletters, memorabilia, memoirs/oral history transcripts, and even audio and video records pertaining to research and information assistance as it’s been provided here over time. It’s my hope that such records exist and can be retrieved. It seems to me that there’s a lot to be gained from an understanding of traditions of service provision at Teachers College, and that the story of library services constitutes an important element in the overall chronicle of the institution and its accomplishments.

Balance and Momentum: Spring Education Program

Jennifer Govan — Fri, 17 May 2013 17:57:52 +0000

Pedaling is the way a cyclist goes forward,

maybe for châteaux,

grey road ribboning vineyards green

in a Loire Valley August,

or for sweaters,

woolly spin down

the salt-slippery strip

into Aber town,

or for work,

up past the North Woods

on that crazy-cold NYC day,

hands like birds frozen in flight.

We provide points of attachment,

not unlike a bike frame,

core for all components.

Book talks spin delicious themes -

pro-disabilities (à la feministe),

consulting (for the professionalist),

spearheading debate in South African culture,

questioning class in Asia-America,

tapping talent in our workers,

holding youth at the borders,

pondering classic education theories,

democratizing science,

so that in Jhumki’s prayers

bats are no longer misunderstood.

Habits, love, America’s direction,

exits or endings, creative aging in our population

reflect new parts of the Gottesman collection.

Tomes fresh, e-books flutter, words on wings -

floats the question, a feather.

Pushing from feet, to heart and mind,

gears shift, socratically, Ron to Natalie.

Child abuse, prison-to-pipeline,

we advocate before the brake

that slows our circles down

in sultry urban weather.

Educators speak in splendid cycle.

Turn, HBS, C&T, on revolving topics-

aging, health psychology,

literacy, inclusivity,

queerness, teacher visions!

Bold on gender, FERA whirls

the wheel, Youtube is our university.

Twirl on, Harlem, with CUNY, historical illiteracy,

while leadership, health, psychology, education

shine the spokes for our anniversary.

Colectomy rings a curious bell,

minimally invasive, just as

front lights fall

on drugs or Yod.

We round the corner with a nod,

chain linking the news -

a 125 day display,

commemorates our history.

We tribute Caesar,

Joan, Amanda Smith,

Poe, F. Scott, Walt, AG Bell.

In black and white posters tell

of boy scouts, tax, women’s rights,

Spanish Florida, April Fools,

history of the bicycle,

built for many.

Mounting Brooklyn Bridge,

we dream the journey, our

helmets snug like sky blue beetles

peering down the East River deep.

Its cables are designed like spider’s silk,

casting comfort in our saddle -

bluegrass, world, jazz, folk, classical –

students lively webbing.

Left on tours, right on workshops,

steers more learning - citation,

stress busting, metasearch,

happily riding in our city.

Now keeping good pace,

laud the delightful database -

apps, women’s innovation,

child abuse prevention -

and tune our vehicle, heading

toward tomorrow’s education.

Upright and moving,

May brings National Bike Month,

just a Schwinn away from summer.

Spring 2013 Education Program


	Offerings	Attendees
Socratic Conversations	7	118
Book Talks	8	110
Guest Talks	16	478
Films	3	69
Instructional	17	96
News Displays	22	n/a
Live Music	14	n/a
Total	87	871

Learning Spaces

Jennifer Govan — Mon, 25 Mar 2013 20:25:11 +0000

Imagine a box, velvet black,

Low-key lighting like beams from a lighthouse cast.

Open space, no seats, silence.

Just a big black box

Waiting for actors, dancers, musicians.

It’s a space that will be.

Meaning will they make,

Like blank page to written word.

They perform, imprint our souls, move on.

My knowledge of transitional space grows;

From dorm room, to dorm room,

A kind of living box,

Year to year, term to term,

I see London, Seoul, New York –- the craze of pop ups

Integral to the scene of art and culture;

They are experimental, dynamic, exciting–

Today’s tweet for tomorrow’s mutiny

Changes business through under- or mis-used urban space.

We understand users, consumers, audience –

And feed our artists at the same time,

Which shows that learning is process,

And education, like performance, evolves.

Transience transliterates educational space,

For technology, the lure, shape-shifts

Form and function, tool and method.

In this way we inhabit our sea of virtual space.

Curious that small patterns secure us,

With daily routines and rituals

Anchoring our bodies to this fragile world.

Lockerbie, 9/11 still tell us so.

The black box is contained,

Yet open stage for interpretation.

Scatter ashes over salty water.

I am named her white wave, or phantom.

Bookable Black Box, CSU San Marcos, http://bit.ly/YAwA8g

On Space and the Education Program

Jennifer Govan — Wed, 13 Mar 2013 14:09:17 +0000

As we grow, our spaces need to evolve, and the way things evolve can be difficult to predict. Whether we need to fashion a third bedroom out of a Manhattan living room, or create more appealing space for an expanding Education Program, we anticipate that content is prime; aesthetics and functionality, key; light, tone, color, shape, and technology, the design of the dream ahead. Just like Eric Carle’s Hermit Crab, our dilemma is that we outgrow things, but in the process we learn to see the future of exciting possibilities.

Beautifully renovated space has served our program well, encouraging a blended and flexible process of learning that also grows our community. Especially important for Socratic conversation, circles sympathetically allow all voices to be heard, as discussants share their thoughts and experiences on universal topics of humanity. Circles create warm and welcoming environments, so we are mindful in assembling soft seats in the second floor open area. But could Socratic method be enhanced by better integration of learning technologies? Imagine a semi-circular, surround sound screen that projects questions and incorporates the latest interpretations from YouTube and other resources? E-book displays supplement or replace hard copies on the relevant theme.

Like a circle, Everett Café and the library atrium are welcoming spaces and set a joyful tone as library patrons enter Russell Hall. Would we filter classical music through collaborative group spaces if it serves to soothe and relax? Stream pop music or bluegrass by TC members on Friday nights at Gottesman? Talking Everett, why not turn convert news posters into something more creative: a sharable database of lesson plans featured online and book-marked in the curriculum stacks? Take a step beyond the beloved physical poster as classroom teaching tool.

Macs, screens, wireless microphones, LCD projectors, audio and more technology equip the two larger classrooms for book, guest, and film talks. Room 305, the Schwartz or “yacht room”, boasts a long table that encourages us to climb aboard and join the crew that sails the seas of education, psychology, and the applied heath sciences. Room 306, Goodman, is more formal, with its inward slanting tables and option for front panel table — more like smaller boats racing to the finish line. But what if book, guest, and film talks occur in more dramatic, interactive spaces? Fancy a hologram where participants step into the bright page of a Teachers College Press book, or enter a dark scene in an educational documentary, to probe a teaching question, or surface an innovative solution to the latest challenge in American education today?

The most ubiquitous of offerings, workshops happen on all floors, both in and out of the library, using a variety of approaches and technology. The lesson here is portability and flexibility, with implications for mobile applications and greater access to scholarly resources in all diverse mediums, including our catalog, accessible at last by cell phone.

It is not so much the physical structure of Russell Hall that moves us, but the space for what we choose to do within. Canadian architect and urban planner Arthur Charles Erickson calls it the “spiritual dimension of architecture.” Contrary to the staid, imposing, red brick Gothic style of our building — with its dedicated book tower reaching high up to the heavens — is the ever-changing process of learning and evolving forms through which we deliver it.

Process in the Education Program

Jennifer Govan — Fri, 01 Mar 2013 01:11:53 +0000

Photosynthesis

“Why do we do what we do?” asks a colleague over the cranking of coffee machines in the Everett Café. I flip through the numbers and think through the presentations: an estimated 1,500 events since the inception of the Gottesman Libraries’ Education Program, enhanced by introductions at professional conferences, staff meetings, and the events themselves. I remember describing the needs and interests — the “hard” and “soft” c’s (community, culture, collaboration, and celebration) of our “key constituents”– in our efforts to build a signature education program; the long train ride to SUNY LA; lesser journey to NYLA; recent proposal to IFLA.

Mindful of the enormity of the charge within the nation’s largest and arguably best graduate school of education, I ponder the realties: tuition-laden students deserving of great, free events and activities; utilization of beautiful spaces for and by our members; extension of learning outside the regular classroom; need and desire to recognize contributions to education in all forms – verbal, written, artistic, intellectual, technological. The Education Program’s mission is conceptually simple: “inform students, faculty and staff about the latest thinking in education, in ways that engage members of the community with one another and with a broad range of educational experts – and provide understanding of work being done throughout the college.” But deeper comes the realization of this new form of learning that shapes itself in the continuing process of education – a natural, organic way of growing minds and strengthening the program.

It is, rather, process — not goal. It is how we work with others, listen, and respond. It is the excitement of a spontaneous idea for a new offering, careful planning, and gracious way in which we deliver. It is the route to learning through shared experience on common ground, right here and now, using diverse programming models –a finely blended and flexible approach to cultivate onsite and online educational opportunities.

We apply Socratic method to explore key topics in the wide field of education – offering a freestyle medium, in which answers to questions can’t be predicted, flow of dialogue, anticipated, or satisfactory answers, ensured: a highly creative model for dialogue and discussion as modes of inquiry, where meaning is constructed in the beauty of the moment, and meaning re- (or de-)constructed in pursuant conversations.

We host more formal events, “stand and deliver”, for many of our guest talks, namely the colloquiums of the academic departments. The Powerpoint tendency is more defined, yet the talks thrive, prompting study and research into highly relevant topics in education, psychology, and health. Like high school math teacher Jaime Escalante, guest speakers challenge Teachers College members to higher levels of achievement through the power of knowledge – an ambition shared by instructors of library workshops, hands-on or via coffee hour, spanning federated search engines, grant tools, communication strategies, the six word memoir, and other subjects.

Comprising readings and conversations on themes, or more lecture-like in delivery, book talks are attuned to the author’s speaking style and book content. For the music program there is diversity of style, genre, and performance space — whether cozy in the café, or more “concert-like” in the adjacent atrium. With a large foreign student body, come news stories from around the world, complemented by weekly educational displays on a variety of educational topics to further support media literacy in a casual setting.

There is a new logo and the Summer 2012 expansion of the Education Program to include multiple resources, all ambitiously home-grown: educational applications, blogs, innovative curriculums, exhibitions, and scholarly publications largely initiated by EdLab, the research, design, and development unit within the Gottesman Libraries – its work contributing to the “improvement of educational institutions today and the broader evolution and reconfiguration of future educational services.”

From concept or idea, room booking to text, we share the review of promotional pieces, plus editing and design using new templates and fresh images. To spread the word, we integrate various social networks, formal and informal, internal and external: library newsfeed; Pressible and Vialogues; TC Message Center and daily digest; TC and library calendars; websites, e-boards; departmental list servs; Facebook and Twitter; topped with Pocketknowledge, our digital archive.

If “promotion is furthering the growth of a service – not just telling people about it”,* we invite discussion of methods. I think of photosynthesis, the process in which green plants and other organisms transform light energy into chemical energy — and understand how we develop. The program (plant) channels the people (sun) to make education (food); promotion (chlorophyll) is the magical compound that grabs the people (sun) and starts the whole process.

* Kathy Dempsey, Author of The Accidental Library Marketer

Photosynthesis 2

Research & Information Services, Fall 2012

Allen Foresta — Mon, 07 Jan 2013 23:55:53 +0000

Library Website, 1996

Since the concept of the “home page” was first introduced to us in the mid-1990s, our library has had a number of “Web presences,” all of which can be viewed by means of the Wayback Machine of the Internet Archive (at http://archive.org) by searching by the library’s old website address, i.e., lweb.tc.columbia.edu. It occurred to me that it would be interesting to accompany this report with successive iterations of our website; it’s in some ways illustrative of the evolving nature of the Internet to see how the library chose to represent itself over time, what collections and services were featured, and how we gradually incorporated more and more interactive elements in the online public face of the library. If you click on the images below, you can get a pretty good sense of what these pages looked like “in real space.” (Incidentally, the library was dedicated as the Milbank Memorial Library in 1982 and remained so named until the 2003-2004 renovation.)

Library Website, 2000

Fall semesters are traditionally the most intense among academic terms at Teachers College, and this past semester was no exception. Here are some figures summarizing research and information services the library provided to its users during Fall 2012:

From September through December, Services responded to a total of 678 in-person and telephone reference queries.

Library Services staff members received and responded to 662 queries of various kinds submitted via the library’s Support Request (ticketing) system.

Services librarians provided 75 research consultations to individuals or small groups over the course of the fall.

Services team members presented 23 course-specific library information sessions, either in the courses’ regular classrooms or in the library, for a total of 365 students.

At the beginning of the semester, research and information services librarians provided 15 library orientation tours for a total of 66 new students.

Library Website, 2003

The following sampling represents the diversity of queries submitted to us by various TC community members as well as students and researchers from Columbia University and beyond:

Factors affecting verbal interaction in group work in a content-based ESL classroom;

Various aspects of evaluation theory, including stakeholder values and interests, theory-driven evaluation practice, and conceptual frameworks for evaluators’ everyday practice decisions;

The role of participatory videorecording in ethnography;

The role of arts education directors as arts administrators;

Core principles in continuous and in-class assessment;

Specifics concerning Teachers College in 1888, the year of its founding (in preparation for TC 150th anniversary celebrations): Where was its campus? What were students like? Who were they? What was the cost of living? How would students have gotten here? What might classes have been like?
Library Website, 2005

Attrition (dropout) rates among students in various marginalized communities;

Correlations among bilingual education, immigrant youth, and academic performance;

Conditional cash transfer programs in global educational funding:

Radical pedagogy and educational activism from the 1930s to the present, different approaches to schooling, and ways in which teachers and activists have worked together both within and without formal schooling structures and institutions in the 20th century;

The existence and availability of College Board annual reports and financial statements;

Psychological risks relating to hospitalization in high-risk pregnancies;

Aspects of happiness and well-being in later adulthood.

In addition to research-related transactions, Services staff deal routinely with questions pertaining to e-reserves, fines and holds on College accounts, printing in the library, Blackboard course platform functioning, access to print and digital archives, hardware and software issues, room reservations, and a myriad of other situations and issues. Increasingly we find ourselves challenged to master routine library transactions as well as more complex technology-related problems, in addition to keeping up with developments in electronic resources and research protocols. It seems to me that this range of responsibilities has always made library service engaging and rewarding, and with the certitude that the new year will bring a new collection of challenges, we’re looking forward to honing our skills to provide our users with the best possible service in 2013.

One Horse Open: Fall Education Program

Jennifer Govan — Wed, 19 Dec 2012 13:40:55 +0000

Dashing through the Fall,

For our students and a song,

O’er the library dear,

Galloping along,

Sounds in Everett ring,

Posters oh, so bright,

What fun it is to laugh and sing,

With TC’eans, a happy sight!

Oh, Ed Program, Ed Program,

When to grow our minds,

Oh, what fun it is to think and learn,

Ideas, questions, we’re inclined!

Oh, Ed Program, Ed Program,

What to grow our minds,

Oh, it’s fun to think and learn,

Engagement we’re inclined!

Humor, greed, and bullying,

Sandy, progress, too,

Morality, theater, habit,

Outdoors, peace with you!

Toscanini, bilingual, math,

Dim sum comic cool,

Equador and mindfulness,

Mind-body, urban schools!

Oh, visual culture, grants,

Crisis mapping, lit review,

Social media, with A-Z –

There’s more for us to do!

Nine Eleven and Magellan,

Uncle Sam and Liddel Alice,

Pearl Harbor, Dali Lama,

Erie Canal and Peking Palace!

Dickens, great Houdini,

Louvre, Mona Lisa –

Oh, what could be easier

Than teaching tolerance!

SO…

A day or two ago,

We thought we’d take some stock,

With Ms. Year-in-Review,

Helping us unlock,

The numbers of our work,

Shining strong and proud with cheer,

We delved into our guest list,

And shed a joyful tear!

Oh, Ed Program, Ed Program,

How to grow our minds,

Oh, what fun it is to think and learn,

Ideas, questions, we’re inclined!

Oh, Ed Program, Ed Program,

When to grow our minds,

Oh, what fun it is to think and learn,

Exploration we’re inclined!

Now the space is fresh,

Go it while you can,

Look for events this Spring,

And sing our happy song.

Just climb on board with us,

You’ll love what Russell holds,

Crack! You’ll take the smart lead,

As Ed Program happily unfolds.

Oh, Ed Program, Ed Program,

Where to grow our minds.

Oh, what fun it is to think and learn,

Ideas, questions, we’re inclined.

Oh, Ed Program, Ed Program,

Why to grow our minds,

Oh, what fun it is to think and learn,

Community we’re inclined!

Education Program: Fall 2012
	Offerings	Attendees
Socratic Conversations	5	105
University Seminar	3	154
Book Talks	9	221
Guest Talks	13	298
Films	1	8
Instructional	26	177
News Displays	15	N/A
Live Music	12	N/A
Total	84	963

A review of summer activity in the library

Michelle Pronovost — Fri, 09 Nov 2012 21:51:54 +0000

Photo used under Creative Commons from drewgeraets.

Feeling nostalgic for open windows and summer breezes? With our first snowstorm of Winter 2012 behind us, the library is a comfortable place to study and stay warm. Fall is usually our busiest semester. Here’s a look at the summer’s circulation, meeting room usage and overall foot traffic at Gottesman:

We had 6,860 total checkouts for May through August, a 16% decrease from Summer 2011. Over 60% of those checkouts were of books from the Main, Juvenile and Curriculum collections, followed by laptops and chargers at 20% and Reserve books at 8%. Items were renewed 3,933 times.

Summer’s most popular room was 308, a 4-person room in the 3rd floor hallway. This is surprising considering that larger rooms are usually in higher demand, but rooms like 308 are great for individual study and small groups. In total, 3,785 meetings, classes and events were scheduled in the library, making up 10,229 hours of room usage, a 5% decrease from Summer 2011. Of those meetings, 305 were special events.

Our patron traffic counters clocked over 150,000 comings and goings with the cafe being busier than the main entrance, implying that those staying in the library for the long haul make multiple cafe visits per day. I know I do!

PocketKnowledge Usage

Rebecca Beck — Tue, 06 Nov 2012 16:12:02 +0000

We took a look at the usage statistics for the social archive of Teachers College, PocketKnowledge. This past summer PocketKnowledge received 11,252 visits between June 1st and August 31st. 79% of PocketKnowledge visitors were first time visitors, and 20% of visitors were returning to our archive. During this time there were 74,447 pageviews.

Learning at the Library » Year in Review

A spring library review!

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