The Future of Electronic Reserves and the Presence of Librarians in Content Management Systems: A Case Study at Manhattan College

Autor/in	Handfield, Amy E.
Titel	The Future of Electronic Reserves and the Presence of Librarians in Content Management Systems: A Case Study at Manhattan College
Quelle	In: Journal of Access Services, 14 (2017) 4, S.163-170 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7967
DOI	10.1080/15367967.2017.1392865
Schlagwörter	Electronic Libraries; Archives; Case Studies; Academic Libraries; Management Information Systems; Library Development; Library Services; Change Strategies; New York + Suchen Sie Ihr Suchwort? Digitale Bibliothek; Elektronische Bibliothek; Archivwesen; Archiv; Case study; Fallstudie; Case Study; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Managementinformationssystem; Bibliotheksplanung; Bibliotheksarbeit; Lösungsstrategie
Abstract	This article addresses the development of electronic reserves within academic libraries. Libraries have been offering electronic reserve services on separate platforms since the 1990s (Austin, 2013). However, since the integration of campus-wide content management systems (CMSs), the need for a library reserves platform that is independent from an institution's CMS has decreased, and independent e-reserves systems have potentially become obsolete (Maddison & Kumaran, 2017). This article presents the steps taken between 2015 and 2017 by the O'Malley Library to streamline the electronic reserves services so that they are accessible through the college's CMS, Moodle. Through careful study, the library decided to eliminate electronic reserves services in the future. This will be replaced with encouraging faculty to add the course content traditionally placed on electronic reserves in Moodle while librarians provide guidance in avenues such as copyright and Fair Use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01