In recent years, the new information technologies, especially microcomputers and optical technologies, have been dynamically developed. The combination of these two technologies have dramatically changed information delivery and access to information. A CD-ROM database can provide access to more than 500 MB of data on a single 3.5 inch optical disk. A growing number of databases are becoming available in CD-ROM format. The power of CD-ROM technology has made it possible for libraries to provide affordable and fixed-cost database services for its patrons. The widespread use of CD-ROM in libraries has not only significantly improved the way in which library patrons access information but has also created new challenges for library professionals. This study examines the impact of CD-ROM technology on the medical library and its academic community. Emphasis is placed on the experience at the University of Illinois at Chicago, Library of the Health Sciences.

Library of the Health Sciences is located in the one of the nation's largest medical complex which are comprised of the UIC medical center, Rush university, Rush-Presbyterian-St Luke's Medical Center, the Veteran Administration Hospital, Westside and Cook County Hospital. It is also the site of the Greater Midwest Region (one of seven regions of the National Library of Medicine's National Network of Libraries of Medicine). Thus, LHS serves not only UIC faculty, staff, students but also health professionals from the complex and the general public as well. The workload of reference services has always been heavy. Since March 1989, LHS has provided library patrons with free access to SilverPlatter CD-ROM MEDLINE. PsycLIT (Psychological Abstract) database was added to the services in May 1990. CINAHL (Cumulated Index to Nursing and Allied Health Literature) is new this year. The use of CD-ROM technology has significantly impacted on its patrons, staff, library services and its academic community.

2. IMPACT ON REFERENCE DESK

The popularity of CD-ROM is changing the nature of reference work. LHS places its CD-ROM workstations near the reference desk as most libraries do (Young & Miller, 1988) in order to make librarians more accessible when patrons need assistance. The CD-ROM is available every hour that the library is open. However, librarian assistance is only available when the reference desk is staffed. A copy of the "Guide to search the SilverPlatter MEDLINE", produced in-housed, is placed next to each workstation. Patrons are required to reserve a workstation for thirty minutes maximum per day. Librarians change the disks for patrons to minimize the likelihood of damage to or loss of the CD-ROM disks. Classes are offered three days per week at different hours to accommodate various schedules; special tutorials are also provided on a demand basis. Patrons, however, still prefer one-to-one, point-of-use instruction. Meanwhile, it is real time consuming that librarians must respond to technical problems related to CD-ROMs such as printer problems, telecommunication problems or minor equipment problems. At times, CD-ROMs place demands for help from the reference desk that cannot always be met. Assisting patrons in the use of CD-ROM is becoming a major part of reference services responsibilities. Interlibrary loan materials are requested at the reference desk and it is obvious to reference librarians that interlibrary loan requests have increased at a high rate, an increase attributed largely to CD-ROM searching. CD-ROM services have resulted in much more work for librarians scheduled at the reference desk.

3. IMPACT ON MEDIATED SEARCHING SERVICES

UIC LHS has traditionally been a high volume searching institution (AAHSLD, 1989). Obser-vations indicate the dramatic effect of CD-ROM on mediated searching services. The number of mediated searching has significantly reduced (AAHSLD, 1987-88) (Figure 1). It declined by almost 50% the first year after the implementation of CD-ROM MEDLINE and PsycLIT. However, the total number of mediated searching in the academic year of 1990-91 (2,157) is very close to the number (2,092) for 1991-92. By contrast, end-user searching on CD-ROM has significantly increased (see Figure 2). Self-reported CD-ROMs end-user usage in LHS during August 1991 to July 1992 is over 10,000. In response to the high use of CD-ROM, a multiplatter CD-ROM network was recently installed in LHS to allow more end-users to simultaneously access the same database. It will be very interesting to see the impact on mediated searching after one additional workstations are available in LHS. In addition, librarians were previously required to search online databases to verify citations for patrons. However, at present, librarians and patrons take advantage of free and quick CD-ROM access to verify citations when CD-ROM databases are appropriate sources. Further, it is anticipated that the trend toward greater CD-ROM usage and declining mediated searching will continue. The librarian will only perform the more complex searches and those

beyond the realm of available CD-ROM products. As mediated searching continues to decline, the librarian will be undoubtedly increasingly involved in end-user training (Brahmi & Tyler, 1990).

4. IMPACT ON LIBRARY STAFF

Eaton, MacDonald and Saule's study addressed what to train library staff when libraries implement CD-ROMs. All public services staff who work with optical disc databases must be specially trained in both technical managements of microcomputer/CD-player and database searching techniques. They must know the microcomputer keyboard, the operation of function keys in the database, and how to 1) change disks, 2) restart a system, and 3) trouble-shoot problems (Eaton, MacDonald & Saule, 1989). Starr and Butcher also expressed some concerns of staff training. Reference librarians should be aware of the concepts of information storage and retrieval such as record and file structures, characteristics and limitations of controlled vocabularies and natural language and be able to teach this information to end-users. Staff must also understand the need to stay informed of changes in the software (Starr, Karyle & Butcher, 1988). Library staff in LHS has learned those skills and knowledge before the CD-ROM services were implemented.

When the reference desk is closed Circulation Department staff on duty are assigned to take responsibility for CD-ROM services. Therefore, they must also be given training to carry out those responsibilities. It is critical that the Circulation Department staff is trained because they are on duty at a time when no librarian is in the library. Additionally, the Circulation Department in LHS deve-loped a InfoQuick service in November 1991 for those who too busy to spend time retrieving journal articles. To complement CD-ROM searching InfoQuick service indeed brings a new dimension of document delivery to provide information itself.

When libraries implement CD-ROM service there is a need to have a support person to handle the technical aspects of CD-ROM managements. To meet this need the job responsibilities of the Coordinator of microcomputers in LHS was reconfigured to accommodate the duties of managing technical aspects of CD-ROM.

5. END-USER TRAINING

Richwine and Switzer's study gave a qualitative description of CD-ROM MEDLINE end-user training among medical school libraries in the United States and Canada (Richwine & Switzer, 1990). The LHS Information Services Department also designed several educational pathways in 1990 to teach patrons how to use CD-ROM. Educational pathways for the use of CD-ROMs are: 1) 15-minute on-demand demonstration; 2) 30-minute schedule tutorial; and 3) one-hour seminar. For a 15-minute on-demand demonstration, patrons are introduced to a fundamental perspective of the CD-ROM; for a 30-minute scheduled tutorial, patrons are individually introduced to the system from a problem based learning approach; for an one-hour seminar, it is scheduled three times a week for a small group of patrons (Dahlen & Garrett, 1991).

In addition, two-hour and three-hour seminars on various library systems incorporated infor-mation seeking skills are also offered on demand for faculty, students at the UIC medical campus and residents/fellows/attendings at the University Hospital. The courses are integrated into a curriculum course and designed as a two-hour or three-hour lecture/demo/hands-on format. The introduction of the CD-ROM MEDLINE searching is one important component of the class. Since 1991, LHS information services librarians have started teaching library courses targeted for information seeking skills and library systems for faculty and students in the Colleges of Medicine, Pharmacy, Nursing, Dentistry and Allied Health Professions on campus. To make CD-ROM more accessible, seven workstations are available at the University Hospital to dial-in CD-ROM MEDLINE. This arrangement is extremely helpful for health professionals to have easy and quick access close to their units. Training helps health professionals further their education after finishing formal education.

Training/instruction is needed for CD-ROM users. Although the mechanics of retrieving information vary among different vendors the conceptual approach is the same (Miller, Kirby & Templeton, 1988). When librarians teach end-user how to search MEDLINE in LHS, several concepts are emphasized in the training. It is critical for the end-user to clearly understand the content of databases, the structure and formats of the control vocabulary/thesaurus, the importance of the use of control vocabulary/thesaurus, the concept of Boolean logic operators, and the methods to formulate and modify search strategies. Since the emphasis is placed on a conceptual approach it is easier for end-users to adapt the other vendors' CD-ROM products if they relocate to other instittion. One objective of training is to increase the potential that faculty, students, or residents/fellow/ attendings who receive the training will become repeat users. Training aims to promote lifelong learning, not just short term or just to answer immediate questions. Librarians are in an ideal position to address individual learning needs. On the other hand, health sciences librarians can enhance their positions as key players in continuing education (Messerle, 1990).

6. IMPACT ON ACADEMIC COMMUNITY

Welborn and Kuehn has identified the enhanced role in the academic community, the increased self-esteem of the library staff and the more positive view of librarians by patrons as intangible rewards from training end users (Welborn & Kuehn, 1988). By taking advantage of information professionals' knowledge and skills, more and more faculty are interested in integrating information seeking skills and information technology into their curricula. For example, information services librarians in LHS are invited by teaching faculty to teach information seeking skills and various library systems in the courses of Nursing research design, Drug information and literature evalua-tion, introduction to dental research, etc. Furthermore, as library faculty at UIC, classroom teaching in professional schools at the medical campus provides us more visibility to teaching faculty and students, and it also provides us more positive feedbacks from teaching faculty on faculty status of librarians. Interestingly, it is noted that during the course of teaching students the techniques of searching CD-ROM librarians are also asked to teach students how to conduct research. Research techniques and skills are normally taught by the course instructor, however, librarians are increasingly taking on this responsibility.

One advantages for students in using CD-ROM is that they can control the pace of learning and even the direction of learning. Searching CD-ROM at no cost is another advantage for students because these group of patrons normally cannot afford mediated searching. CD-ROM searching also significantly improves productivity. Importantly, the power of microcomputers and CD- ROM technologies can now provide the global community of end-users anywhere in the world with easy and quick access to information. Further, faculty and researchers in the underdeveloped countries can easily access the updated world information through CD-ROM and be a part of the global academic community.

7. CONCLUSION

Library staff and library patrons have witnessed the dramatic impacts of CD-ROM technology on academic libraries staff, services and patrons. Librarians recognize the enormous amount of time involved in being trained and in training end-user; the volume of reference services, the workload of interlibrary loan services and the use of periodicals have significantly increased. However, with the advent of new information technology, one mission of information professionals is to publicize and promote the awareness of new information technology. For example, with the tremendous growth of biomedical information, health professionals must develop effective information seeking skills and take advantage of information technology to stay abreast of advances in patient care or remain on the cutting-edge of research. Indeed, information professionals play an important role not only in teaching faculty and students the techniques of using new information products but also in teaching information seeking skills and information management skills to take full advantage of new information technology. They also play an essential role in promoting lifelong learning by using knowledge bases and electronic tools. Therefore, health information professionals' instruction/consultation roles have necessarily expanded. Lastly, information professionals should make every effort to promote the new information technology, information seeking skills and lifelong learning to library patrons in the academic community.
 
 

REFERENCES

Association of Academic Health Sciences Library Directors. (c1989-91). 1987-88 Annual statistics of medical school libraries in the United States & Canada. 11th ed. Houston: AAHSLD, c1989-91. (Total databases accesses in 1987-88 was 7,647.)

Brahmi F.A. & Tyler J.K. (Fall 1990). "The effect of CD-ROM MEDLINE on online end-user and mediated searching: A follow-up study," Medical Reference Service Quarterly, 9 (3) :15-20.

Dahlen K. & Garrett J. (1991). Education and Information Technology goals. 1 (1991). (internal reports).

Eaton N.L.; MacDonald B. & Saule M.R. (1989). CD-ROM and other optical information systems: implementation issues for libraries. Phoenix, AZ: Oryx Press, 1989. p.63.

Messerle J. (April 1990). "The changing continuing education role of health sciences libraries," Bulletin of Medical Library Association, 78 (2): 180-7.

Miller N., Kirby M. & Templeton E. (July 1988). "MEDLINE on CD-ROM: End-user searching in a medical school library," Medical Reference Service Quarterly 7: 1-13.

Richwine P.W. & Switzer, J.H. (Fall 1990). "CD-ROM MEDLINE training: A survey of medical school libraries," Medical Reference Service Quarterly, 9 (3).

Starr K.J., Karyle S. & Butcher K.S. (July 1988). "Establishing a compact disk reference center at OSU: Some considerations," The Laserdisk Professional, pp. 82-89.

Welborn, V. & Kuehn J.J. (April 1988). "End-user programs in medical school libraries: A survey," Bulletin of Medical Library Association, 76 (2): 137-140.

Young J.E. & Miller L.R. (April 1988). "Integrating CD-ROM: some advice from the field," CD-ROM Library, 11.
 
 

*This presentation is dedicated to the author's loving parents who are always supportive.