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Newsletter: Falvey Library: Spring 1998: Special Information Literacy Issue
Information Literacy Committee launched:
by David Burke
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It is the end of the term and you are correcting that stack of term papers on post-war America. One paper repeatedly makes several assumptions about society and politics you've never even heard of, let alone believe. The student frequently cites three Internet URL's, usually in association with the more preposterous statements. When you examine the websites yourself, you discover that, among the more outrageous" historical facts," they all provide "indisputable" evidence John Kennedy was killed by an alien conspiracy from Alpha Centauri!
Next fall, Falvey Library will begin a new Information Literacy program. The goal is to teach students not only how to conduct a thorough search for information on a given subject, but also how to evaluate the quality of what was found. Information Literacy will help students not only with assignments associated with their undergraduate course work, but also with their work after leaving Villanova, academic or otherwise.
When information was transmitted solely through publications, one could assume the prominent publishers' editorial control guaranteed a reasonable degree of accuracy. However, the mass media, and especially the Internet, allow any crank with the equipment and technical expertise to broadcast any opinions in the guise of established fact. Someone else can unwittingly accept that opinion (or even fantasy) as truth.
The Information Literacy Committee envisions an instruction program encompassing the entire four years of the students' career. The first stage should be implemented for next year's freshmen, directed toward a core list of "information-seeking competencies" drafted by the Committee. Through the Core Humanities Seminars, the program seeks to teach students the basics of searching print and electronic sources using FLASH.
The Information Literacy program depends upon collaboration between the Core Humanities faculty and the Falvey librarians. The IL Committee is comprised of Professors Jack Doody, Gaile Pohlhaus, Earl Bader, Kim Paffenroth, and Mary Lou Hill, and librarians Louise Green, Michael Foight, David Burke, Merrill Stein, Susan Markley, Barbara Quintiliano, and Judy Olsen, Chairperson.
Components of the program will probably include both a web-based tutorial and a hands- on classroom session. The program will also address from where information comes and what qualifies some sources as more valid than others.
Later, discipline-related programs for upperclassmen will be created or strengthened in cooperation with the appropriate departments. These programs will cover information-related issues in greater depth and scope. Instruction will be oriented toward information needs and analysis within specific disciplines or career-tracks, since information literacy for a future philosophy professor may be quite different from an aspiring systems analyst or marketing director. These later sessions will also provide students with an understanding of intellectual property issues, especially copyright, "fair use," and plagiarism. These issues will become particularly important as Congress and the Supreme Court pronounce how they apply to the electronic environment.
Through the many mass media outlets, students are constantly bombarded with information, and this will only increase as information technology expands. A thorough background in information literacy can filter information overload to a manageable level which is reasonably relevant and reliable. Teaching this skill will be a primary concern for faculty and librarians in the coming years. Faculty (and anyone else) interested in volunteering, offering suggestions, or otherwise getting involved with this developing program are encouraged to contact one of the committee members.
Information "superhero" lauded:
by Dr. Susan Mackey-Kallis, Chair, University Senate
Keynote Address, Falvey FLASH Fest, October 22, 1997
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We are entering an era when the ability to retrieve information electronically has become a survival skill. I think it's safe to say that what print was for the second millennium the computer will become for the third millennium. The day when the newspaper, periodical, or scholarly book becomes obsolete may or may not come to pass, but what will come to pass, and indeed already has, is that society is quickly being divided between the "information haves" and "information have nots."
This is why it is so important that as an academic community that we not only have the skills for electronic retrieval of information but also the necessary hardware and software to do so. As many of you know, Villanova is on the forefront in terms of connectivity and access to such retrieval systems as Lexis/Nexis, Academic Index, and other on-line databases. But we are here today to celebrate a new step for Villanova in terms of electronic retrieval of information with the inauguration of our own FLASH system.
Let me just say a couple of words about what FLASH will mean to me as a teacher and a researcher and what I hope it will mean to my students.
With the exponential growth of the Internet it seems like everyone is surfing the net. Everywhere you turn these days someone is advertising their "www" website. And, as expected, more and more of the papers I receive from students cite websites as sources of information.
While it's exciting to see students using the new technology, I find it troubling as well. What troubles me is the decline in the quality of the information cited. Since anyone can have a web page and can be cited by someone accessing that page, it seems that all sources of information are equally valid, and, hence, valuable. Well, as you all know, there's a lot of junk floating around out there on the net. I feel that without discernment regarding the source of information that the quality of scholarship is in danger.
Once we get used to the ease with which we can access information electronically, we naturally get spoiled and may develop a lack of patience for the more traditional academic searches and sources, like books and periodicals, obtained either through inter-library loan or through endlessly haunting the stacks or microfiche machines (which, as you may know, is no fun at all on a sunny, warm spring day).
So, here's the dilemma: students and faculty want ease of access, but a great deal of the information to which we have access on the web is of questionable quality. The answer to the dilemma: FLASH, an electronic retrieval system that can pull up the catalogs of a number of major university libraries, including our own, and can provide full-text versions of many periodicals and newspapers. FLASH has made a lazy and overworked researcher like myself very happy. And what has particularly struck me about the FLASH system is how "user friendly" it is. Speaking as someone who is somewhat of a technophobe, this is a system that even I can handle.
And so, as we enter into the next millennium, it's nice to know that we have an academic superhero like "FLASH Falvey" on our side, keeping the world safe wherever the forces of information darkness and ignorance threaten our door.
Reference Point
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STAT-USA: Formerly available electronically to only one user at a time, STAT-USA is now available to the Villanova Community on the World Wide Web. Simply go to the Falvey Library Homepage (http://www.villanova.edu/library/) and click on Databases/All Databases. STAT-USA is listed alphabetically.
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STAT-USA, a small entity within the U.S. Department of Commerce in Washington, D.C., gathers business, economic, and trade data from more than forty government agencies, consolidates this information, and then provides access over the Internet to subscribers.
Commerce and Finance faculty will appreciate this easy desktop access to current statistical releases ranging from housing and building permit starts to the Consumer Price Index. (Michael Foight)
LITERATURE ONLINE (LION) is a new and exciting service available through the Falvey Homepage, at Databases/Literature. Produced through the reputable Chadwyck-Healey company, Literature Online makes available such diverse products as an interactive poetry forum with a Writer-in-Residence, literary databases which include the full text of thousands of poems, plays, and fictional pieces, and numerous reference works, such as the Cambridge Encyclopedia and the Cambridge Biographical Encyclopedia. For Valentine's Day, you might have retrieved a love poem through LIONHEART.
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ABELL (Annual Bibliography of English Language and Literature) (LION/Reference Works) is now available, which lists monographs, articles, book reviews, essay collections, critical editions of literary works, and doctoral dissertations published anywhere in the world. Together with the MLA International Bibliography, this source serves to index most of the important literary scholarship published.
ARCHIVES USA (through the Falvey Homepage at Databases/Literature or History) will aid both historians and literary scholars by providing access to manuscript collections in the United States with both a directory of the manuscript repositories and name and subject searching of more than 100,000 collections. (Judy Olsen)
Falvey Library recently acquired two new databases that are great tools for anyone doing research in patristics and medieval history.
The Patrologia Latina database can be accessed via FLASH and the Falvey Homepage by clicking on Databases/Philosophy and Religion. This database is a web-based electronic version of the complete first edition of Jacques-Paul Migne's Patrologia Latina, published 1844-1855 and 1862-1865. It comprises the works of the Church Fathers from Tertullian in 200 AD to the death of Pope Innocent in 1216. Medieval texts written after 1216 are incorporated where these were traditionally attached to an earlier work, often as a commentary or an introduction to it.
You can search on any word or phrase anywhere in the text or title of a single author or search across all at the same time. The search software enables you to truncate search terms to find all forms of a word, and search terms can be combined using Boolean operators (AND OR). Any part of the full text can be displayed, printed, or downloaded, and the table of contents for any retrieved work can be viewed.
The same type of searching can also be performed in a CD-ROM database called CETEDOC Library of Christian Latin Texts (within Falvey Library on the non-networked workstations next to the Reference Desk). Falvey recently received the third, enlarged edition which has a windows interface that allows users to perform complex searches in an improved fashion.
The CETEDOC Library of Christian Latin Texts is part of an ongoing project (at the Universite Catholique de Louvain) to produce a database of Patrological texts covering authors from the second through the 15th centuries. The CLCLT-3 CD-ROMs contain the complete Latin texts of the Corpus Patrum Latinorum as well as the Vulgate, the Pseudepigrapha of the Old Testament, the Ecumenical Councils, and the complete works of Augustine, Jerome, and many others.
This database is available for searching in Falvey Library by contacting a reference librarian. All search information and retrieved text can be downloaded to a formatted IBM diskette. (Bente Polites)
While this column highlights some new and distinctive reference resources, FLASH is always being updated. Check out the Falvey Homepage (www.villanova.edu/), and browse. You can choose both Databases and Net Resources to see what's new in your area of interest.
Letters from Faculty:
The following are written by faculty representing diverse departments on the function or necessity for "information literacy" within their own classrooms or their discipline's curriculum.
"Using the library and its resources: a crucial practice for all students interested in pursuing education in the biological sciences"
by Dr. Louise Russo, Assistant Professor, Biology
Current education and research in the sciences are based, at its core, on the breadth of information previously established from endeavors in laboratory investigation over hundreds of years. The explosion of information in the biological sciences, particularly in the cell and molecular genres, in the past few decades has provided us with an unprecedented wealth of knowledge that has directly impacted the human population. Recent scientific discoveries in cell and molecular biology have lead to development of new treatments for cancer, heart disease, and various genetic disorders. Current endeavors, including the Human Genome Project, will provide an additional information base almost staggering in scope.
For educators in the biological sciences, one of our greatest challenges is to relay current information to our students in disciplines in which the knowledge base changes daily. In addition, we must challenge our students to access and assimilate available information to develop new research strategies for the future.
Therefore, it is absolutely necessary that we teach our students how to develop effective literature searches to target appropriate information sources that will lead them, ultimately, to use that information to answer a problem or develop a new investigative approach. In this age of overwhelming information and availability of rapid and efficient literature searches, it is crucial that we provide our students with an opportunity to see the value of the library in their learning process and to encourage their continued respect for the importance of information retrieval throughout their educational experience and beyond.
"Psychology majors benefit from hands-on' instruction"
by Dr. Michael Brown, Associate Professor, Psychology
During the past decade, instruction in using bibliographic tools for the behavioral sciences has been included as part of Psychology 4050, "Research Methods in Psychology," one of the foundation courses for the Psychology major. Provided by the Falvey Reference librarians, these sessions provide students with hands-on experience using databases which allow psychological scholars to locate the materials they need.
The nature of these tools has changed radically during this decade (e.g., from the print version of Psychological Abstracts to the CD-ROM based PsychLit to the current Web based PsychInfo system), and it has been critical for students to be able to efficiently locate materials using the latest technology available.
Including explicit instruction in the use of these tools at the beginning of their careers as psychology majors has proven to be an extremely valuable addition to the curriculum, allowing instructors in upper level courses to assume that most students will be able to locate the materials they need for course assignments and other projects.
On the topic of library instruction,
Dr. Leonard Shyles, Associate Professor of Communication Arts, writes:
"Students need the assistance you provide to become familiar with the myriad research options available to them in the age of cyberspace now beginning to emerge. It is difficult to keep pace with the ever-changing information sources coming online each day. The library is currently much more than a repository of books, microfilm, and journals. Now there are resources on CD-ROM and the Internet, as well as shared resources available through interlibrary loan and local library consortia." Because correctly citing the sources of one's data is a critical element in scholarly communication, Dr. Shyles has the librarians include a lesson on the Publication Manual of the American Psychological Association, a standard style manual often used by journals in the social sciences. The students do exercises to practice "translating" into APA style the citations they find in indexes such as Communication Abstracts and PsychInfo. Dr. Shyles has noticed an
improvement in the bibliographies that these students submit with their papers.
Below is a letter sent to Reference Librarian Michael Foight from
Masako Hamada, Assistant Professor, Department of Modern Language and Literature:
Dear Mr. Foight:
On behalf of my colleagues and students, I'd like to express our appreciation to you for giving us such a very informative and knowledgeable orientation/workshop about how to use FLASH in an effective and intellectual way.
We are quite impressed and amazed how Internet technology can connect us with the world!!!
During your workshop, we learned what information the Falvey Library has through FLASH regarding the Internet internationally, especially, the Internet information about Japan: Japanese language, culture, society, history, literature, economics, politics, astronomy, geography, and arts, as well as newspaper information.
On top of that, we can practice language and read newspapers in Japanese through (for example) the TwinBridge program, and we can enjoy listening to music, watching movies, etc.....
We are quite impressed!!!!
We have enjoyed using FLASH since then!!!!!!!!
"Jewels or Junk" on the Web?
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Websites to help evaluate Internet resources can be found at
http://www.lib.vt.edu/research/libinst/evaluating.html
Internet skills workshops will be held in the Griffin Instructional Room, Falvey Library:
March 24 6 to 8 P.M.
March 25 2 to 4 P.M.
April 21 6 to 8 P.M.
April 22 2 to 4 P.M.
Call the Falvey Reference Desk (519-4273) for more information.
New faces, new places...
Christopher Foster began working at Falvey Library's Instructional Media Services Department, on Dec. 29, as an Instructional Media Specialist. Chris replaced Patti Dunbar, who departed Villanova to pursue a full time career in film making. Chris brings to IMS a wealth of talent and experience after over nine years of heading up the Audio Visual Department within the University of Pennsylvania's School of Nursing, as well as achieving a B.A. in Communications from Temple University.
Chris's skills are quite diverse and include video production, distance learning, computer utilization, as well as all the traditional educational media components. Chris's responsibilities include, among other things, assisting with the coordination of the IMS daily activities schedule, training student assistants, video production, and facilitating satellite downlinks. Some of his outside interests include his two young children, music, and eating.
Dr. James L. Mullins announced that Michael Foight, formerly Electronic Resources/Reference Librarian and Special Collections Cataloger, will be assuming the responsibilities of Business Information Specialist.
Michael will serve as a liaison to the Commerce and Finance faculty, assisting them in continuing to build the print, media, and electronic collections and collaborating with them to develop instructional programs to meet the information needs of C&F students.
Michael has been with Falvey Library since 1995. He has assisted with the development of the Falvey Library Homepage and has conducted Internet workshops for many diverse groups.
Formerly a reference librarian at the University of Pittsburgh, Michael received a Master of Library Science and a Certificate of Advanced Study from that institution's School of Library and Information Science. He did his undergraduate work at St. Vincent College, Latrobe, Pennsylvania. Also joining the Falvey staff as a shelver is Mary Mitchell.
"Holy Grounds" coffee perks up library users
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Falvey Library patrons can now "wake up and smell the coffee." The Holy Grounds Coffee Shop opened for business recently in Falvey Library, and has already attracted students, faculty, and staff looking for refreshment and a comfortable place to read.
Library Director James Mullins feels that the coffee shop will help create an environment where people will come and stay for a while. Holy Grounds offers specialty coffees such as espresso, cappuccino, and latte, regular and decaffeinated coffee, orange juice, and an assortment of teas. Rounding off the menu are muffins, cakes, and candies. The coffee shop, located just outside the Reserve Room on the library's ground floor, is paneled with sound absorbing materials to preserve the Reserve Room's renowned quiet atmosphere.
Traditionally library users have not been allowed to eat and drink in the building in order to prevent pest infestation and damage to books, journals, and equipment. To address that concern a new reusable Falvey Mug has been designed, complete with a covered lid and a wide base to prevent tipping. With their Falvey Mugs (now on sale for $3.25) patrons receive a discount on their purchase and may take hot or cold beverages throughout the library. Proceeds from mug sales will benefit the library and its users. However, food will still be restricted to the coffee shop area.
While sipping an espresso at Holy Grounds, one can take a break from more intellectual pursuits by browsing through the popular and recreational books shelved nearby, as well as a selection of magazine titles recommended by students, such as Glamour and Car and Driver. Also planned is a muted, close-captioned television tuned to CNN for those who want to stay current.
Holy Grounds at Falvey will be open Monday through Thursday, 8:00 A.M. to 10:00 P.M., Friday, 8:00 A.M. to 5:00 P.M., Saturday, 10:30 A.M. to 5:00 P.M., and Sunday, 11:30 A.M. to 10:00 P.M.
This fourth incarnation of Holy Grounds (others are in Bartley, Connelly, and on the South Campus) is managed by Jason Serock, Assistant Supervisor, Dining Services.
"Distinguishing the meaningful from the noise": What other universities and colleges are doing:
by Barbara Quintiliano
Not very long ago, schools were institutions that transmitted a body of information to students who sought to acquire or possess that information in their memory and thereby left educated. Now that information bombards us from myriad sources, both print and non-print, educators struggle with a transformation of their role. In an article published in Educational Technology back in 1982, Daniel D. Hade issued a challenge to schools. He called upon them first to channel the random elements of that vast and often amorphous universe of information to the students and, second, to act as a filter, helping the students "distinguish the meaningful from the noise."
Educators are rising to this challenge and have recognized the additional responsibility of equipping students with the skills they will need to conduct these information gathering and filtering tasks on their own, long after graduation.
In a more practical vein, this evolving role means that colleges and universities have begun to institute comprehensive programs of information literacy, defined by one group as training students "to recognize when information is needed and to locate, evaluate, effectively use, and communicate information in its various formats."
Here are some examples of how some institutions are fulfilling their new role.
King's College in Wilkes-Barre, PA, has instituted a Core Assessment Program. Information literacy is included in a group of five transferrable skills that students must master over the course of their college career. The other skills are critical thinking, effective writing, effective oral communication, and computer competence. Students demonstrate these competencies within their chosen fields of study as they retrieve, analyze, synthesize, present, and correctly document information from many sources and in many formats.
Successful completion of the Information Literacy Program is a requirement for graduation at the University of Wisconsin-Parkside. By completing a set of modules, students practice essential information survival skills.
The Carrier Library at James Madison University offers its students a self-paced tutorial via the library homepage as a means of acquiring the information seeking and evaluating competencies required by the University's General Education Program. One module of the tutorial even introduces students to sticky issues of information ethics as they wrestle with problems involving intellectual ownership, fair use, and copyright of electronically disseminated information.
So we at Villanova University are in the mainstream as we formulate our own comprehensive program of information literacy. Teaching our students to sift through raw information and turn it into meaningful knowledge is our goal for, as Hade says, "In an information society, information is slavery to the thoughts of others; knowledge is power and freedom to do one's own thinking."
YOU too can access FLASH...
Through the Library Homepage (www.villanova.edu/library/)
Through the Villanova University Homepage (www.villanova.edu):
Click on Academics and click on Falvey Library.
To access FLASH from your OFFICE you need:
1. A PC (486 or greater) with a network connection AND 2. Netscape (3.0 or greater) on your workstation
This will provide access to everything listed on the Falvey Homepage except the CD-ROM databases.
To access FLASH from your HOME you need:
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Any online service provider or web browser. This will provide access to everything except the databases that are paid subscriptions (indicated with an asterisk) and databases only available on CD-ROM.
To be able to access Falvey's paid subscription databases from off campus you will need Villanova's Internet service or Remote Access Service. A voice mail application for RAS, available for $11.00 a month, can be completed by calling 519-6646. Questions? Call UNIT at 519-4400.
(Editor's note: The following is excerpted from a "White Paper" on teaching information literacy and computer skills to Villanova students.)
Information Literacy
by Dr. James L. Mullins Library Director
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Concept & Issues
Today, a major challenge faces academia -- the preparation of our students to most effectively utilize information -- printed and electronic. This vital learning skill is necessary as students pursue their college degree and as they prepare to enter the world of work, family, and continuing intellectual and personal growth.
For the last five hundred years the basis for research and information gathering has been dependent upon publications (books, periodicals, papers) that are prepared and made available through a well defined publishing industry. The publisher acts as a guarantor or an indicator of accuracy and fact. It is important to help our students understand that it is unlikely that a book has been written or an article published in an unbiased manner. The slant or orientation, however, can usually be discerned by knowing the publisher, the author, or the place of publication (political jurisdiction, etc.).
Although in most disciplines, book and journal publishing is still the primary means of disseminating scholarly research, it is no longer the only way that an inquiring student can locate information. The World Wide Web now provides easy access to a plethora of information sources, many legitimate and welcome, that in the past were difficult to obtain. The Web also provides access to information, points of view, and discourse that may not be based upon accepted research principles and methods, or may be skewed or biased.
In this changing world, it is also important to help our students gain a clear understanding of what is "intellectual property" -- how to avoid plagiarism and to understand and appreciate the provisions of copyright. Integrating "Information Literacy" into the curriculum can provide an understanding of these issues for the students -- including an understanding and ability to properly cite electronic resources.
The goal that should be instituted at Villanova University and Falvey Library is to teach our students the skills and knowledge to search for, retrieve, evaluate, critique, and utilize information in all formats based upon guidelines devised by the faculty and librarians. Therefore, a primary goal must be to guide students to the resources and help them evaluate and critique the information they retrieve.
The need for information literacy has been recognized by accrediting bodies of colleges and universities. Guidelines for Librarian Evaluators, released by the Commission on Higher Education, Middle States Association of Colleges and Schools in August 1997, describes the collaborative role necessary between the faculty and the librarians, notably ... "the extent to which bibliographic instruction supports a broader institution-wide emphasis on information literacy." (p.4).
It is clear, after reviewing the Guidelines, when the next accreditation visit takes place, questions will be asked by the review team about the level and integration of "information literacy" into the curriculum.
Challenges
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Our challenges are:
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define the parameters of information literacy
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identify the role and responsibility of the faculty and librarians to teach information literacy
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develop a collaborative process between the faculty and librarians that will provide an integration of information literacy into the Villanova curriculum
The concept that must be at the heart of the information literacy program is to instill in the student the need to seek information from the range of formats: print, media, or digital. There is rarely one single format that can provide all of the required and valid information the student seeks.
Methodology
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We are faced with critical questions:
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What methods and avenues can we utilize to teach information literacy (Core Humanities, introductory courses in a major, upper division courses, specialized research courses, capstone courses)? -
How can new technologies be effectively and efficiently integrated into the teaching process (Web, two-way interactive, media)? -
What should the total picture of information literacy look like (a well developed, mutually accepted, and defined program within the curriculum; printed handouts and guides; Web page access and development; or better signage within the library or on campus)?
"Bibliographic Instruction" has been offered by the Falvey Librarians for years. Each year, an increasing number of faculty request a class workshop in the Griffin Instruction Room in Falvey). One of the reference librarians may present both print and electronic information resources, discussing strategies useful to beginning a research project, and integrating hands-on computer practice into the session.
During the fall of 1997, nearly 120 class sessions were taught by the Falvey librarians. However, even with this significant number of class sessions, coverage throughout the Villanova curriculum is spotty.
Last spring, student focus groups were invited to share their thoughts on library services. A number of comments focused on the need for a planned information literacy program -- a program that would introduce basic information research skills in first year classes and then would build upon these skills as the student progresses through his or her major. The range of experiences extended from one student who described participating in four similar library instruction sessions to juniors and seniors who commented they had never been presented with a library instruction session.
Many upper class students felt they could have researched and written better papers and could have been better prepared if they had had the opportunity to participate in a library instruction session on how to effectively use library and information resources.
Falvey Library has formed an internal Information Literacy Committee charged with exploring the issues and concerns outlined above. Next, the Committee will begin to work with faculty from the Core Humanities Program to develop and evaluate an information literacy component in the Core Humanities Program for Fall, 1998.
The Committee and the Director of Falvey Library will be contacting the academic departments to discuss the feasibility of integrating an "information literacy" component into the department's introductory course (if an information literacy component does not already exist). Studies have shown that an information literacy/library instruction program is most successful when the program is directly applicable to course assignments.
The key to creating a successful information literacy program is Villanova faculty and librarians working collaboratively to define and implement an information literacy component that meshes with the assignments and expectations of the classroom.
TO: MEMBERS OF THE FACULTY
FR: LOUISE GREEN, HEAD OF REFERENCE
RE: INFORMATION LITERACY INSTRUCTIONAL SESSIONS
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Beginning library research can be a daunting prospect, especially now that Falvey Library provides access to information in both computerized and print formats. The library catalog, VUCAT, and numerous databases are available in the Reference Department and on the library homepage.
Reference librarians are available by appointment to give instruction in research strategies and the use of specialized library materials. Classes will be designed to correspond with the particular subject areas in which your students will be doing research. This semester we will again be holding sessions in our instructional classroom which is equipped with computer workstations to provide students with an opportunity for "hands on" experience. We would appreciate having as much advance notice as possible when asked to prepare for a class, but a minimum of two weeks is required.
For further information or to schedule a class, contact me or one of the Reference Librarians at 610/519-4273.
FALVEY MEMORIAL LIBRARY
SPRING 1998
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| Regular Hours: |
| Monday-Thursday |
8:00 A.M. - Midnight |
| Friday |
8:00 A.M. - 8:00 P.M. |
| Saturday |
9:00 A.M. - 8:00 P.M. |
| Sunday |
10:00 A.M. - Midnight |
| Mid-Term Recess: |
| Friday, February 27 |
8:00 A.M. - 5:00 P.M. |
| Saturday, February 28 |
9:00 A.M. - 5:00 P.M. |
| Sunday, March 1 |
CLOSED |
| Monday, March 2 |
9:00 A.M. - 5:00 P.M. |
| Tuesday-Wednesday, March 3-4 |
9:00 A.M. - 10:00 P.M. |
| Thursday-Friday, March, 5-6 |
9:00 A.M. - 5:00 P.M. |
| Saturday, March 7 |
CLOSED |
| Sunday, March 8 |
2:00 P.M. - Midnight |
| Easter Holiday: |
| Wednesday, April 8 |
8:00 A.M. - 10:00 P.M. |
| Thursday, April 9 |
9:00 A.M. - 5:00 P.M. |
| Friday-Sunday, April 10-12 |
CLOSED |
| Monday, April 13 |
2:00 P.M. - Midnight |
| Finals: |
| Thursday, April 30 |
8:00 A.M. - Midnight |
| Friday, May 1 |
8:00 A.M. - 3:00 A.M. |
| Saturday, May 2 |
9:00 A.M. - Midnight |
| Sunday, May 3 |
10:00 A.M. - 3:00 A.M. |
| Monday-Thursday, May 4-7 |
8:00 A.M. - 3:00 A.M. |
| Friday, May 8 |
8:00 A.M. - 5:00 P.M. |
| Saturday, May 9 |
CLOSED |
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