Evidence Based Library and Information Practice (Journal)
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Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration
No full textA Review of:
Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1). https://doi.org/10.1016/j.acalib.2019.102076
Abstract
Objective – To describe a librarian-lead faculty learning community (FLC) focused on data literacy.
Design – Case study.
Setting – A public university in Florida.
Subjects – 10 participants in the FLC.
Methods – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution.
Main Results – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum.
Conclusion – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction
Values-Based Practice in EBLIP: A Review
No full textObjective – This narrative literature review examines how values and a values-based practice framework are positioned as significant to evidence based practice in libraries. This includes examining the partnership between values and evidence in decision making and reflective practice. The review responds to a gap in the literature on the origins and application of values-based practice in evidence based library and information practice (EBLIP).
Methods – Searches for this narrative review were conducted in library and information science databases, discovery tools, and individual journals. Forward and backward citation searches were also undertaken. Searches aimed to encompass both the EBLIP and library assessment literature. Research and professional publications were considered for inclusion based on their engagement with values and values-based practice in EBLIP processes and decisions.
Results – The findings highlight how values reflect positionality, driving action and decision making in all stages of evidence based practice in libraries. The literature emphasizes the role of values when practitioners engage with critical reflective practice or invite user voices in evidence. An explicit values-based practice approach was evident in the library assessment literature, though not explicitly addressed in the EBLIP literature or EBLIP models. This is despite a partnership between evidence based practice and values-based practice in the health sciences literature, with literature on person-centred approaches aiming to relate evidence to individuals.
Conclusions – The EBLIP literature could further examine how values reflect positionality and drive action and decision making across all stages of evidence based practice. Values-based practice offers an opportunity to critically reflect on whose voices, perspectives, and values are reflected in and contribute to the library and information science evidence base
Natural Language Processing for Virtual Reference Analysis
No full textObjective – Chat transcript analysis can illuminate user needs by identifying common question topics, but traditional hand coding methods for topic analysis are time-consuming and poorly suited to large datasets. The research team explored the viability of automatic and natural language processing (NLP) strategies to perform rapid topic analysis on a large dataset of transcripts from a consortial chat service.
Methods – The research team developed a toolchain for data processing and analysis, which incorporated targeted searching for query terms using regular expressions and natural language processing using the Python spaCy library for automatic topic analysis. Processed data was exported to Tableau for visualization. Results were compared to hand-coded data to test the accuracy of conclusions.
Results – The processed data provided insights about the volume of chats originating from each participating library, the proportion of chats answered by operator groups for each library, and the percentage of chats answered by different staff types. The data also captured the top referring URLs for the service, course codes and file extensions mentioned, and query hits. Natural language processing revealed that the most common topics were related to citation, subscription databases, and finding full-text articles, which aligns with common question types identified in hand-coded transcripts.
Conclusion – Compared to hand coding, automatic and NLP processing approaches have benefits in terms of the volume of data that can be analyzed and the time frame required for analysis, but they come with a trade-off in accuracy, such as false hits. Therefore, computational approaches should be used to supplement traditional hand coding methods. As NLP becomes more accurate, approaches such as these may widen avenues of insight into virtual reference and patron needs
Iranian Public Libraries Can Improve Self-Efficacy in Information Literacy, Especially When School Library Instruction Is Not Preparing Students for Lifelong Learning Readiness
No full textA Review of:
Leili, S., Maryam, H., & Mohsen, A. (2020). The effect of information literacy instruction on lifelong learning readiness. IFLA Journal, 46(3), 259-270. https://doi.org/10.1177/0340035220931879
Abstract
Objective – To examine the efficacy of information literacy skills instruction on the lifelong learning readiness skills of Iranian public library users.
Design – Pre- and post-test experiment.
Setting – Two public libraries in Iran.
Subjects – Thirty (30) high school students who were active users of two Iranian public libraries.
Methods – Thirty (30) participants were randomized into two groups, one of which received information literacy training for seven weeks, while the other group acted as a control. Participants were assessed via three instruments in information literacy and readiness for lifelong learning prior to and at the completion of the training program. The workshops included basic library skills, recognizing needed information skills, information source skills, Internet skills, Internet searching skills, resource instruction, database skills, and general searching skills. Results of pre- and post-test assessments were analyzed with analysis of covariance (ANCOVA).
Main Results – The group that received information literacy instruction showed increased readiness for self-directed learning, readiness to overcome deterrents to participation, and improved information literacy. The control group did not show an increase in readiness to respond to triggers for learning or an overall increase in lifelong learning readiness.
Conclusion – Information literacy instruction can improve elements of lifelong learning readiness in regular library users. Public libraries in Iran should begin long-term planning to implement this training
Enhancing Users’ Perceived Significance of Academic Library with MOOC Services
No full textObjective – Academic libraries have been impacted by the tremendous changes taking place in higher education due to the arrival of the internet and web-based technologies. Several articles have shown the decline in library usage and user need for electronic resources. The entry of MOOCs into higher education has repurposed the library’s roles and services. This research aims to explore the possible MOOC services of academic libraries and their effect on the user perception towards the significance of academic libraries.
Methods – The academic library’s MOOC services are derived from the extensive literature review and subsequently a research model based on extant literature has been developed to evaluate user behaviour. The research model is evaluated using confirmatory factor analysis methods.
Results – The academic library’s services for MOOCs have been categorized as, (a) user support services, (b) information services, and (c) infrastructure services. The study shows that each of these service categories have a positive impact on the library usage intention of the users. This in turn has a positive effect on the library’s perceived significance.
Conclusion – The library services for MOOC users defined in this research and the findings are useful for librarians to develop new service strategies to stay relevant for the user
A Case Study on How Reference Staffing and Visibility Models Impact Patron Behaviors
No full textA Review of:
Holm, C.E. & Kantor, S. (2021). Reference is not dead: A case study of patron habits and library staffing models. Portal: Libraries and the Academy, 21(2), 299–316. https://doi.org/10.1353/pla.2021.0017
Abstract
Objective – To determine if reference staffing models are a predictor of reference question rates and if academic library patrons’ reference behaviors are linked to reference staffing models and desk visibility.
Design – A retrospective case study.
Setting – Two academic libraries at a large R3 public university in the state of Georgia, United States of America.
Subjects – 10,295 service transactions (chat and in-person, including non-reference transactions related to directional and technology questions) from the 2016 fiscal year and 6,568 service transactions (chat and in-person, including only chat non-reference transactions) from FY 2017.
Methods – Analysis of two years of service transaction data (July 2015 to June 2017) recorded by librarians using the reference analytics module of Springshare’s LibAnswers at three locations (virtual 24/7 chat and two libraries with different physical locations, such as centrally-located or harder-to-find service points) for three kinds of reference service modes: chat, fully-staffed in-person services, and occasional “on-call” services. “Reference” transactions were classified using the Reference & User Services Association (RUSA) definition. Email, SMS/text, and Facebook inquiries were excluded from this study. One library, which had the same service model for the 2016-2017 fiscal years, served as the study’s “control” so that an analysis of service model alterations could be conducted.Main Results – The rate of chat reference remained steady, independent from the desk model employed. There was also an overall decline in reference questions from FY 2016 to FY 2017. For FY 2016, the average daily chat transaction rate was 16.1 inquiries (range: 0 inquiries for some days and up to 51 for others) compared to an average 20.5 inquiries at the two physical service locations (range: 0 to 95 inquiries per day). In FY 2017, the average daily chat transaction rate was 13.9 inquiries (range: 0 to 46 inquiries per day) compared to 6.8 transactions for the physical locations (range: 0 to 19 inquiries per day). For FY 2016, when the model shifted to on-call, the average daily chat transaction rate was 14 inquiries compared to the physical locations with 0 and .67 inquires per day. In FY 2017, the averages were 19.33 for chat compared to .33 and .33 for the physical locations.
Conclusion – For the two fiscal years studied here, question rates and reference behaviors seemed to be linked to staffing models. Patrons in this study preferred a staffed and visible desk and 24/7 chat, while “on-call” services were not favored. By replacing the visible desk with an on-call model, the library created a situation where chat was the only consistent reference service offering. As a result, patrons may have viewed the visible desk as being unreliable. The on-call service model appears to have negatively affected patron behavior since, according to the data presented, patrons’ reference needs were best met by chat and a visibly staffed desk service model
Rubrics May Be a Useful Tool for Assessing MLIS Student Learning Experiences
No full textA Review of:
Adkins, D., Buchanan, S. A., Bossaller, J. S., Brendler, B. M., Alston, J. K., & Moulaison Sandy, H. (2021). Assessing experiential learning to promote students’ diversity engagement. Journal of Education for Library and Information Science, 62(2), 201–219. https://doi.org/10.3138/jelis.2019-0061
Abstract
Objective – To develop a rubric to assess diversity awareness and professional socialization through in-person or online experiential learning for online MLIS students.
Design – Exploratory case study.
Setting – School of Information Science & Learning Technologies, University of Missouri.
Subjects – Six experiential learning projects designed to promote diversity and professional socialization for online MLIS students.
Methods – The authors developed a rubric in order to evaluate the characteristics of several experiential learning projects. The major themes that were measured in the rubric were identified through a comprehensive literature search, and these included Professional Socialization, Service Orientation, Values Orientation, and Diversity & Inclusion. The authors also added three original accessibility factors that they considered relevant from a practical approach: time, money, and geographic mobility.
Main Results – The rubric was successfully applied to several ongoing experiential learning projects, as well as to a new project. The authors concluded that it provided a useful framework for assessing the accessibility and estimated value of these experiences.
Conclusion – The rubric seems to be a useful start to assessing experiential learning. However, more research is needed to ensure that it is actually measuring the domains that it is intended to measure. This study only focused on whether the rubric could be applied, whereas future studies should assess its accuracy. The rubric may be useful for curriculum evaluation and planning, accreditation, tenure/promotion, and instructor self-assessment
Assessment of the Institute for Research Design in Librarianship (IRDL): Impact on the Research Productivity and Careers of Academic Librarians
No full textObjective – This article reports the survey findings from a mixed-methods assessment of the six-year Institute for Research Design in Librarianship (IRDL). The Institute for Museum and Library Services (IMLS) provided funding for IRDL from 2014-2019; during this time, 124 academic and research librarians participated in a year-long continuing education program for novice researchers. This article assesses the effectiveness of IRDL in meeting short-term and long-term goals related to research productivity, job performance, and identity as a researcher. Beyond the assessment of IRDL itself, the study addresses the implications of IRDL for creating effective research continuing education programs and institutional support for librarian research.
Methods – In the first part of a two-phase study, we surveyed all 124 librarians who completed the in-person summer research workshop and year-long online follow-up program. The lead researcher invited those who completed the survey to participate in the study\u27s second phase, a focus group or an in-depth interview.
Results – Eighty-nine participants responded to the survey, for a 72% response rate. The results show that IRDL was successful in helping a majority of participants complete their IRDL project and conduct new research. Participants reported work-related benefits of participating in the program, including tenure, rank promotion, merit-based salary increases, and new employment opportunities. IRDL contributed to developing personal learning networks, research collaborations, and a sense of identity as a researcher. IRDL increased the research confidence of the participants by providing them with research methods instruction, coupled with an opportunity to practice what they have learned during a year-long support program.
Conclusion – This assessment study confirms that IRDL is an effective program for novice librarian-researchers who want to improve their research skills, develop new research relationships among their peers, and advance in their careers. It also provides insight into the conditions for a successful continuing education and research support program. Many librarians experience anxiety about conducting and disseminating their research; IRDL demonstrates the importance of placing novice researchers in a supportive environment, where research is viewed as a positive experience that is directly related to professional success. These experiences lead to increased confidence and identity as a researcher, which contributes to increased research productivity
How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive
No full textA Review of:
Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College & Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036
Abstract
Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices.
Design – Semi-structured interview, grounded theory.
Setting – Academic libraries in the Greater Western Library Alliance consortium.
Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US.
Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour.
Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback.
Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices.
Doing More with a DM: A Survey on Library Social Media Engagement
No full textObjectives – This study sought to determine the role social media plays in shaping library services and spaces, and how queries are received, responded to, and tracked differently by different types of libraries.
Methods – In April and May of 2021, researchers conducted a nine-question survey (Appendix A) targeted to social media managers across various types of libraries in the United States, soliciting a mix of quantitative and qualitative results on prevalence of social media interactions, perceived changes to services and spaces as a result of those interactions, and how social media messaging fits within the library’s question reporting or tracking workflow. The researchers then extracted a set of thematic codes from the qualitative data to perform further statistical analysis.
Results – The survey received 805 responses in total, with response rates varying from question to question. Of these, 362reported receiving a question or suggestion via social media at least once per month, with 247 reporting a frequency of less than once per month. Respondents expressed a wide range of changes to their library services or spaces as a result, including themes of clarification, marketing, reach, restriction, collections, access, service, policy, and collaboration. Responses were garnered from all types of libraries, with public and academic libraries representing the majority.
Conclusion – While there remains a disparity in how different types of libraries utilize social media for soliciting questions and suggestions on library services and spaces, those libraries that participate in the social media conversation are using it as a resource to learn more from their patrons and communities and ultimately are better situated to serve their population