Evidence Based Library and Information Practice (Journal)
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A Landscape Study Highlights the Urgent Need for Evidence Based Strategies to Enable Electronic Health Records Integration in the National Healthcare Systems of Low- and Middle-Income Countries
No full textA Review of:
Kumar, M., & Mostafa, J. (2020). Electronic health records for better health in lower- and middle-income countries: A landscape study. Library Hi Tech, 38(4), 751–767. https://doi.org/10.1108/LHT-09-2019-0179
Abstract
Objective – To identify how low- and middle-income countries (LMICs) approached the development of national and subnational electronic health records (EHRs) and to understand the challenges related to EHR research priorities and sustainability.
Design – Landscape study consisting of a review of the scientific literature, country-focused grey literature, and consultation with international experts.
Setting – Hospitals and healthcare systems within LMICs.
Subjects – The 402 publications retrieved through a systematic search of four scientific electronic databases along with 49 publications found through a country-focused analysis of grey literature and 14 additional publications found through consultation with two international experts.
Methods – On 15 May 2019, the authors comprehensively searched four major scientific databases: Global Health, PubMed, Scopus, and Web of Science. They also searched the grey literature and repositories in consultation with country-based international digital health experts. The authors subsequently used Mendeley reference management software to organize and remove duplicate publications. Peer-reviewed publications that focused on developing national EHRs within LMIC healthcare systems were included for the title and abstract screening. Data analysis was mainly qualitative, and the results were organized to highlight stakeholders, health information architecture (HIA), and sustainability.
Main Results – The results were presented in three subsections. The first two described critical stakeholders for developing national and subnational EHRs and HIA, including country eHealth foundations, EHRs, and subsystems. The third section presented and discussed pressing challenges related to EHR sustainability. The findings of the three subsections were further explored through the presentation of three LMIC case studies that described stakeholders, HIA, and sustainability challenges.
Conclusion – The results of this landscape study highlighted the scant evidence available to develop and sustain national and subnational EHRs within LMICs. The authors noted that there appears to be a gap in understanding how EHRs impact patient-level and population outcomes within the LMICs. The study revealed that EHRs were primarily designed to support monitoring and evaluating health programs focused on a particular disease or group of diseases rather than common health problems. While national governments and international donors focused on the role of EHRs to improve patient care, the authors highlighted the urgent need for further research on the development of EHRs, with a focus on efficiency, evaluation, monitoring, and quality within the national healthcare enterprise
Evidence Based Library and Information Practice Adopts Author Contributions Statements
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Call for Applicants for Associate Editor (Evidence Summaries) for Evidence Based Library and Information Practice
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Libraries Assist Disaster Survivors with Information Needs and Refuge but Need to Amplify Their Role and What They Offer
No full textA Review of:
Braquet, D. M. (2010). Library experiences of Hurricane Katrina and New Orleans flood survivors. LIBRES: Library and Information Science Research Electronic Journal, 20(1), 1. https://www.libres-ejournal.info/528/
Abstract
Objective – Describe the experiences and library usage of patrons displaced by Hurricane Katrina and the New Orleans Flood.
Design – A qualitative study with interview components and a questionnaire with open and closed-end questions
Setting – New Orleans, Louisiana and surrounding area
Subjects – 314 questionnaire respondents and 30 interview (24 face-to-face and 6 phone) participants with 5 individuals completing both
Methods – The study consisted of an online questionnaire with open and closed-end questions occurring concurrently with semi-structured interviews conducted over the phone and in person. Individuals were recruited via convenience sample by flyers at public locales in the New Orleans area and electronic mailing lists, forums, blogs, and news sites that catered to the New Orleans community.
Main Results – Disaster survivors use libraries for Internet access, information and technology assistance, mental relief, physical refuge, and also view them as symbols of both loss and hope. Library resources (including the physical spaces) allowed survivors to regain a sense of control by helping patrons access local information and experience pre-disaster pastimes, such as leisure reading.
Conclusion – The study provides rich description of how libraries can support people displaced by disaster, however just over half of participants did not consider the library a part of their disaster experience. Future research should examine how libraries and library workers can amplify their impact during disasters and disaster recovery, as well as partner with disaster planning and response professionals.
Essential Academic Journals Tend to Be of Universal Importance, While Many Journals Available on For-Profit Platforms Appear to Be Ancillary
No full textA Review of:
Mongeon, P., Siler, K., Archambault, A., Sugimoto, C. R., & Larivière, V. (2021). Collection development in the era of big deals. College & Research Libraries, 82(2), 219–236. https://doi.org/10.5860/crl.82.2.219
Abstract
Objective – (1) Present a method of journal appraisal that combines reference list, article download, and survey data. (2) Gauge journal usage patterns across selected universities.
Design – Analysis of reference lists, article downloads, and survey data.
Setting – 28 Canadian universities.
Subjects – 47,012 distinct academic journal titles.
Methods – Download data for the 2011-2015 period was sourced from standard Journal Report 1 (JR1) usage reports as supplied by the vendors. Download figures were summed for journals that were available through multiple platforms. Reference list data (i.e., the number of times documents published in each journal were cited by authors affiliated with a participating institution) was sourced from Clarivate Analytics’ Web of Science, limiting for the years 2011-2015. An unknown number of researchers at 23 of the 28 participating universities were invited by email to complete a survey. The survey asked respondents to list the scholarly journals they considered essential for their research and teaching (up to 10 journals for each purpose).
The three datasets (download, reference list, and survey data) were then merged. Duplicates and non-academic journals were removed. Journals were then grouped into broad discipline areas. A list of “core journals” (p. 228) was created for each institution. These journals produce 80% of downloads, 80% of citations, or 80% of survey mentions at each institution. A journal only had to reach the threshold in one category (i.e., in either downloads, citations, or mentions) to make it onto the core journals list. A “low” (p. 228) survey response rate meant “one mention [was] generally enough" (p. 228) for a journal to be classified as core.
Main results – Fewer than 500 titles (n=484, ~1%) made it to the core journals list at all 28 universities. Two thirds (66%, n unknown) of journals did not make it onto the core list of any university. Of the journals deemed to be core, most (60%, n unknown) were shared across all institutions. On average, platforms from not-for-profit organizations and scientific societies contain a higher proportion of core journals than for-profit platforms. Notably, 63.6% of Springer journals, 58.9% of Taylor & Francis journals, and 45.8% of Elsevier’s journals do not appear on the core journal list of any university.
Conclusion – Libraries should consider ways to share resources and work more cooperatively in their negotiations with publishers. Further, libraries may be able to cancel entire journal bundles without this having a “sizable” (p. 233) impact on resource access
Library Anxiety Among Marginalized University Students in Northeast India
No full textObjective – Library anxiety experienced by students has been discussed extensively for many decades. While the phenomenon is widely recognized, little attention has been paid to seeing its specific effect on marginalized sections of the society. The study attempts to understand the library anxiety experienced by students at three different universities in Assam. Assam is the only state in Northeast India to have private, state, and central universities. These universities draw their student populations from several different hill states in Northeast India, all of which face significant socio-political-economic challenges.
Methods – A stratified random sample technique was used for the study. A total of 150 questionnaires were distributed equally among the three universities in Assam and found 119 questionnaires were fit for analysis. The study adopted the modified and validated version of the Bostick Library Anxiety Scale developed by Anwar, Al-Kandari, and Al-Qallaff (AQAK) in 2004, with 32 item statements and 4 categories. The questionnaire is divided into two parts: Demographic Variables and the Library Anxiety Scale. The categories used for the study were: Category 1 (Staff Approachability) – 11 statements; Category 2 (Feelings of Inadequacy) – 6 statements); Category 3 (Library Confidence) – 8 statements; and Category 4 (Library Constraints) – 7 statements.
Results – The study hypothesized that factors such as gender, the language of instruction, type of university, and caste or community do not influence library anxiety among Northeast India students. However, the study\u27s findings suggest that type of university influences library anxiety among students and its three constructs. Tezpur university students experience a higher level of library anxiety. Although no overall significant difference in the level of library anxiety was observed among students across gender (p=0.278, p> 0.05), the language of instruction (p=0.023, p> 0.05), castes and communities (p=0.223, p> 0.05), there was a significant difference in one construct of library anxiety among students based on gender (feelings of inadequacy), the language of education instruction (staff approachability), caste and community (feelings of inadequacy).
Conclusions – Results from the present study provided compelling evidence to suggest that many students, irrespective of their gender, the language of instruction, type of university, discipline, and caste or community experience library anxiety. The difference levels of library anxiety among independent variables indicate a critical lack of information literacy skills. Overall, library anxiety scores among the students were moderate; some categories such as staff approachability, the feeling of inadequacy, and library constraint are the attributes of the students\u27 anxiety. However, the findings of the study also suggest that students are confident in using the library. They are optimistic, enthusiastic, and keen to use library resources.
Users with Disabilities, Especially Invisible Disabilities, Provide Insight into How Libraries Can Frame Accessibility Webpages
No full textA Review of:
Brunskill, A. (2020). “Without that detail, I’m not coming”: The perspectives of students with disabilities on accessibility information provided on academic library websites. College & Research Libraries, 81(5), 768–788. https://doi.org/10.5860/crl.81.5.768
Abstract
Objective – To understand the needs and preferences of users with disabilities for libraries’ accessibility webpages (webpages dedicated to information on disability and accessibility).
Design – Semi-structured interviews.
Setting – A large public university in the United States of America.
Subjects – 12 students who self-identify as having a disability.
Methods – Participants were asked about their expectations (if any) and experiences using library accessibility webpages, how they felt they should be organized, and where and how they would expect to find such webpages. Two lists were printed out and provided to the participants. The first, compiled from a previous study, listed common website headings (categories) under which accessibility webpages had been found, and this aided participants in selecting where they would go to find such a webpage. The second listed common types of information found on accessibility webpages. Participants were asked to use the second list to come up with their five highest priority items for accessibility webpages to cover. Interviews were recorded, transcribed, and analyzed for responses to specific queries, but inductive coding was also used.
Main Results – In most of the five response clusters of interest to the author (experience/expectation of such a page existing, navigation and language preferences, overall tone and feel for the website, organization for the page, and content for the page), answers were mixed. No consensus emerged with respect to participants’ expectation of an accessibility webpage existing, how they would find the page (including the best website heading), and what content the page should contain. Participants noted that language should be welcoming and inclusive and vetted for sensitivity. The physical layout of the library and information about ambiance and furniture was frequently noted as being an important and overlooked detail to include. Some services, such as shelf pulling and online chat, were highlighted as appealing to those with “invisible” disabilities.
Conclusion – The needs and preferences of users with disabilities are varied and sometimes mutually conflicting. Based on the findings, fourteen recommendations are suggested, including providing detailed information about sensory aspects of the library, listing contact information (preferably to a named individual or group), providing useful headings within the page, and evaluating whether language on the website is welcoming
The Information Needs of Canadian Midwives and Their Evidence Informed Practices: A Canada-Wide Survey
No full textAbstract
Objective – The study aim was to understand the extent to which Canadian registered midwives have access to and make use of clinically relevant information for evidence based midwifery practice.
Methods – A survey instrument was created consisting of 17 multiple choice, matrix table, and short answer questions and distributed to 1,690 recipients on the Canadian Association of Midwives email list in fall 2018. In total, 193 responses were included in the analysis.
Results – One third of midwives do not have library memberships. Midwives reported that limited access to clinically relevant information is a key challenge in applying information in practice. Midwives with library memberships reported more frequent use of high-quality information while midwives without memberships reported more frequent use of websites. Midwives with advanced degrees (graduate, PhDs) were more likely to be high-frequency information users and rank themselves higher on evidence based competency scales than their undergraduate-holding colleagues. Clinical practice guidelines were important information sources and used frequently by midwives.
Conclusion – Midwives reported low levels of academic or hospital library memberships and yet used information frequently. Clinical practice guidelines support the work of midwives but are inaccessible to some due to paywalls. Midwives lacked confidence in evidence based practice and reported critical appraisal as an area for development. Solutions to these problems could be addressed at the hospital, health authority, provincial, or national association level, or within midwifery departments at Canadian universities. Hospital and academic libraries should prioritize the information needs of students and practicing midwives and identify ways to foster use of library resources through administrative or educational interventions
Research Supports are Effective in Increasing Confidence with Research Skills in Early Career Academic Librarians
No full textA Review of:
Ackerman, E., Hunter, J. & Wilkinson, Z. T. (2018). The availability and effectiveness of research supports for early career academic librarians. The Journal of Academic Librarianship, 44(5), 553-568. https://doi.org/10.1016/j.acalib.2018.06.001
Abstract
Objective – To identify the type and efficacy of research supports currently available to early career academic librarians.
Design – Survey.
Setting – The United States.
Subjects – 213 academic librarians who were not yet promoted or have received tenure, or those up to three years post-tenure or promotion.
Methods – The researchers created a survey containing 39 closed and open-ended questions using the software Qualtrics. The question types included multiple choice, Likert scale, and free text. The survey was distributed through direct emails and various professional electronic mailing lists.
Main Results – The majority of respondents listed finding time as the most significant barrier to conducting research. Respondents listed informal mentoring as the most commonly used and most widely available form of research support. Statistical analyses revealed that for every type of research support a librarian engaged in, on average confidence increased by 0.10.
Conclusion – Engagement in formal and informal research supports may influence early career academic librarians’ confidence levels in regards to conducting research projects. Academic institutions as well as professional organizations should ensure that ample opportunities are available
First-Year Students’ Understanding of Research and Their Information Literacy Skills Change Over Time and in Four Different Ways
No full textA Review of:
Kirker, M. J., & Stonebraker, I. (2019). Architects, renovators, builders and fragmenters: A model for first year students’ self-perceptions and perceptions of information literacy. The Journal of Academic Librarianship, 45(1), 1-8. https://doi.org/10.1016/j.acalib.2018.10.009
Abstract
Objective – To explore students’ perceptions of their information literacy skills and how these change during the first-year experience.
Design – A longitudinal qualitative study using cognitive dissonance theory.
Setting – Two large public universities in the United States of America.
Subjects – Students enrolled in research methods and information literacy-based courses in their first semester.
Methods – Students were required to submit two written self-reflections as part of their course; the first was completed in the first two weeks of the semester and the second at the end of the semester. Informed consent was obtained for all reflections used for the study. The authors selected 12 students (6 from each institution) to participate in semi-structured interviews at the end of their first year. A total of 178 self-reflections were included in the analysis.
Main Results – The study found that students’ understanding of research changed during the first-year experience, and that students had four main journeys related to their information literacy skills and perceptions. Instances of cognitive dissonance were observed. Students can consider themselves both good and bad researchers at the same time. The study also revealed the research process as an emotional labour, not just an intellectual one.
Conclusion – The study concluded that a shared understanding of “research” between librarians and students is needed in order to teach information literacy effectively. It is also important to recognise that students transform their information literacy over time (not just from a single class or program) and that teaching needs to meet students where they are on their journey, depending on their “developmental paths.