Evidence Based Library and Information Practice (Journal)
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First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?
No full textAbstract
Objective – The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students’ research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series.
Methods – The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359) of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212) served as the intervention group exposed to the videos, while the other 10 (N = 147) served as the control group. A research self-efficacy pretest – posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face one-shot library instruction session.
Results – As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students’ pretest and posttest scores, suggesting that something else, possibly the in-person library session, did have an impact on students’ research self-efficacy.
Conclusion – Although students’ research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing instructional support for first-year students’ research struggles
Call for Applicants: Evidence Based Library and Information Practice Evidence Summaries Writers
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Embeddedness Creates Opportunities for Enhanced Library Liaison Services and Relationships
No full textA Review of:
O’Toole, E., Barham, R., & Monahan, J. (2016). The impact of physically embedded librarianship on academic departments. portal: Libraries and the Academy, 16(3), 529-556. http://dx.doi.org/10.1353/pla.2016.0032
Abstract
Objective – To examine whether liaison librarian interactions increase when librarians are physically embedded in their liaison areas.
Design – Natural experiment using quantitative measures.
Setting – A large, public university in the United States of America.
Subjects – Liaison librarian reference interactions.
Methods – This research is organized around four primary research questions that examine the effect of liaison librarian physical, co-located embeddedness on the following: 1) the frequency of walk-up reference transactions of the embedded location versus the service desk; 2) the frequency of reference and instructional transactions with liaison areas after the implementation of embedded services; 3) the frequency of walk-up transactions at embedded sites compared to the number of reference and instructional transactions after embeddedness began; and 4) liaison librarian participation in new collaborative or integrative activities with their liaison areas. Researchers used data collected between Fall 2012 and Spring 2014 and compared this to data collected in the pre-embedded period for Fall 2010 to Fall 2011. Data sources included the library’s locally developed reference services statistics tracking tool, individual librarians’ calendar appointment records, and librarian performance agreements. The analysis uses descriptive statistics.
Main Results – Researchers discovered a decrease in the frequency of liaison librarians’ walk-up reference transactions at the service desk, as tracked by transactions per hour, occurring before the transition, during the transition, and after the transition to embedded librarianship. They note a decrease of 45% in the number of walk-up interactions at service points for the three librarians involved in the study from the pre-embeddedness service period during Fall 2010 as compared to Spring 2012. The data show this decline through Spring 2013 before rebounding in Fall 2013 and Spring 2014. They identified a median decline of three transactions per hour at the service desk from the pre-embeddedness to post-embeddedness periods.
They identified an increase of 371% in the number of email transactions following the implementation of embedded librarianship as compared to the pre-embeddedness period. Telephone interactions declined overall during the research period, though they were already in decline before the transition to embeddedness began. The overall number of face-to-face reference appointments increased during the transition to embeddedness and continued to rise during the post-embeddedness period, with a 275% increase in the median number of appointments between pre- and post-embeddedness periods. The new embeddedness service did not have as significant an impact on the frequency of information literacy instruction sessions, with a small increase of 11.5% between the pre- and post-embeddedness periods, but it did spur the creation of online course research guides, which saw an increase of 54%.
Regarding the third research question, researchers totalled the combined numbers of reference transactions by phone, email, and appointment, and compared those against walk-up interactions and also against instruction activities. In both cases, they did not discover any apparent impact of embeddedness and the frequency of these activities.
The final research question addressed whether embeddedness led to liaison librarians having new collaborative and integrative activities with their subject areas. The researchers indicate that the liaison librarians “indeed experienced novel interactions with their assigned departments that fall into both categories” (p. 547). They highlight several types of activities experienced by the liaison librarians in the study, such as participating in the grant proposal process, assisting department projects, and involvement in student activities.
Conclusion – This library’s expanded embedded library services led to an increased frequency of reference interactions, instruction opportunities, and opportunities for new collaborative and integrative activities between the liaison librarian and their subject area. This study reveals several opportunities for future research around embedded services as well as models of embeddedness, including opportunities to address impact and benefits of such services on the liaison areas
Web-Scale Discovery Services Retrieve Relevant Results in Health Sciences Topics Including MEDLINE Content
No full textA Review of:
Hanneke, R., & O’Brien, K. K. (2016). Comparison of three web-scale discovery services for health sciences research. Journal of the Medical Library Association, 104(2), 109-117. http://dx.doi.org/10.3163/1536-5050.104.2.004
Abstract
Objective – To compare the results of health sciences search queries in three web-scale discovery (WSD) services for relevance, duplicate detection, and retrieval of MEDLINE content.
Design – Comparative evaluation and bibliometric study.
Setting – Six university libraries in the United States of America.
Subjects – Three commercial WSD services: Primo, Summon, and EBSCO Discovery Service (EDS).
Methods – The authors collected data at six universities, including their own. They tested each of the three WSDs at two data collection sites. However, since one of the sites was using a legacy version of Summon that was due to be upgraded, data collected for Summon at this site were considered obsolete and excluded from the analysis.
The authors generated three questions for each of six major health disciplines, then designed simple keyword searches to mimic typical student search behaviours. They captured the first 20 results from each query run at each test site, to represent the first “page” of results, giving a total of 2,086 total search results. These were independently assessed for relevance to the topic. Authors resolved disagreements by discussion, and calculated a kappa inter-observer score. They retained duplicate records within the results so that the duplicate detection by the WSDs could be compared.
They assessed MEDLINE coverage by the WSDs in several ways. Using precise strategies to generate a relevant set of articles, they conducted one search from each of the six disciplines in PubMed so that they could compare retrieval of MEDLINE content. These results were cross-checked against the first 20 results from the corresponding query in the WSDs. To aid investigation of overall coverage of MEDLINE, they recorded the first 50 results from each of the 6 PubMed searches in a spreadsheet. During data collection at the WSD sites, they searched for these references to discover if the WSD tool at each site indexed these known items.
Authors adopted measures to control for any customisation of the product setup at each data collection site. In particular, they excluded local holdings from the results by limiting the searches to scholarly, peer-reviewed articles.
Main results – Authors reported results for 5 of the 6 sites. All of the WSD tools retrieved between 50-60% relevant results. EDS retrieved the highest number of relevant records (195/360 and 216/360), while Primo retrieved the lowest (167/328 and 169/325). There was good observer agreement (k=0.725) for the relevance assessment. The duplicate detection rate was similar in EDS and Summon (between 96-97% unique articles), while the Primo searches returned 82.9-84.9% unique articles.
All three tools retrieved relevant results that were not indexed in MEDLINE, and retrieved relevant material indexed in MEDLINE that was not retrieved in the PubMed searches. EDS and Summon retrieved more non-MEDLINE material than Primo. EDS performed best in the known-item searches, with 300/300 and 299/300 items retrieved, while Primo performed worst with 230/300 and 267/300 items retrieved.
The Summon platform features an “automated query expansion” search function, where user-entered keywords are matched to related search terms and these are automatically searched along with the original keyword. The authors observed that this function resulted in a wholly relevant first page of results for one of the search questions tested in Summon.
Conclusion – While EDS performed slightly better overall, the difference was not great enough in this small sample of test sites to recommend EDS over the other tools being tested. The automated query expansion found in Summon is a useful function that is worthy of further investigation by the WSD vendors. The ability of the WSDs to retrieve MEDLINE content through simple keyword searches demonstrates the potential value of using a WSD tool in health sciences research, particularly for inexpert searchers
Effect of Undergraduate Research Output on Faculty Scholarly Research Impact
No full textAbstract
Objective – In the context of the ongoing discourse about the role of Institutional Repositories (IRs), the objective of the study is to investigate if there is any evidence of a relation between undergraduate student activity in an IR and the impact of faculty research.
Methods – The data used for the study is representative of six academic departments of the College of Science and Mathematics (CSM) at California Polytechnic State University (Cal Poly). Digital Commons@Cal Poly (DC) is the IR supported by the library. Regression analysis was used to investigate the interdependence between faculty research impact (dependent variable) and undergraduate student repository activity (independent variable). For each department, faculty research impact was quantified as a measure of the citation counts for all faculty publications indexed in Web of Science (WoS) between January 2008 and May 2017. Student repository activity was quantified for each department in two ways: (1) total number of student projects deposited in DC since 2008 (Sp) and (2) total number of student project downloads from DC (Sd). The dependent variable was regressed against each of the two elements of student repository activity (Sp and Sd), and the resulting statistics (sample correlation coefficients, coefficients of determination, and linear regression coefficients) were calculated and checked for statistical significance.
Results – The statistical analysis showed that both components of student repository activity are positively and significantly correlated with the impact of faculty research quantified by a measure of the citation counts. It was also found that faculty repository activity, although positively correlated with faculty research impact, has no significant effect on the correlation between student repository activity and faculty research impact.
Conclusion – The analysis considers two distinct groups of publications: one group of student publications (senior projects) from six academic departments, which are deposited in an open repository (DC), and one group of publications (not necessarily represented in DC) of faculty affiliated with the same six departments and whose citation impact is believed to be affected by the first group. The statistical correlation between student repository activity and faculty research impact can be seen as an indication that an active, open IR centered on collecting, preserving, and making discoverable student research output has a positive impact on faculty’s research impact. More research that includes additional factors and uses a larger data set is necessary to arrive at a definitive conclusion
Library Impact on Student Retention is Often Not Well Documented or Communicated
No full textA Review of:
Murray, A. L., & Ireland, A. P. (2017). Communicating library impact on retention: A framework for developing reciprocal value propositions. Journal of Library Administration, 57(3), 311-326. http://www.tandfonline.com/doi/full/10.1080/01930826.2016.1243425
Abstract
Objective – Identification of trends in documenting and communicating library impact on student retention. Presentation of a framework of library stakeholders with examples of how libraries can communicate their value to each stakeholder group.
Design – Survey and presentation of framework.
Setting – Comprehensive universities in the USA.
Subjects – 68 Academic library deans/directors.
Methods – A survey on current methods of documenting and communicating library impact on student retention was sent to all 271 comprehensive universities with a Carnegie classification of Master’s level. The response rate was 25%. Emergent themes were identified using NVIVO for the qualitative data analysis.
The six markets model was presented as a framework for identifying library stakeholder groups. Examples of reciprocal value propositions (RVP) for each stakeholder group were provided.
Main Results – Analysis of the survey results identified a number of themes about documenting library impact on student retention: use of information literacy assessment, use of satisfaction or feedback instruments (eg: survey, focus group), library-use data, and lack of knowledge of methods. Several responses indicated the methods used for information literacy assessment were not a direct measure for documenting impact on retention. A few institutions piloted more direct methods by combining library use data and student success metrics. A number of institutions said they struggled with how to use library-use data to calculate library impact on retention.
Methods for communicating library impact on retention included formal presentations, annual reports, annual assessment reports, informal communication, and none. Communication was often tied to documentation; if a library did not collect or document impact on retention, they were not able to communicate anything. The authors noted communication tended to be unidirectional rather than being a multidirectional discussion between the library and its stakeholders.
Based on the six markets model, the authors identified six library stakeholder groups that would benefit from understanding library impact on student retention. The authors postulated that identifying these markets would allow the library to define value propositions for each market. The value propositions for each market would be reciprocal because value would be co-created when the library engages with each stakeholder group to fill a service need. The authors proposed that identifying and engaging with stakeholders, and defining reciprocal value propositions for each, would provide the library with an opportunity to advocate for itself
Small Library Research: Using Qualitative and User-Oriented Research to Transform a Traditional Library into an Information Commons
No full textAbstract
Objective - The project team investigated the changes necessary to transform the original library into an information commons. The researchers sought to drive the project by asking for patrons’ input, rather than rely on the vision of administrators or librarians.
Methods - The project team used four techniques to gather data. They recorded patron use patterns, administered surveys, conducted formal interviews, and facilitated comment boards.
Results - Each of the four methods used in this research delivered similar conclusions. Patrons used the library as a study hall, but the space did not facilitate collaboration. Patrons requested more group study spaces, more access to power, and a quieter environment. Patrons identified the value of developing a learning community in the library. Finally, patrons advocated for the retention of physical collections in the library building.
Conclusion - The present library building, designed to facilitate individual, quiet, textual based learning, no longer serves the needs of its patrons. Analysis of this project’s data supports the need to develop an information commons. The Gellert Library is not just a place to store books and study. Rather, it is a place where meaning and learning emerges from access to knowledge