Evidence Based Library and Information Practice (Journal)
Not a member yet
1552 research outputs found
Sort by
Teaching Systematic Searching Methods to Public Health Graduate Students: Repeated Library Instruction Sessions Correlate With Better Assignment Scores
No full textAbstract
Objective – The objective of this study was to devise an assessment plan to determine if repeat attendance at two library instruction sessions is statistically associated with overall assignment scores or specific assignment qualities.
Methods – The author used SPSS to calculate correlations between attendance and assignment scores and cross tabulations between attendance and assignment item analysis scores.
Results – Repeat attendance at two library instruction sessions was statistically associated with higher overall assignment scores and higher scores on specific assignment sections. The effect is statistically significant.
Conclusion – Students who attended two library instruction sessions applied skills and concepts practiced in those sessions on a subsequent research assignment. Not all skills and concepts practiced in the session were applied. Acquisition of more technical skills such as Boolean searching may require a greater number of follow-up sessions
Chat Transcript Analysis Reveals that Undergraduate Students are Open to Instruction, While Instructors and Librarians Care About Supporting Student Learning
No full textA Review of:
Jacoby, J., Ward, D., Avery, S., & Marcyk, E. (2016). The value of chat reference services: A pilot study. portal: Libraries and the Academy, 16(1), 109-129. https://doi.org/10.1353/pla.2016.0013
Abstract
Objective – To investigate student, instructor, and librarian perspectives of chat reference service in the context of first-year undergraduate students conducting research for an introductory composition course.
Design – Focus groups, individual interviews, and surveys.
Setting – A large, public university in the United States of America.
Subjects – 57 library reference providers, 36 instructors of an introductory composition course, and approximately 936 undergraduate students in certain sections of the introductory composition course who were assigned a specific research project.
Methods – In spring of 2014, all participants were invited via email to respond to an anonymous chat transcript of a librarian interacting with a student working on his or her research project. Study participants could participate via a brief survey or by taking part in a focus group or individual interview. The invited instructors were asked to forward the invitation to the students in their sections, and reminder emails were sent two weeks after the initial email.
Main Results – Nine instructors, 24 students, and 25 library reference providers participated in the study, representing a response rate of 25%, 3% (estimated), and 44%, respectively. The authors conducted a qualitative analysis of key themes that were derived from both the focus groups or individual interviews and the survey questions. The themes were: students as novice researchers, question negotiation, open and closed questions, instruction, speed and convenience, customer service, and referrals. The theme of “students as novice researchers” is based on student comments related to their frustrations of being inexperienced researchers, as well as librarian comments on strategies for helping these students. Opinions regarding the traditional reference interview, including specific techniques that made the interaction successful, were categorized as “question negotiation.” The “open and closed questions” theme focused on feedback on the types of questions used by librarians in the reference interview. Several components related to chat and instruction were encompassed within the “instruction” theme, including whether those participating in the study were conscious of librarians providing instructions via chat and whether it was deemed valuable; the impact of a library instruction session in which students participated; and identification of missed teachable moments during the chat. The “speed and convenience” theme represented thoughts regarding the balance of instruction and librarian support of news skills, with the student expectation of having their question answered quickly and efficiently. The “customer service” theme focused on the service quality of the reference transaction, while the “referrals” theme encompassed thoughts related to whether students were referred to subject specialists, writing specialists, instructors, or if there was a lack of a referral altogether.
Conclusion – Based on the research results, the authors highlighted the importance of the interconnectedness of teaching that is done in the classroom, in library instruction sessions, and on the reference desk, as all three types of instruction should align. Furthermore, because students are open to instruction via the chat service when they are creating and revising their research question and delving into subject research, chat can be viewed as a key teaching and learning opportunity
What Happened After the 2012 Shift in Canadian Copyright Law? An Updated Survey on How Copyright is Managed across Canadian Universities
No full textAbstract
Objective – The purpose of this study is to understand the practices and approaches followed by Canadian universities in copyright education, permissions clearance, and policy development in light of major changes to Canadian copyright law that occurred in mid-2012. The study also seeks to identify aspects of copyright management perceived by the universities to be challenging.
Methods – In 2015, an invitation to complete an online survey on institutional copyright practices was sent to the senior administrator at member libraries of Canada’s four regional academic library consortia. The invitation requested completion of the survey by the person best suited to respond on behalf of the institution. Study methods were largely adapted from those used in a 2008 survey conducted by another researcher who targeted members of same library consortia.
Results – While the university library maintained its leadership role in copyright matters across the institution, the majority of responding institutions had delegated responsibility for copyright to a position or office explicitly labeled copyright. In contrast, respondents to the 2008 survey most often held the position of senior library administrator. Blanket licensing was an accepted approach to managing copyright across Canadian universities in 2008, but by 2015 it had become a live issue, with roughly half of the respondents indicating their institutions had terminated or were planning to terminate their blanket license.
Conclusion – In just seven years we have witnessed a significant increase in specialized attention paid to copyright on Canadian university campuses and in the breadth of resources dedicated to helping the university community understand, comply with, and exercise various provisions under Canadian copyright law, which include rights for creators and users
Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences
No full textAbstract
Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses.
Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction.
Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction.
Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials
Call for Applicants: Concordia University Library 2018 Researcher-in-Residence Program
No full textNo abstract
Arranging the Pieces: A Survey of Library Practices Related to a Tabletop Game Collection
No full textAbstract
Objective – The purpose of this study is to explore collection development, cataloguing, processing, and circulation practices for tabletop game collections in libraries. This study used the term “tabletop games” to refer to the array of game styles that are played in real-world, social settings, such as board games, dice and card games, collectible card games, and role-playing games.
Methods – An online survey regarding tabletop games in libraries was developed with input from academic, public, and school librarians. Participants were recruited utilizing a snowball sampling technique involving electronic outlets and discussion lists used by librarians in school, public, and academic libraries.
Results – One hundred nineteen libraries answered the survey. The results show that tabletop games have a presence in libraries, but practices vary in regard to collection development, cataloguing, processing, and circulation.
Conclusion – Results indicate that libraries are somewhat fragmented in their procedures for tabletop collections. Libraries can benefit from better understanding how others acquire, process, and use these collections. Although they are different to other library collections, tabletop games do not suffer from extensive loss and bibliographic records are becoming more available. Best practices and guidance are still needed to fully integrate games into libraries and to help librarians feel comfortable piloting their own tabletop collections
Personal Publications Lists Serve as a Reliable Calibration Parameter to Compare Coverage in Academic Citation Databases with Scientific Social Media
No full textA Review of:
Hilbert, F., Barth, J., Gremm, J., Gros, D., Haiter, J., Henkel, M., Reinhardt, W., & Stock, W.G. (2015). Coverage of academic citation databases compared with coverage of scientific social media: personal publication lists as calibration parameters. Online Information Review 39(2): 255-264. http://dx.doi.org/10.1108/OIR-07-2014-0159
Abstract
Objective – The purpose of this study was to explore coverage rates of information science publications in academic citation databases and scientific social media using a new method of personal publication lists as a calibration parameter. The research questions were: How many publications are covered in different databases, which has the best coverage, and what institutions are represented and how does the language of the publication play a role?
Design – Bibliometric analysis.
Setting – Academic citation databases (Web of Science, Scopus, Google Scholar) and scientific social media (Mendeley, CiteULike, Bibsonomy).
Subjects – 1,017 library and information science publications produced by 76 information scientists at 5 German-speaking universities in Germany and Austria.
Methods – Only documents which were published between 1 January 2003 and 31 December 2012 were included. In that time the 76 information scientists had produced 1,017 documents. The information scientists confirmed that their publication lists were complete and these served as the calibration parameter for the study. The citations from the publication lists were searched in three academic databases: Google Scholar, Web of Science (WoS), and Scopus; as well as three social media citation sites: Mendeley, CiteULike, and BibSonomy and the results were compared. The publications were searched for by author name and words from the title.
Main results – None of the databases investigated had 100% coverage. In the academic databases, Google Scholar had the highest amount of coverage with an average of 63%, Scopus an average of 31%, and lowest was WoS with an average of 15%. On social media sites, Bibsonomy had the highest coverage with an average of 24%, Mendeley had an average coverage of 19%, and the lowest coverage was CiteULike with an average of 8%.
Conclusion – The use of personal publication lists are reliable calibration parameters to compare coverage of information scientists in academic citation databases with scientific social media. Academic citation databases had a higher coverage of publications, in particular, Google Scholar, compared to scientific social media sites. The authors recommend that information scientists personally publish work on social media citation databases to increase exposure. Formulating a publication strategy may be useful to identify journals with the most exposure in academic citation databases. Individuals should be encouraged to keep personal publication lists and these can be used as calibration parameters as a measure of coverage in the future
Identifying Social Care Research Literature: Case Studies From Guideline Development
No full textAbstract
Objective – Systematic searching is central to guideline development, yet guidelines in social care present a challenge to systematic searching because they exist within a highly complex policy and service environment. The objective of this study was to highlight challenges and inform practice on identifying social care research literature, drawing on experiences from guideline development in social care.
Methods – The researchers reflected on the approaches to searching for research evidence to inform three guidelines. They evaluated the utility of major topic-focused bibliographic database sources through a) determining the yield of citations from the search strategies for two guidelines and b) identifying which databases contain the citations for three guidelines. The researchers also considered the proportion of different study types and their presence in certain databases.
Results – There were variations in the ability of the search terms to capture the studies from individual databases, even with low-precision searches. These were mitigated by searching a combination of databases and other resources that were specific to individual topics. A combination of eight databases was important for finding literature for the included topics. Multiple database searching also mitigates the currency of content, topic and study design focus, and consistency of indexing within individual databases.
Conclusion – Systematic searching for research evidence in social care requires considerable thought and development so that the search is fit for the particular purpose of supporting guidelines. This study highlights key challenges and reveals trends when utilising some commonly used databases
Usage Volume and Trends Indicate Academic Library Online Learning Objects and Tutorials Are Being Used
No full textA Review of:
Hess, A. N., & Hristova, M. (2016). To search or to browse: How users navigate a new interface for online library tutorials. College & Undergraduate Libraries, 23(2), 168-183. http://dx.doi.org/10.1080/10691316.2014.963274
Abstract
Objective – To discover how users interact with a new online interface for learning objects, user preferences for types of access when given both browsing and searching options, and user needs for tutorial subject matter.
Design – Mixed methods, with quantitative analysis of web traffic and qualitative analysis of recorded search terms through grounded textual theory.
Setting – An academic library in the Western United States of America.
Subjects – Users of the Libraries’ online tutorials and learning objects.
Methods – The researchers collected web traffic statistics and organically occurring searches from the Libraries’ tutorial access interface. They defined the collection period as the 2013/2014 academic year, with collection beginning in September 2013 and ending in April 2014. Web traffic for organic searches, facilitated searches (search results accessed through clicking on particular words in a tag cloud), and categorical browsing was collected via Google Analytics. They categorized other interaction types (accessing featured content, leaving the page, etc.) under an umbrella term of “other.” Their analysis of web traffic was limited to unique page views, with unique page views defined as views registered to different browser sessions. Unique page views were analyzed to determine which types of interface interaction occurred most frequently, both on-campus and off-campus, and whether there were differences in types of interaction preferred over time or by users with different points of origin. Individual organic search keywords and phrases, and the dates and times of those searches, were separately collected and recorded. One of the researchers coded the recorded organic search terms using grounded textual theory analysis, and the researcher formed generalized categories. They sent these categories and a random sample of 10% of the recorded search terms to librarians unaffiliated with the study, and used their categorizations of the search term samples to validate the initial researcher’s textual analysis.
Main Results – After analyzing the 5,638 unique page views recorded, researchers found that categorical browsing was used more frequently than facilitated searching throughout the year, and more frequently than organic searching for 6 of the 8 recorded months. Organic searching was used more frequently than facilitated searching during most months, while both organic and facilitated searching were less likely to be engaged in by users working on Saturday or Sunday. They found that interactions in the “other” category were quite high, and the researchers attributed this to featured videos on the interface homepage being required for a number of classes. The researchers discovered that patterns in interface use were similar between on-campus and off-campus users, and that most traffic to the interface was through referral from other websites (such as the library homepage). Direct traffic (from URLs manually typed in or in documents) was the second most frequent point of access, while users arriving at the interface from a search engine interaction was a distant third. Grounded textual theory analysis of the 14,428 collected organic searches achieved a 92% consensus in coding, and showed a user focus in searching for specific resources, tasks, and knowledge, rather than broader conceptual searches. Additionally, researchers noticed that a significant number of users performed organic searches for videos that were featured on the front page, possibly indicating that certain users engage with search functions before viewing page content.
Conclusions – The researchers concluded that despite the limitations of the study, the usage volume and trends identified indicate that the Libraries’ online learning objects and tutorials are being used. They also concluded that the categorization and labelling of these learning objects has been successful because the categorical browsing function is used more than the other search functionalities. The researchers determined that they should consider the non-user in the future, and examine the barriers that students, faculty, and staff encounter when attempting to use online learning content. They affirm a need to develop, via further studies, a more thorough understanding of the motivations behind user interactions
