Evidence Based Library and Information Practice (Journal)
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Without Library Resources and Services, the Scholarly Activity of Medical Faculty and Residents Would Register a Code Blue
No full textA Review of:
Quesenberry, A. C., Oelschlegel, S., Earl, M., Leonard, K., & Vaughn, C. J. (2016). The impact of library resources and services on the scholarly activity of medical faculty and residents. Medical Reference Services Quarterly, 35(3), 259-265. http://dx.doi:org/10.1080/02763869.2016.1189778
Abstract
Objective – This study aimed to determine the use of three library services – literature search service, article delivery service, and library resources – among medical faculty and residents with regard to scholarly activity.
Design – Survey.
Setting – Medical Library and Health Information Centre at a large university in the United States of America.
Subjects – 65 medical faculty and residents.
Methods – The authors sent out 433 invitations to participate in a 23-question survey via an email distribution list. A total of 65 individuals participated, for a response rate of 15%. Questions related to the use of library services for scholarly activity, patterns of information-seeking behaviour, and instructional needs. Comments were allowed on several questions, and a final open-ended question was included.
Main Results – All respondents used PubMed at least a few times a year, with 71% selecting it as their first choice to search for articles. Only 20% prioritized Google or Google Scholar above PubMed as the first place to begin a search. The most popular reasons for using library resources were “lectures, papers, research, and patient care” (p.262). The first three of these activities are types of scholarly activity.
Of the 65 respondents, 46% published article(s) or book chapter(s). Within this group of authors, 67% of residents undertaking scholarly activity requested a literature review, 100% accessed online material themselves, and 67% requested articles. Faculty placed similar importance on these services, with 71% having requested a literature review, 87% having accessed materials themselves, and 75% having requested articles. Among those respondents who presented posters or papers, there was high use of library services, ranging from 59% of faculty requesting a literature review to 98% of faculty accessing online material themselves.
Conclusion – The library is a key resource for faculty and residents undertaking scholarly activity. However, faculty members use the library’s services and resources for publishing articles and book chapters more than residents do. This may be because of “publish or perish” pressure, or because faculty have less time to locate research by themselves. Surveys are useful to ensure the library’s resources and services align with the needs of the user community. Inclusion of free-text comment boxes in the survey allowed users to put a “personal face” (p. 264) to their comments that would have otherwise not been captured
Information Literacy Skills Are Positively Correlated with Writing Grade and Overall Course Performance
No full textA Review of:
Shao, X., & Purpur, G. (2016). Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6), 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006
Abstract
Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade.
Design – Online, multiple-choice survey.
Setting – Public research university in North Carolina, United States of America.
Subjects – Freshmen students enrolled in either first-year seminar (UCO1200) or basic English writing course (ENG1000).
Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category), number of library instruction sessions attended, and the names of library services utilized.
The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized.
Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004) and final course grades (n=345, r=0.112, p=0.037). Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007), and final grade and information literacy test sections “Types of Sources” (n=345, r=0.124, p=0.021) and “Website Evaluation” (n=345, r=0.117, p=0.029). The impact of using other library services or of attending multiple information literacy sessions was not statistically significant.
Conclusion – Students’ mastery of tested information literacy skills directly correlates to their writing and final course grades. The study confirms the need for faculty and library collaboration to create well-integrated library instruction and services, and advocates for librarians to become integral to campus initiatives for student learning and success
Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence
No full textA Review of:
Henry, J., Glauner, D., & Lefoe, G. (2015). A double shot of information literacy instruction at a community college. Community & Junior College Libraries, 21(1-2), 27-36. http://dx.doi.org/10.1080/02763915.2015.1120623
Abstract
Objective – To evaluate the impact of providing multiple information literacy (IL) sessions, instead of a single “one-shot” session, to students in face-to-face and online English courses.
Design – Non-experimental, using pre-test and post-test surveys for one group, and only a post-test survey for the other group.
Setting – A small community college in North Carolina, United States of America.
Subjects – 352 students enrolled in 2 successive 3-credit English courses, excluding those under the age of 18, for a total of 244 participants.
Methods – The researchers selected two English courses, ENG 111 and ENG 112, of which most students were required to take at least one to earn a degree or certification. After consulting with faculty, the researchers designed two workshops for each course that integrated active and group learning techniques. The ENG 111 workshops covered pre-searching (e.g., mind mapping and selecting search terms) and database searching in the first session, and website analysis and research (e.g., URLs, Google’s advanced search, and the evaluative CRAAP test) in the second session. The ENG 112 workshops covered subject database searching in the first session and evaluative analysis of magazine and scholarly journal articles in the second session. Instructors provided web-based tutorials to online course sections as a substitute for the face-to-face sessions. Course assignments were the same for both online and face-to-face classes.
The researchers used anonymous online surveys. ENG 111 students completed pre-test and post-test surveys for their two workshops during the fall 2014 semester. The surveys consisted of seven fill-in-the-blank and multiple-choice questions measuring pre-searching, research, and website analysis skills, and three Likert-type 1-5 rating scale questions measuring comfort levels. ENGL 112 students completed their post-test survey in the spring 2015 semester, which consisted of the same three 1-5 rating scale questions measuring comfort levels, to further test the effectiveness of multiple sessions.
Main Results – The ENG 111 pre-test survey had 244 (66.67% female and 33.33% male) respondents and the post-test had 150 (72.37% female and 28.69% male) respondents. When comparing results, scores increased for pre-searching, specifically understanding of methods for brainstorming search terms (9%), and for all measures of website analysis and research, namely understanding of library databases (7.63%), choosing correct evaluative criteria (4.49%), recognizing reliable top-level domains (TLDs) .edu (1.15%) and .gov (11.21%), and Google’s advanced search (10.43%). Post-test scores decreased on the measures of understanding of a thesis statement (7%) and narrowing a topic if there’s too much information (6%). For comfort levels, neutral responses did not vary much, but there was a shift in responses from “not comfortable” to “somewhat comfortable” and “very comfortable.” Across three measures, namely getting started with a research paper, library research skills, and writing an academic research paper, participants’ “not comfortable” responses decreased and their “comfortable” responses increased. The ENG 112 post-test survey had 29 (60.71% female and 39.29% male) respondents and measured the same comfort levels. In addition, responses showed further improvement for all three questions. Within-subject analysis of both surveys showed slight gender variations. On several pre-test and post-test measures, females scored lower than males in understanding of databases, Google’s advanced search, and website analysis.
Conclusion – The researchers conclude that expanding IL instruction from a single “one-shot” to four sessions had a positive impact on student learning, particularly the ability to evaluate websites and to use Google’s advanced search. Student participants expressed increased comfort levels and confidence in their research skills. To address decreases on the post-test survey described above, the researchers planned to focus more on research topic narrowing and using thesis statements alongside the research process in future IL sessions. In terms of instructional strategy, the researchers found timing the workshops closely with the course assignments was helpful and concluded that the use of hands-on, interactive elements was successful in engaging and assessing students’ understanding in the workshops
Transparency and Tiers: Restructuring a Publisher Deal with a Modified Decision Matrix
No full textNo abstract
Library Website Visits and Enrollment Trends
No full textObjective – Measures of trends in Iowa State University library website visits per student/faculty/staff headcount show decreased use. Analysis was conducted to test for a relationship between this decrease and decreasing graduate/undergraduate enrollment ratios and decreasing visits to a popular digital collection. The purpose was to measure the influence of these factors and to produce an adjusted measure of trend which accounts for these factors.
Methods – Website transaction log data and enrollment data were modelled with Box and Jenkins time series analysis methods (regression with ARMA errors).
Results – A declining graduate to undergraduate enrollment ratio at Iowa State University explained 23% of the innovation variance of library website visits per headcount over the study period, while visits to a popular digital collection also declined, explaining 34% of the innovation variance. Rolling windows analysis showed that the effect of the graduate/undergraduate ratio increased over the study period, while the effect of digital collection visits decreased. In addition, estimates of website usage by graduate students and undergraduates, after accounting for other factors, matched estimates from a survey.
Conclusion – A rolling windows metric of mean change adjusted for changes in demographics and other factors allows for a fairer comparison of year-to-year website usage, while also measuring the change in influence of these factors. Adjusting for these influences provides a baseline for studying the effect of interventions, such as website design changes. Box-Jenkins methods of analysis for time series data can provide a more accurate measure than ordinary regression, demonstrated by estimating undergraduate and graduate website usage to corroborate survey data. While overall website usage is decreasing, it is not clear it is decreasing for all groups. Inferences were made about demographic groups with data that is not tied to individuals, thus alleviating privacy concerns
Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition
No full textObjective – The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students’ skill acquisition?
Methods – The methods involved testing student IL competency through a multiple-choice test given pre- and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre- and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval.
Results – Descriptive analysis revealed student test scores increased for both interventions, IL LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing post-tests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre- and post-test scores, was found for the other two topics.
Conclusion – Both IL LO and face-to-face library led workshop interventions had a positive impact on students’ IL skill acquisition as evidenced by an overall increase in average test scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance
Analysis of Static and Dynamic E-Reference Content at a Multi-Campus University Shows that Updated Content is Associated with Greater Annual Usage
No full textA Review of:
Lamothe, A. R. (2015). Comparing usage between dynamic and static e-reference collections. Collection Building, 34(3), 78-88. http://dx.doi.org/10.1108/CB-04-2015-0006
Abstract
Objective – To discover whether there is a difference in use over time between dynamically updated and changing subscription e-reference titles and collections, and static purchased e-reference titles and collections.
Design – Case study.
Setting – A multi-campus Canadian university with 9,200 students enrolled in both graduate and undergraduate programs.
Subjects – E-reference book packages and individual e-reference titles.
Methods – The author compared data from individual e-reference books and packages. First, individual subscription e-reference books that periodically added updated content were compared to individually purchased e-reference books that remained static after purchase. The author then compared two e-reference book packages that provided new and updated content to two static e-reference book packages. The author compared data from patron usage to new content added over time using regression analysis.
Main Results – As the library acquired e-reference titles, dynamic title subscriptions added to the collection were associated with 2,246 to 4,635 views per subscription while static title additions were associated with 8 to 123 views per purchase. The author also found that there was a strong linear relationship between views and dynamic titles added to the collection (R2=0.79) and a very weak linear relationship (R2=0.18) with views when static titles are added to the collection. Regression analysis of dynamic e-reference collections revealed that the number of titles added to each collection was strongly associated with views of the material (R2=0.99), while static e-reference collections were less strongly linked (R2=0.43).
Conclusion – Dynamic e-reference titles and collections experienced increases in usage each year while static titles and collections experienced decreases in usage. This indicates that collections and titles that offer new content to users each year will continue to see growth in usage while static collections and titles will see maximum usage within a few years and then begin to decline as they get older. Fresh content is strongly associated with usage in e-reference titles, which mirrors the author’s previous work examining static and dynamic content in e-monographs
Faculty Decisions on Serials Subscriptions Differ Significantly from Decisions Predicted by a Bibliometric Tool
No full textA Review of:
Knowlton, S. A., Sales, A. C., & Merriman, K. W. (2014). A comparison of faculty and bibliometric valuation of serials subscriptions at an academic research library. Serials Review, 40(1), 28-39. http://dx.doi.org/10.1080/00987913.2014.897174
Abstract
Objective – To compare faculty choices of serials subscription cancellations to the scores of a bibliometric tool.
Design – Natural experiment. Data was collected about faculty valuations of serials. The California Digital Library Weighted Value Algorithm (CDL-WVA) was used to measure the value of journals to a particular library. These two sets of scores were then compared.
Setting – A public research university in the United States of America.
Subjects – Teaching and research faculty, as well as serials data.
Methods – Experimental methodology was used to compare faculty valuations of serials (based on their journal cancellation choices) to bibliometric valuations of the same journal titles (determined by CDL-WVA scores) to identify the match rate between the faculty choices and the bibliographic data. Faculty were asked to select titles to cancel that totaled approximately 30% of the budget for their disciplinary fund code. This “keep” or “cancel” choice was the binary variable for the study. Usage data was gathered for articles downloaded through the link resolver for titles in each disciplinary dataset, and the CDL-WVA scores were determined for each journal title based on utility, quality, and cost effectiveness.
Titles within each dataset were ranked highest to lowest using the CDL-WVA scores within each fund code, and then by subscription cost for titles with the same CDL-WVA score. The journal titles selected for comparison were those that ranked above the approximate 30% of titles chosen for cancellation by faculty and CDL-WVA scores.
Researchers estimated an odds ratio of faculty choosing to keep a title and a CDL-WVA score that indicated the title should be kept. The p-value for that result was less than 0.0001, indicating that there was a negligible probability that the results were by chance. They also applied logistic regression to quantify the association between the numeric score of CDL-WVA and the binary variable of the faculty choices. The p-value for this relationship was less than 0.0001, also indicating that the result was not by chance. A quadratic model plotted alongside the previous linear model follows a similar pattern. The p-value of the comparison is 0.0002, which indicates the quadratic model’s fit cannot be explained by random chance.
Main Results – The authors point out three outstanding findings. First, the match rate between faculty valuations and bibliometric scores for serials is 65%. This exceeds the 50% rate that would indicate random association, but also indicates a statistically significant difference between faculty and bibliometric valuations. Secondly, the match rate with the bibliometric scores for titles that faculty chose to keep (73%) was higher than those they chose to cancel (54%). Thirdly, the match rate increased with higher bibliometric scores.
Conclusions – Though the authors identify only a modest degree of similarity between faculty and bibliometric valuations of serials, it is noted that there is more agreement in the higher valued serials than the lower valued serials. With that in mind, librarians might focus faculty review on the lower scoring titles in the future, taking into consideration that unique faculty interests may drive selection at that level and would need to be balanced with the mission of the library
Evaluation of Self-Ratings for Health Information Behaviour Skills Requires More Heterogeneous Sample, but Finds that Public Library Print Collections and Health Information Literacy of Librarians Needs Improvement
No full textA Review of:
Yi, Y. J. (2015). Consumer health information behavior in public libraries: A qualitative study. The Library Quarterly: Information, Community, Policy, 85(1), 45-63. http://dx.doi.org/10.1086/679025
Abstract
Objective – To understand public library users’ perceptions of ability to locate, evaluate, and use health information; to identify barriers experienced in finding and using health information; and to compare self-ratings of skills to an administered instrument.
Design – Mixed methods.
Setting – Main library and two branches of one public library system in Florida.
Subjects – 20 adult library users purposively selected from 131 voluntary respondents to a previously conducted survey (Yi, 2014) based on age range, ethnicity, gender, and educational level. Of the 20, 13 were female; 11 White, 8 Black, 1 Native American; most had attained college or graduate school education levels (9 each), with 2 having graduated from high school. 15 respondents were aged 45 or older.
Methods – Intensive interviews conducted between April and May 2011 used critical incident technique to inquire about a recalled health situation. Participants responded to questions about skill self-appraisal, health situation severity, information seeking and assessment behaviour, use of information, barriers, and outcome. Responses were compared to results of the short form of the Test of Functional Health Literacy in Adults (S-TOFHLA) test, administered to participants.
Main Results – On a scale of 100, participants’ S-TOFHLA scores measured at high levels of proficiency, with 90% rating 90 points or above. Self-ratings of ability to find health information related to recalled need were ”excellent” (12 participants) or “good” (8 participants). Fourteen participants did not seek library assistance; 12 began their search on the Internet, 5 searched the library catalogue, and 3 reported going directly to the collection. Resource preferences were discussed, although no frequency descriptions were provided. 90% of participants self-rated their ability to evaluate the quality of health information as “good” or “excellent.” Participants selected authority, accuracy, and currency as the most important criteria of quality evaluation; however, other important criteria such as editorial review of content were not mentioned. Participants rated their ability to use health information as either “excellent” (17) or “good” (3).
Conclusion – Use of health information enabled health behaviour change for participants, although conflicting information tended to increase anxiety. Barriers to success in all areas of inquiry include difficulties with terminology, collection limitations, asking a librarian for assistance, and lack of awareness of resources. Librarians should improve their health literacy skills in order to advise on all aspects of health information seeking, evaluation, and use. Collaborative efforts are suggested, such as special libraries and public library efforts, and health professional workshops or seminars offered to public library patrons
Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy
No full textObjective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy.
Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS), and an information self-efficacy scale.
Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84) were significantly lower than the scores for graduate nursing students (M = 46.20). Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34) than the scores for graduate nursing students (M = 65.97). There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62) and second year medical students (M = 58.00) had significantly lower scores than third/fourth year students (M = 64.42).
Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy