Evidence Based Library and Information Practice (Journal)
Not a member yet
1552 research outputs found
Sort by
Metadata Quality in Institutional Repositories May be Improved by Addressing Staffing Issues
No full textA Review of:
Moulaison Sandy, H., & Dykas, F. (2016). High-quality metadata and repository staffing: Perceptions of United States–based OpenDOAR participants. Cataloging & Classification Quarterly, 54(2), 101-116. http://dx.doi.org/10.1080/01639374.2015.1116480
Objective – To investigate the quality of institutional repository metadata, metadata practices, and identify barriers to quality.
Design – Survey questionnaire.
Setting – The OpenDOAR online registry of worldwide repositories.
Subjects – A random sample of 50 from 358 administrators of institutional repositories in the United States of America listed in the OpenDOAR registry.
Methods – The authors surveyed a random sample of administrators of American institutional repositories included in the OpenDOAR registry. The survey was distributed electronically. Recipients were asked to forward the email if they felt someone else was better suited to respond. There were questions about the demographics of the repository, the metadata creation environment, metadata quality, standards and practices, and obstacles to quality. Results were analyzed in Excel, and qualitative responses were coded by two researchers together.
Main results – There was a 42% (n=21) response rate to the section on metadata quality, a 40% (n=20) response rate to the metadata creation section, and 40% (n=20) to the section on obstacles to quality. The majority of respondents rated their metadata quality as average (65%, n=13) or above average (30%, n=5). No one rated the quality as high or poor, while 10% (n=2) rated the quality as below average. The survey found that the majority of descriptive metadata was created by professional (84%, n=16) or paraprofessional (53%, n=10) library staff. Professional staff were commonly involved in creating administrative metadata, reviewing the metadata, and selecting standards and documentation. Department heads and advisory committees were also involved in standards and documentation selection. The majority of repositories used locally established standards (61%, n=11). When asked about obstacles to metadata quality, the majority identified time and staff hours (85%, n=17) as a barrier, as well as repository software (60%, n=12). When the responses to questions about obstacles to quality were tabulated with the responses to quality rating, time limitations and staff hours came out as the top or joint-top answer, regardless of the quality rating. Finally, the authors present a sample of responses to the question on how metadata could be improved and these offer some solutions to staffing issues, the application of standards, and the repository system in use.
Conclusion – The authors conclude that staffing, standards, and systems are all concerns in providing quality metadata. However, they suggest that standards and software issues could be overcome if adequate numbers of qualified staff are in place
Situated Cognition Principles Increase Students’ Likelihood of Knowledge Transfer in an Online Information Literacy Course
No full textA Review of:
Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy course. The Journal of Academic Librarianship, 41(5), 653-659. http://dx.doi:org/10.1016/j.acalib.2015.06.008
Objective – To assess the efficacy of the application of situated cognition principles in education students’ transfer of knowledge to practice in an online information literacy course. “Situation cognition” refers to a theory in which expert behaviour-modeling, authentic activity and apprenticeship, and learning environment are integral in learning.
Design – A randomized controlled trial.
Setting – A small private university in New York State.
Subjects – 85 education college students in 7 sections of a 1-credit online course titled Introduction to Library Research and Technology.
Methods – Each course section was randomly assigned via cluster sampling to “situated cognition” treatment (n = 48) or control conditions (n = 37). The treatment sections provided students with expert modeling, scaffolding, authentic activity, and problem-based assessments according to the principles of situated learning and teaching for transfer; while the control sections provided students with traditional instruction of lectures and handouts.
A pretest and posttest were given to students in order to assess improvement in knowledge of the five categories for evaluating resources: currency, relevance, authority, credibility, and audience. The pretest was a survey administered during the first week of the course, and the posttest questions were included in the final exam. The researcher also used a final assignment to evaluate students’ improvement on the far transfer task, (i.e., their ability to transfer a skill learned in one context for use and applicability in other contexts). The task was to create a resolution for one of three concerns raised to a School Board, to write a statement addressing the received concern, and to articulate a recommended solution. Two raters independently graded tasks on a scale using a rubric based on information literacy principles, including incorporating some corroborating sources, evaluating of source information, and determining a solution based on source credibility.
Main Results – The researcher compared the impact of the situated cognition teaching on retention using the posttest and on far transfer task of the 85 students in both treatment and control groups using multivariate analysis of variance (MANCOVA). The MANCOVA analysis found no significant difference between scores based on belonging to treatment or control groups. However, because far transfer occurred in 59 cases based on scoring of the tests, the researchers performed a logistic regression analysis and found the group variable (i.e., belonging to the situated cognition treatment group or control group) provided a significant prediction of transfer (p < .05), when controlling for engagement, self-regulation, and motivation. Potential confounding due to variation in motivation, self-regulation, and engagement were ruled out by using the Motivated Strategy for Learning Questionnaire (MSLQ) and by recording of participation in weekly assignments. Furthermore, presence in the treatment group increased the odds for the incidence of far transfer by a factor of 2.90.
Conclusion – When testing the use of principles of situated learning (e.g., problem-based learning and cognitive apprenticeship in library instruction), the study results indicated an increase in the likelihood of students being able to practise knowledge in various situations and apply what they have learned in real-life examples. While the majority of students in both treatment and control groups demonstrated the skills of far transfer, the study provides evidence to support situated cognition, an understudied set of principles, and the study also utilizes quantitative methods to further strengthen this support
Parents of Young Children Select Picture Books Based on Information Not Found in Bibliographic Records
No full textA Review of:
Švab, K. & Žumer, M. (2015). The value of a library catalog for selecting children\u27s picture books. Cataloging & Classification Quarterly, 53(7), 717-737. doi: 10.1080/01639374.2015.1044059
Objective – To determine how parents select picture books for their children, and which bibliographic data are important when selecting a specific version of a title with multiple interpretations.
Design – Qualitative, with interviews and task-based controlled observational studies.
Setting – A public library in Slovenia.
Subjects – 36 parents of children between one and 6 years of age.
Methods – The researchers recruited parents via convenience sampling in non-library, family-oriented locations (parks, playgrounds, beaches, and others). Participants were all interviewed regarding their methods of picture book selection and their use of library catalogues. Participants were then given six print bibliographic records for copies of Cinderella, available in libraries, and asked to select a book for their child based solely on these records. They were then presented with their selection and interviewed regarding their satisfaction with the book selected and their decision-making process. Finally, the researchers presented participants with all six physical copies of the book that had been represented by bibliographic records, and asked participants to select one of the books for their child. The researchers then interviewed participants regarding what information about the physical books should be included in records to assist in their decision-making.
Main Results – Interviews indicated that the majority of participants did not use the library catalogue to select books for their children, and did not expect librarian or bookseller assistance. Many participants expressed browsing behaviours as the primary method of obtaining new picture books, and the strongest criteria for picture book selection among participants were subjective judgements regarding illustrations and content. However, when asked to use just bibliographic records to select a version of Cinderella, most participants selected a title using the author field and year of publication. 67% of participants were then dissatisfied with their selection due to factors such as illustration type, font size, and length or complexity of text. When choosing from all six physical copies, most participants disregarded condition issues and selected the oldest edition, favouring its colourful illustrations and textual length.
Conclusions – The authors concluded that illustrations and book content were more important than other factors, including physical condition of the book, and that existing library catalogues were inadequate for picture book selection. They suggested that library catalogues should include further information about picture books, such as cover images, sample pages, book condition, and information about the type of text (whether it is the original, abridged, or an adaptation). They supported this by explaining that participants used the bibliographic fields already available (author, year of publication) to try and guess at what they actually considered important (the aforementioned suggested fields). In addition, they believed that their study indicated that users require a transparent and systematic way to review and compare versions of a given text. Finally, the authors recommended further study using enriched bibliographic records and additional data collection methods, such as focus groups and questionnaires. The authors have several further studies in this area planned
Evidence Based Library and Information Practice (EBLIP) is seeking an Editorial Intern
No full textNo abstract
Developing a Measure of Library Goodness
No full textA Review of:
Orr, R. H. (1973). Measuring the goodness of library services: A general framework for considering quantitative measures. Journal of Documentation, 29(3), 315-332.
Abstract
Objective – To discuss the theoretical design of a measure of library quality and value that could be used across functional areas of a library in order to justify and maximize the allocation of resources.
Design – This theoretical article provides background on how to conceptualize and develop a quantitative measure of library goodness.
Setting – The process delineated is applicable to any library, whether public, academic, or special.
Subjects – The intended audience is library management, both at the director and the department head levels.
Methods – The author provided examples and questions in the development of appropriate variables.
Main Results – The author presented a discussion of potential variables. These variables include library capability and utilization.
Conclusion – The article concluded with a discussion of the major desiderata for an effective measure of library goodness: appropriateness, informativeness, validity, reproducibility, comparability, and practicality
Librarian-Led Information Literacy Training Delivered in Small Groups Improved Medical Students’ Confidence in Their Ability to Use Evidence Based Resources Effectively
No full textA Review of:
McClurg, C., Powelson, S., Lang, E., Aghajafari, F., & Edworthy, S. (2015). Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health Information & Libraries Journal. 32(2), 120-130. http://doi.org/10.1111/hir.12098
Abstract
Objective – To assess the effectiveness of librarian-led small group information literacy sessions, which were integrated into the second year of a three-year undergraduate medical course.
Design – A pre- and post-intervention survey questionnaire.
Setting – A large university in Canada.
Subjects – A cohort of 160 second year undergraduate medical students enrolled in the three-year programme of a large university in Canada.
Methods – As part of the redevelopment of the undergraduate three-year medical course, information literacy skills in evidence based medicine were integrated into the seminar and small group teaching programme. Every week for five weeks, 3 librarians each visited 4 small groups of 15 students to deliver a 15-minute session as part of a 2-hour long seminar led by practising physicians. The sessions did not include a formal hands-on component, however, students were encouraged to try out searches on their own devices. Each 15-minute session covered 3 learning objectives, including how to use PubMed clinical queries, how to use MeSH, and how to search for systematic reviews and guidelines.
A pre- and post-intervention survey design was used to assess students’ perceptions of the impact of these sessions. The students were asked to complete an online Survey Monkey survey before and after the five week lecture block. The questions covered resource selection, perception of barriers to finding evidence based information, and the students’ confidence in using evidence based resources. The data were analysed descriptively.
Main results – The pre-survey achieved a 90% (144/160) response rate while the post-survey achieved a 75% (112/160) response rate. The post-survey indicated an increase in the likelihood that students would use Ovid MEDLINE, carry out a literature search, and consult a librarian, with a decrease in those who would consult a print or online textbook. There was limited change in the students’ confidence that they could find answers quickly, but more of an increase in the proportion of students who were confident they could find systematic reviews and guidelines, and use search limits, PICO, and MeSH. Before the intervention, “knowing where to search,” devising a search strategy, and retrieving too many results were all thought to be obstacles by the students. After the small group training, students considered these issues less of a problem.
The post-survey also included an opportunity for the students to comment on their experience with the programme overall. Of the 54 responses received, 34 identified the library component as being the most important thing they had learned in the small group part of the course.
Conclusion – The authors conclude that integrating information literacy into the undergraduate curriculum as part of the small group seminar series is effective. They suggest future directions for research, such as a study to assess the impact of the training on specific skills rather than student confidence and evaluations of other teaching methods
Positive Correlation Between Academic Library Services and High-Impact Practices for Student Retention
No full textA Review of:
Murray, A. (2015). Academic libraries and high-impact practices for student retention: Library deans’ perspectives. portal: Libraries and the Academy, 15(3), 471-487. http://dx.doi.org/10.1353/pla.2015.0027
Abstract
Objective – To investigate the perceived alignment between academic library services and high-impact practices (HIPs) that affect student retention.
Design – Survey questionnaire.
Setting – Public comprehensive universities in the United States of America with a Carnegie classification of master’s level as of January 2013.
Subjects – 68 library deans or directors out of the 271 who were originally contacted.
Methods – The author used Qualtrics software to create a survey based on the HIPs, tested the survey for reliability, and then distributed it to 271 universities. Library services were grouped into 1 of 3 library scales: library collection, library instruction, or library facilities. The survey consisted of a matrix of 10 Likert-style questions addressing the perceived level of alignment between the library scales and the HIPs. Each question provided an opportunity for the respondent to enter a “brief description of support practices” (p 477). Additional demographic questions addressed the years of experience of the respondent, undergraduate student enrollment of the university, and whether librarians held faculty rank.
Main Results – The author measured Pearson correlation coefficients and found a positive correlation between the library scales and the HIPs. All three library scales displayed a moderately strong positive correlation between first-year seminars and experiences (HIP 1), common intellectual experiences (HIP 2), writing-intensive courses (HIP 4), undergraduate research (HIP 6), diversity and global learning (HIP 7), service learning and community-based learning (HIP 8), internships (HIP 9), and capstone courses and projects (HIP 10). The library collections scale and library facilities scale displayed a moderately strong correlation with learning communities (HIP 3) and collaborative assignments and projects (HIP 5). The library instruction scale displayed a strong positive correlation with HIP 3 and a very strong positive correlation with HIP 5. Each of the positive correlations was of high significance. As the rating of library alignment with each HIP increased, so did the total rating of each library scale. Along with the quantitative data, various themes for each HIP relating to the library’s support practices emerged from the qualitative feedback. No significant trends were noted from the demographic questions.
Conclusion – Library deans or directors can utilize the conceptual framework presented in this study to connect the impact of library services to terminology and practices commonly understood by university administrators. Further research using the conceptual framework would benefit future discussion on how academic libraries measure impact or success of their library services
