1,721,009 research outputs found
Information Literacy Course Yields Mixed Effects on Undergraduate Acceptance of the University Library Portal Heather Coates
No full textObjective – To determine the effects over time of a 3-credit semester-long undergraduate information literacy course on student perception and use of the library web portal.
Design – Mixed methods, including a longitudinal survey and in-person interviews.
Setting – Information literacy course at a comprehensive public research institution in the northeastern United States of America.
Subjects – Undergraduates at all levels enrolled in a 3-credit general elective information literacy course titled “The Internet and Information Access.”
Methods – A longitudinal survey was conducted by administering a questionnaire to students at three different points in time: prior to instruction, near the end of the course (after receiving instruction on the library portal), and three months after the course ended, during the academic year 2011-2012. The survey was created by borrowing questions from several existing instruments. It was tested and refined through pre-pilot and pilot studies conducted in the 2010-2011 academic year, for which results are reported. Participation was voluntary, though students were incentivized to participate through extra credit for completing the pre- and post-instruction questionnaire, and a monetary reward for completing the follow-up questionnaire. Interviews were conducted with a subset of 14 participants at a fourth point in time.
Main Results – 239 of the 376 (63.6%) students enrolled in the course completed the pre- and post-instruction questionnaire. Fewer than half of those participants (111 or 30% of students enrolled) completed the follow-up questionnaire. Participants were primarily sophomores and juniors (32% each), with approximately one-quarter (26%) freshman, and only 10% seniors. Student majors were concentrated in the social sciences (62%), with fewer students from science and technology (13%), business (13%), and the humanities (9%). The 14 participants interviewed were drawn from both high- and low-use students.
Overall, the course had a positive effect on students’ perception of usefulness (PU) and ease of use (PEOU), as well as usage of the library portal. This included significant positive changes in perceived ease of use and information quality in the short-term (from pre-instruction to post-instruction). The results were mixed for perceived usefulness and system quality. Though there was mixed long-term impact on usage, the course does not appear to have had a long-term effect on PU and PEOU. The interview participants were asked questions to explore why and how they used the library portal, and revealed that both high- and low-use students used the library portal for similar reasons: to find information for research papers or projects, to search the library catalogue for books, and in response to a mandate or encouragement from instructors.
Conclusion – The study supports the theory that an information literacy course could change student perception and use of the library portal in the short-term. Replicating this design in other settings could provide a systematic approach for assessing whether information literacy courses address learning outcomes over time. A longitudinal approach could be useful for comparing proficiency and information behaviors of those who take information literacy courses with those who do not
Heather Coates dossier for promotion & tenure at IUPUI
No full textThese documents were submitted by a data librarian at a public research university for promotion & tenure. They will be reviewed during the 2016-2017 academic year. Update - tenure & promotion was granted.<br
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Libraries collaborating to advance open initiatives
No full textPanel at FORCE2017, organized by Daniel Bangert (University of New South Wales Sydney), Sara Mannheimer (Montana State University), and Heather Coates (Indiana University-Purdue University Indianapolis)
MDLS15 organizing committee picture
No full textPhotograph of MDLS15 organizing committee: Jamene Brooks-Kieffer, Kristin Briney, Amanda Rinehart, Margaret Henderson, Heather Coates, Dorothea Salo, Brianna Marshall, and Elise Dunham. Cynthia Hudson-Vitale not pictured
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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