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Library Trends
Journal Prestige (SJR): 0.3
Number of Followers: 450  
 
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ISSN (Print) 0024-2594 - ISSN (Online) 1559-0682
Published by Project MUSE Homepage  [295 journals]
  • Introduction
    • Abstract: For the past three years, a black-and-white copy of a text with a fading highlighted section has been unceremoniously taped to my office wall in Indianapolis. The copy is page 184 of Amy Gutmann's (1999) book Democratic Education, wherein the section reads:Universities serve democracies best when they try to establish an environment conducive to creating knowledge that is not immediately useful, appreciating ideas that are not presently popular, and rewarding people who are—and are likely to continue to be—intellectually but not necessarily economically productive.For me, it has been a reminder that the value of my scholarly efforts—and that of my colleagues—should not be determined solely by their ability (or ... Read More
      PubDate: 2019-10-25T00:00:00-05:00
       
  • Conflicting Values: An Exploration of the Tensions between Learning
           Analytics and Academic Librarianship
    • Abstract: Across postsecondary institutions, there is an increasing call to harness the power of learning analytics (LA) to better understand student behavior, demonstrate efficiencies in human and resource management, improve learning outcomes, and to decrease student and institutional costs (Jones and Salo 2018). Learning analytics involves using learner-generated data to optimize the immediate learning environment. As noted by Jones and LeClere (2018), the use of learning analytics in academic libraries is a trend that raises critical questions concerning the collection, identification, aggregation, and management of a wide variety and volume of data about students, the role of educational technology, and the role of ... Read More
      PubDate: 2019-10-25T00:00:00-05:00
       
  • Human Nature Is Not a Machine: On Liberty, Attention Engineering, and
           Learning Analytics
    • Abstract: Attention is a finite resource and valuable commodity in the Knowledge Era. Attention is also essential to the process of deep learning, and to the exercise of intellectual freedom. Student-facing learning analytics systems prompt academic behaviors by attracting and directing student attention. Using many features similar to social media (and derived from advertising), learning analytics–enhanced educational technology provides continuous real-time status feedback to students, which prompts engagement behaviors. Like other forms of persuasive technology, nudge learning analytics intrude on students' attention and decision-making processes, disrupting learning and infringing on intellectual freedom.This paper ... Read More
      PubDate: 2019-10-25T00:00:00-05:00
       
  • Just-in-Time or Just-in-Case' Time, Learning Analytics, and the
           Academic Library
    • Abstract: The trouble with our times is that the future is not what it used to be.In this essay, we explore the timescapes (Adam 1998) of library learning analytics. Adam (1998) introduces the concept of timescape to underscore the interrelatedness of time, spatiality, and matter and the importance of context in our experience of time. We contend that just-in-time strategies, a feature of both late capital modes of production, New Public Management, and future-oriented risk-management strategies inform the adoption of learning analytics. Learning analytics function as a form of temporal governmentality: current performance is scrutinized in order to predict future performance and prescribe just-in-time interventions to ... Read More
      PubDate: 2019-10-25T00:00:00-05:00
       
  • Unethical Numbers' A Meta-analysis of Library Learning Analytics
           Studies
    • Abstract: Because learning analytics studies typically require large datasets of personally identifiable information (PII), they present inherent risks to the privacy, confidentiality, and autonomy of research subjects, who often are unaware and uninformed of the data collected.This paper presents the results of a meta-analysis of learning analytics studies in libraries that examine the effects of library use on measures of student success. Based on the aggregate results, we argue that outcomes of these studies have not produced findings that justify the loss of privacy and risk borne by students. Moreover, we argue that basing high-impact decisions on studies with no, or low, effect sizes, and weak correlation or regression ... Read More
      PubDate: 2019-10-25T00:00:00-05:00
       
 
 
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