Journal Cover
Evidence Based Library and Information Practice
Journal Prestige (SJR): 0.257
Number of Followers: 531  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1715-720X - ISSN (Online) 1715-720X
Published by U of Alberta Homepage  [11 journals]
  • Editorial Responsibilities

    • Authors: . .
      Pages: 1 - 1
      Abstract: No abstract.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29645
      Issue No: Vol. 14, No. 3 (2019)
  • The Library’s Impact on University Students’ Academic Success
           and Learning

    • Authors: Jung Mi Scoulas, Sandra L. De Groote
      Pages: 2 - 27
      Abstract: Objective – The purpose of this study was to examine relationships among student library visits, library resource use, library space satisfaction (e.g., quiet study space), and students’ academic performance (i.e., Grade Point Average or GPA) using quantitative data and to better understand how the academic library has an impact on students’ learning from students’ perspectives using qualitative data. Methods – A survey was distributed during the Spring 2018 semester to graduate and undergraduate students at a large public research institution. Survey responses consisted of two types of data: (1) quantitative data pertaining to multiple choice questions related to the student library experience, and (2) qualitative data, including open-ended questions, regarding students’ perceptions of the library’s impact on their learning. Quantitative data was analyzed using Spearman’s rank correlations between students’ library experience and their GPAs, whereas qualitative data was analyzed employing thematic analysis. Results – The key findings from the quantitative data show that student library visits and library space satisfaction were negatively associated with their GPA, whereas most students’ use of library resources (e.g., journal articles and databases) was positively associated with their GPAs. The primary findings from the qualitative data reveal that students perceived the library as a place where they can concentrate and complete their work. Additionally, the students reported that they utilize both the quiet and collaborative study spaces interchangeably depending on their academic needs, and expressed that the library provides them with invaluable resources that enhance their coursework and research. Conclusions – While the findings show that the student library experience was associated with their academic achievements, there were mixed findings in the study. The findings suggest that as a student’s GPA increases, their in-person library visits and library space satisfaction decrease. On the other hand, as a student’s GPA increases, their library resource usage increases. Further investigation is needed to better understand the negative relationship between students’ library visits, library space satisfaction, and their GPAs.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29547
      Issue No: Vol. 14, No. 3 (2019)
  • Reuse of Wikimedia Commons Cultural Heritage Images on the Wider Web

    • Authors: Elizabeth Joan Kelly
      Pages: 28 - 51
      Abstract: Objective – Cultural heritage institutions with digital images on Wikimedia Commons want to know if and how those images are being reused. This study attempts to gauge the impact of digital cultural heritage images from Wikimedia Commons by using Reverse Image Lookup (RIL) to determine the quantity and content of different types of reuse, barriers to using RIL to assess reuse, and whether reused digital cultural heritage images from Wikimedia Commons include licensing information. Methods – 171 digital cultural heritage Wikimedia Commons images from 51 cultural heritage institutions were searched using the Google images “Search by image” tool to find instances of reuse. Content analysis of the digital cultural heritage images and the context in which they were reused was conducted to apply broad content categories. Reuse within Wikimedia Foundation projects was also recorded. Results – A total of 1,533 reuse instances found via Google images and Wikimedia Commons’ file usage reports were analyzed. Over half of reuse occurred within Wikimedia projects or wiki aggregator and mirror sites. Notable People, people, historic events, and buildings and locations were the most widely reused topics of digital cultural heritage both within Wikimedia projects and beyond, while social, media gallery, news, and education websites were the most likely places to find reuse outside of wiki projects. However, the content of reused images varied slightly depending on the website type on which they were found. Very few instances of reuse included licensing information, and those that did often were incorrect. Reuse of cultural heritage images from Wikimedia Commons was either done without added context or content, as in the case of media galleries, or was done in ways that did not distort or mischaracterize the images being reused. Conclusion – Cultural heritage institutions can use this research to focus digitization and digital content marketing efforts in order to optimize reuse by the types of websites and users that best meet their institution’s mission. Institutions that fear reuse without attribution have reason for concern as the practice of reusing both Creative Commons and public domain media without rights statements is widespread. More research needs to be conducted to determine if notability of institution or collection affects likelihood of reuse, as preliminary results show a weak correlation between number of images searched and number of images reused per institution. RIL technology is a reliable method of finding image reuse but is a labour-intensive process that may best be conducted for selected images and specific assessment campaigns. Finally, the reused content and context categories developed here may contribute to a standardized set of codes for assessing digital cultural heritage reuse.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29575
      Issue No: Vol. 14, No. 3 (2019)
  • Academic Librarians’ Educational Factors and Perceptions of Teaching
           Transformation: An Exploratory Examination

    • Authors: Amanda Nichols Hess
      Pages: 52 - 76
      Abstract: Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.
      PubDate: 2019-09-10
      DOI: 10.18438/eblip29526
      Issue No: Vol. 14, No. 3 (2019)
  • “Don’t Make Me Feel Dumb”: Transfer Students, the Library, and
           Acclimating to a New Campus

    • Authors: Matthew Harrick, Lee Ann Fullington
      Pages: 77 - 91
      Abstract: Objective – This qualitative study sought to delineate and understand the role of the library in addressing the barriers transfer students experience upon acclimating to their new campus. Methods – A screening survey was used to recruit transfer students in their first semester at Brooklyn College (BC) to participate in focus groups. The participants discussed the issues they encountered by answering open-ended questions about their experiences on campus, and with the library specifically. Results – Transfer students desired current information about campus procedures, services, and academic support. They often had to find this information on their own, wasting valuable time. Students felt confused and stressed by this process; however, strategic library involvement can help alleviate this stress. Conclusion – Involving the library more fully in orientations could ease students’ confusion in their transitional semester. Students desired local knowledge, and the library is in a key position to disseminate this information.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29512
      Issue No: Vol. 14, No. 3 (2019)
  • Using Ethnographic Methods to Explore How International Business Students
           Approach Their Academic Assignments and Their Experiences of the Spaces
           They Use for Studying

    • Authors: Kathrine S. H. Jensen, Bryony Ramsden, Jess Haigh, Alison Sharman
      Pages: 92 - 107
      Abstract: Objective – Understanding students’ approaches to studying and their experiences of library spaces and other learning spaces are central to developing library spaces, policies, resources and support services that fit with and meet students’ evolving needs. The aim of the research was to explore how international students approach academic assignments and how they experience the spaces they use for studying to determine what constituted enablers or barriers to study. The paper focuses on how the two ethnographic methods of retrospective interviewing and cognitive mapping produce rich qualitative data that puts the students’ lived experience at the centre and allows us a better understanding of where study practices and study spaces fit into their lives. Methods – The study used a qualitative ethnographic approach for data collection which took place in April 2016. We used two innovative interview activities, the retrospective process interview and a cognitive mapping activity, to elicit student practices in relation to how they approach an assignment and which spaces they use for study. We conducted eight interviews with international students in the Business School, produced interview notes with transcribed excerpts, and developed a themed coding frame.
      Results – The retrospective process interview offered a way of gathering detailed information about the resources students draw on when working on academic assignments, including library provided resources and personal social networks. The cognitive mapping activity enabled us to develop a better understanding of where students go to study and what they find enabling or disruptive about different types of spaces. The combination of the two methods gave students the opportunity to discuss how their study practices changed over time and provided insight into their student journeys, both in how their requirements for and knowledge of spaces, and their use of resources, were evolving. Conclusion – The study shows how ethnographic methods can be used to develop a greater understanding of study practices inside and outside library spaces, how students use and feel about library spaces, and where the library fits into the students’ lives and journey. This can be beneficial for universities and other institutions, and their stakeholders, looking to make significant changes to library buildings and/or campus environments.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29509
      Issue No: Vol. 14, No. 3 (2019)
  • An Analysis of Student Performance at the Intersection of Diversity and
           Information Literacy

    • Authors: Nastasha E Johnson, Nathan Mentzer
      Pages: 108 - 123
      Abstract: Objective – When teaching Information Literacy (IL) concepts, instructors often have no knowledge about the background or previous IL exposure of the students they are teaching. This study aims to create a holistic picture of the students at a large Midwestern United States university in a first year introductory course on the design process for solving engineering problems. Methods – Institutional data and course level data were traced and linked to individual students in an introduction to design thinking first year course. This course is at a major high research activity institution in the Midwestern United States. From a total course size of 650, institutional and course level data of 127 students were selected randomly and analyzed. Some data points are self-reported and some data points are performance-based. Results – Underrepresented minorities (URMs) had a higher increase in IL score from assignment 1 to assignment 3 than non-URM students. However, non-URMs performed higher on both the first and the last assignments. Students in concurrent IL designated courses had a higher increase from assignments 1 to 3 than those not in simultaneous IL designated courses. Black and international students had the highest increases from assignments 1 to 3 of any demographic. Regarding IL, the fact that none of the students had been exposed to much IL instruction justified continued collaboration in the course between the instructor of record and the IL specialist. There were significantly negative correlations between the final grade and first-generation status. Legacy students also performed more poorly from assignments 1 to 3. Conclusion – Students are more diverse in a single classroom setting than presumed prior to research; therefore, our instructional practices should be diverse and inclusive, as well. More preparation work and fact finding should be conducted by library faculty and instructors to facilitate the learning of the students, and not just the act of teaching. Librarians could ask for more information about the course demographics and respond accordingly. Librarians should also be properly trained in instructional practices to be better equipped to meet the expectations and challenges of teaching a diverse class.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29438
      Issue No: Vol. 14, No. 3 (2019)
  • Catalogue Analytics to Improve Delivery in a Special Collections Library:
           An Evidence Based Approach to Catalogue Maintenance

    • Authors: Elizabeth Hobart
      Pages: 124 - 127
      Abstract: No abstract.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29603
      Issue No: Vol. 14, No. 3 (2019)
  • Silence in a Noisy World: Using Student Feedback to Enhance Library Silent
           Study Space

    • Authors: John Stemmer, Michael G. Strawser
      Pages: 128 - 134
      Abstract: No abstract.
      PubDate: 2019-09-11
      DOI: 10.18438/eblip29581
      Issue No: Vol. 14, No. 3 (2019)
  • Survey Confirms Strong Support for Intellectual Freedom in Public
           Collection Development Librarians

    • Authors: Laura Costello
      Pages: 135 - 137
      Abstract: A Review of: Oltmann, S. M. (2019). Important Factors in Midwestern Public Librarians’ Views on Intellectual Freedom and Collection Development: Part 1. The Library Quarterly, 89(1), 2-15. Objective – The article sought to explore whether librarian attitudes regarding intellectual freedom conform to the stance of the American Library Association (ALA). Design – Electronic survey. Setting – Public libraries in the Midwestern United States. Subjects – Subjects were 645 collection development library professionals employed in public libraries. Methods – An electronic survey was distributed to public library directors in nine Midwestern states and was completed by the library professional primarily responsible for collection development. The survey focused on community information and probed the participants for their stances on several intellectual freedom topics.  Main Results – The survey was sent to 3,018 participants via each state’s librarian and had a response rate of 21.37%. The first section of the survey focused on broad strokes statements representing the ALA’s stance on intellectual freedom for public libraries. The results revealed widespread agreement on these issues. More than 88% of participants agreed with statements like “public libraries should provide their clients with access to information from a variety of sources.” Despite strong agreement among participants, particular demographic characteristics were more likely to lead to disagreement with all statements including working in rural communities and not holding a master’s degree in library science. The next section of the survey focused on how strongly participants’ personal beliefs conformed to the intellectual freedom statements in the ALA’s Library Code of Ethics. Again, there was widespread agreement, with 94.9% of participants indicating that they agreed with the statement “we uphold the principles of intellectual freedom and resist all efforts to censor library materials.” Only one participant disagreed with the statement “it is the right of every individual to both seek and receive information from all points of view without restriction.” When asked whether the ALA’s stance on intellectual freedom ever conflicted with their personal beliefs, 39.8% of participants indicated that it did, 22% were unsure, and 40% had never experienced conflict. Participants holding a master's degree in library science and librarians in large cities were less likely to experience conflict between their personal beliefs and the ALA’s stance on intellectual freedom. In the free text comments, several participants indicated that they experienced conflict when the ALA’s stance did not reflect their personal beliefs or community values. Conclusion – While the overwhelming majority of respondents indicated that they agreed with the ALA’s stance on intellectual freedom, a minority of participants experienced some conflict. Respondents indicated that personal belief could create conflict when librarians committed to intellectual freedom were required to make choices in their professional work that conflicted with their own views. Conflict could also arise when collection choices made to support intellectual freedom were not supported by patrons in the community.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29577
      Issue No: Vol. 14, No. 3 (2019)
  • Emotions Expressed in Online Discussion Forums are Associated with
           Information Poverty and Level of Information Need

    • Authors: Barbara M. Wildemuth
      Pages: 138 - 140
      Abstract: A Review of: Ruthven, I., Buchanan, S., & Jardine, C. (2018). Isolated, overwhelmed, and worried: Young first-time mothers asking for information and support online. Journal of the Association for Information Science & Technology, 69(9), 1073-1083. Objective – To understand the emotions associated with online forum requests for information from young first-time mothers. Design – Naturalistic study of existing online forum postings. Setting – Two UK-based online discussion forums intended for use by young mothers. Subjects – Two hundred thirty-seven young (aged 14 to 21) first-time mothers, who posted 279 messages in the two forums. Methods – The 279 messages were categorized in terms of 1) the type of emotion expressed, using an inductively developed coding scheme that included interaction emotions, preoccupation emotions, and response emotions; 2) four dimensions of information poverty: secrecy, deception, risk, and situational relevance; and 3) whether the information request expressed a conscious or a formalized information need. In addition to analyzing the frequency with which particular emotions occurred, co-occurrences of emotions with information poverty dimensions and emotions with level of information need were analyzed. Main Results – As expected, most of the forum posts included expressions of emotions. Interaction emotions relate to the mother’s interactions (or lack of them) with other people and were expressed in 75 of the posts; the most frequently expressed interaction emotions were feelings of isolation and being judged. Preoccupation emotions are concerned with states of mental absorption or uncertainty and were expressed in 141 of the posts; the most frequently expressed preoccupation emotions were worry, a feeling of being overwhelmed, and self-doubt. Response emotions include reactions to someone else or a situation and were expressed in 45 of the posts; the most frequently expressed response emotion was anger, frustration, or venting (which were handled as one unit by the authors). Dimensions of information poverty were found in 57 of the 279 posts in the sample. Situational relevance (i.e., the desire for support or information from someone that is in a very similar situation) accounted for over half of the instances of information poverty. The risks associated with young motherhood were expressed in over a quarter of the instances of information poverty. Emotions were more likely to be expressed when the post included evidence of information poverty. When posts of conscious and formalized needs were compared, emotions were more likely to be expressed in posts of conscious needs (i.e., those which had not yet been formalized). Conclusion – Almost all of the 279 posts in the sample included strong emotional content, mostly negative emotions such as worry, isolation, and frustration. These emotions were associated with expressions of information poverty; in particular, feelings of isolation were closely associated with information poverty. In addition, posters at an early stage of problem recognition, expressing a conscious but not yet formalized information need, were more likely to experience these negative emotions. These findings have strong implications for moderators of online forums hoping to provide support to young first-time mothers.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29593
      Issue No: Vol. 14, No. 3 (2019)
  • Public Youth Librarians Use Technology in Ways that Align with Connected
           Learning Principles but Face Challenges with Implementation

    • Authors: Hilary Bussell
      Pages: 141 - 143
      Abstract: A Review of: Subramaniam, M., Scaff, L., Kawas, S., Hoffman, K. M., & Davis, K. (2018). Using technology to support equity and inclusion in youth library programming: Current practices and future opportunities. The Library Quarterly, 88(4), 315–331. Objective – To understand how public youth librarians use technology in their programming and what challenges and opportunities they face incorporating connected learning into their programming. Design – Qualitative study Setting – Phone calls and three library conferences (the Young Adult Library Services Association Symposium, the American Library Association Midwinter Meeting, and the Maryland/Delaware Library Association Conference) in the United States. Phone calls; in-person interviews; focus groups at the Young Adult Library Services Association (YALSA) Symposium, the American Library Association (ALA) Midwinter Meeting, and the Maryland/Delaware Library Association Conference. Subjects – A total of 92 youth-serving librarians and library staff in rural, urban, and suburban public libraries across the United States. Methods – Subjects were recruited via social media, partner librarians, the project website, an association e-newsletter, and printed materials. The researchers conducted 66 semi-structured interviews between December 2015 and May 2016 and 3 focus groups between November 2015 and May 2016. The transcripts of the interviews and focus groups were coded using a thematic analysis approach informed by a connected learning framework. Main Results – A total of 98% (65) of interview participants said they use technology in their youth programming; 69% (18) of focus group participants mentioned using technology in their youth programming. Many youth-serving librarians use technology in ways that align with connected learning. Youth-serving library workers are successful in finding community partners to help plan technology-enabled programming, they strive to develop connected learning programming based on the interests of their youth patrons, and they often take on the role of “media mentor” by exploring technology collaboratively with their patrons. Youth-serving library workers face several challenges in implementing connected learning. These include difficulties with openly networked infrastructures, struggling to create learning environments that align with the hanging out, messing around, and geeking out (HOMAGO) stages of connected learning, and lack of confidence and experience in mentoring youth patrons on how to use technology. Conclusion – The authors recommend that library administrators improve access to openly networked technology both within and outside the library, and loosen overly-restrictive social media policies to give youth-serving library workers more flexibility and control. They also recommend that library administrators implement more training for library staff in skills relating to connected learning. The authors are creating a professional development toolkit to help public youth library workers to incorporate digital media and connected learning into their work with young patrons.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29586
      Issue No: Vol. 14, No. 3 (2019)
  • Academic Library Use is Positively Related to a Variety of Educational

    • Authors: Rachel E. Scott
      Pages: 144 - 146
      Abstract: A Review of: Soria, K. M., Fransen, J., & Nackerud, S. (2017). Beyond books: The extended academic benefits of library use for first-year college students. College & Research Libraries, 78(1), 8-22. Objectives – To consider the relationship between academic library use and four specific outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. Design – Hierarchical regression analysis. Setting – A large, public research university in the Midwest US. Subjects – 1,068 non-transfer, first-year students who voluntarily completed the Student Experience in the Research University (SERU) survey. Methods – The SERU survey results were analyzed alongside student data derived from institutional records and 10 library usage variables generated from library systems. Velicer’s minimum average partial (MAP) method was employed to develop a factor analysis. Hierarchical regression analyses measured the relationships between independent variables (demographic characteristics, collegiate experiences, and libraries use) and dependent variables (students’ academic engagement, academic skills, engagement in scholarship, and fall semester grade point average). Main Results – Students’ use of academic libraries was reported to have a positive relationship with all four dependent variables, above and beyond those explained by pre-college and collegiate experiences: academic engagement (R2∆= .130, p < 0.001), academic skills development (R2∆= .025, p < 0.001), fall semester grade point average (R2∆= .018, p < 0.001), and engagement in scholarship (R2∆= .070, p < 0.001). Use of books and web-based library resources had the most positive relationships with academic outcomes; workshop attendance and use of reference services had limited positive relationships with academic outcomes; and use of library computer workstations had no significant effects on academic outcomes. Conclusion – Undergraduate student use of the academic library is positively associated with diverse academic outcomes. Although the explanatory power of library use was relatively low, ranging from 1.8 to 13.0 percent of final variance in the dependent variables, library use is nonetheless reported to contribute significantly to academic outcomes.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29583
      Issue No: Vol. 14, No. 3 (2019)
  • There Can Be No Single Approach for Supporting Students with Autism
           Spectrum Disorder in Academic Libraries, but Sensory-Friendly Spaces and
           Clear Policies May Help

    • Authors: Michelle DuBroy
      Pages: 147 - 149
      Abstract: A Review of: Anderson, A. (2018). Autism and the academic library: A study of online communication. College & Research Libraries, 79(5), 645-658. Objective – To investigate how people with autism spectrum disorder (ASD) discuss their experiences in academic libraries in an online community of their peers. Design – Qualitative content analysis. Setting – Online discussion forum. Subjects – An unknown number of registered members of Wrong Planet (, who self-identify as having ASD and have posted about academic libraries on the public discussion board since 2004. Methods – Potentially relevant Wrong Planet public discussion board threads posted between 2004 and an undisclosed collection date were retrieved using an advanced Google search with the search strategy “library; librarian; lib; AND college; university; uni; campus” (p. 648). Each thread (total 170) was read in its entirety to determine its relevance to the study, and a total of 98 discussion threads were ultimately included in the analysis. Data were coded inductively and deductively, guided by the research questions and a conceptual framework which views ASD as being (at least partially) socially constructed. Coding was checked for consistency by another researcher. Main results – Wrong Planet members expressed a variety of views regarding the academic library’s physical environment, its resources, and the benefits and challenges of interacting socially within it. Many members discussed using the library as a place to escape noise, distraction, and social interaction, while other members expressed the opposite, finding the library, its resources, and its patrons to be noisy, distracting, and even chaotic. Social interaction in the library was seen both positively and negatively, with members appearing to need clearly defined rules regarding collaboration, noise, and behaviour in the library. Conclusion – While there is no one-size-fits-all approach to supporting students with ASD in academic libraries, the findings suggest it may be beneficial to provide sensory-friendly environments, designate defined spaces for quiet study and for collaboration, clearly state rules regarding noise and behaviour, and provide informal opportunities to socialize. The author also suggests libraries raise awareness of the needs of ASD students among the entire academic community by hosting events and seminars. The author plans to build on these findings by surveying and interviewing relevant stakeholders.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29552
      Issue No: Vol. 14, No. 3 (2019)
  • Libraries May Teach Some Skills through Mobile Application Games

    • Authors: Robin E. Miller
      Pages: 150 - 152
      Abstract: A Review of: Kaneko, K., Saito, Y., Nohara, Y., Kudo, E., & Yamada, M. (2018). Does physical activity enhance learning performance' Learning effectiveness of game-based experiential learning for university library instruction. Journal of Academic Librarianship, 44(5), 569-581. Objective – To understand the impact of a mobile application game for library knowledge acquisition, task performance, and the process of learning. Design – The main experiment included a pretest, learning experience, post-test, and a questionnaire. One month later, a post-experiment was conducted, including a test of “declarative knowledge” and a behavioural test. Setting – Kyushu University in Fukuoka, Japan Subjects – 36 first-year undergraduate students, of which 25 were female and 11 were male. Students were divided into experimental and control groups. 32 students completed the study. Methods – In the main experiment, students responded to the same 20 question pre-test on library use, and then both groups participated in learning experiences designed to convey knowledge about using the library. The control group’s learning setting was a web-based tutorial about the library. The experimental group’s learning setting was “Library Adventures: Unveil the Hidden Mysteries!” a “game-based learning environment” developed by the researchers (Kaneko, Saito, Nohara, Kudo, & Yamada, 2015, p. 404), which required students to complete activities by physically moving through the library. For both groups, learning content related to local library procedures, like hours, arrangement of collections, and methods for locating books and articles. The game collected data that the authors analyzed using statistical methods in an attempt to validate quizzes that were embedded in the game. After finishing the learning experience, all students completed the 20-question post-test, and then responded to the Instructional Materials Motivation Survey (IMMS), a questionnaire designed to gauge learning motivation using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. One month following the main experiment, all students took a test of declarative knowledge and completed a skills test. Main Results – Experimental and control group students gained about the same level of declarative knowledge. All students lost some knowledge in the one-month gap between the main and post-experiment. Students who had learned through Library Adventure were able to borrow a journal and locate a newspaper article more effectively than the control group. In contrast, tutorial users made study room reservations more quickly than the experimental group. More significantly, the IMMS instrument demonstrated that game-based learners scored higher in attention, relevance, and satisfaction than tutorial-based learners. Experimental and control group participants demonstrated the same level of confidence. Conclusion – While inconclusive about the effectiveness of games versus tutorials for acquisition and retention of knowledge, the authors concluded that game-based instructional content may foster greater learner engagement, aiding some students in understanding how to use the library in a manner superior to web-based tutorials. Librarians and instructional designers developing game-based learning experiences for novice library users may find this research informative.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29587
      Issue No: Vol. 14, No. 3 (2019)
  • Publons Peer Evaluation Metrics are not Reliable Measures of Quality or

    • Authors: Scott Goldstein
      Pages: 153 - 155
      Abstract: A Review of: Ortega, J. L. (2019). Exploratory analysis of Publons metrics and their relationship with bibliometric and altmetric impact. Aslib Journal of Information Management, 71(1), 124– 136. Objective – To analyze the relationship between scholars’ qualitative opinion of publications using Publons metrics and bibliometric and altmetric impact measures. Design – Comparative, quantitative data set analysis. Setting – Maximally exhaustive set of research articles retrievable from Publons. Subjects – 45,819 articles retrieved from Publons in January 2018. Methods – Author extracted article data from Publons and joined them (using the
      DOI ) with data from three altmetric providers:, PlumX, and Crossref Event Data. When providers gave discrepant results for the same metric, the maximum value was used. Publons data are described, and correlations are calculated between Publons metrics and altmetric and bibliometric indicators. Main Results – In terms of coverage, Publons is biased in favour of life sciences and subject areas associated with health and medical sciences. Open access publishers are also over-represented. Articles reviewed in Publons overwhelmingly have one or two pre-publication reviews and only one post-publication review. Furthermore, the metrics of significance and quality (rated on a 1 to 10 scale) are almost identically distributed, suggesting that users may not distinguish between them. Pearson correlations between Publons metrics and bibliometric and altmetric indicators are very weak and not significant. Conclusion – The biases in Publons coverage with respect to discipline and publisher support earlier research and suggest that the willingness to publish one’s reviews differs according to research area. Publons metrics are problematic as research quality indicators. Most publications have only a single post-publication review, and the absence of any significant disparity between the scores of significance and quality suggest the constructs are being conflated when in fact they should be measuring different things. The correlation analysis indicates that peer evaluation in Publons is not a measure of a work’s quality and impact.
      PubDate: 2019-09-12
      Issue No: Vol. 14, No. 3 (2019)
  • Dewey Decimal Classification Trending Downward in U.S. Academic Libraries,
           but Unlikely to Disappear Completely

    • Authors: Jordan Patterson
      Pages: 156 - 158
      Abstract: A Review of: Lund, B., & Agbaji, D. (2018). Use of Dewey Decimal Classification by academic libraries in the United States. Cataloging and Classification Quarterly, 56(7), 653-661. Objective – To determine the current use of Dewey Decimal Classification in academic libraries in the United States of America (U.S.). Design – Cross-sectional survey using a systematic sampling method. Setting – Online academic library catalogues in the U.S. Subjects – 3,973 academic library catalogues. Methods – The researchers identified 3,973 academic libraries affiliated with degree-granting post-secondary institutions in the U.S. The researchers searched each library’s online catalogue for 10 terms from a predetermined list. From the results of each search, the researchers selected at least five titles, noted the classification scheme used to classify each title, and coded the library as using Dewey Decimal Classification (DDC), Library of Congress Classification (LCC), both DDC and LCC, or other classification schemes. Based on the results of their data collection, the researchers calculated totals. The totals of this current study’s data collection were compared to statistics on DDC usage from two previous reports, one published in 1975 and one in 1996. The researchers performed statistical analyses to determine if there were any discernible trends from the earliest reported statistics through to the current study. Main Results – Collections classified using DDC were present in 717 libraries (18.9%). Adjusting for the increase in the number of academic libraries in the U.S. between 1975 and 2017, DDC usage in academic libraries has declined by 56% in that time frame. The number of libraries with only DDC in evidence is unreported. Conclusion – The previous four decades have seen a significant decrease in the use of DDC in U.S. academic libraries in favour of LCC; however, the rate at which DDC has disappeared from academic libraries has slowed dramatically since the 1960s. There is no clear indication that DDC will disappear from academic libraries completely.
      PubDate: 2019-09-12
      DOI: 10.18438/eblip29592
      Issue No: Vol. 14, No. 3 (2019)
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