Journal Cover Evidence Based Library and Information Practice
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  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: . .
      First page: 1
      Abstract: No abstract.
      PubDate: 2017-09-18
      DOI: 10.18438/B8XD3D
      Issue No: Vol. 12, No. 3 (2017)
       
  • Studying the Night Shift: A Multi-method Analysis of Overnight Academic
           Library Users

    • Authors: David Schwieder, Laura I. Spears
      Pages: 2 - 19
      Abstract: Objective – This paper reports on a study which assessed the preferences and behaviors of overnight library users at a major state university. The findings were used to guide the design and improvement of overnight library resources and services, and the selection of a future overnight library site. Methods – A multi-method design used descriptive and correlational statistics to analyze data produced by a multi-sample survey of overnight library users. These statistical methods included rankings, percentages, and multiple regression. Results – Results showed a strong consistency across statistical methods and samples. Overnight library users consistently prioritized facilities like power outlets for electronic devices, and group and quiet study spaces, and placed far less emphasis on assistance from library staff. Conclusions – By employing more advanced statistical and sampling procedures than had been found in previous research, this paper strengthens the validity of findings on overnight user preferences and behaviors. The multi-method research design can also serve to guide future work in this area.
      PubDate: 2017-09-18
      DOI: 10.18438/B8BM1F
      Issue No: Vol. 12, No. 3 (2017)
       
  • A Systematic Review of Information Literacy Programs in Higher Education:
           Effects of Face-to-Face, Online, and Blended Formats on Student Skills and
           Views

    • Authors: Alison Lesley Weightman, Damian J. J. Farnell, Delyth Morris, Heather Strange, Gillian Hallam
      Pages: 20 - 55
      Abstract: Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed. Methods –
      Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats. Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference. Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures.
      PubDate: 2017-09-18
      DOI: 10.18438/B86W90
      Issue No: Vol. 12, No. 3 (2017)
       
  • What is the Best Way to Develop Information Literacy and Academic Skills
           of First Year Health Science Students' A Systematic Review

    • Authors: Joanne Munn, Jann Small
      Pages: 56 - 94
      Abstract: Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.
      PubDate: 2017-09-18
      DOI: 10.18438/B8QS9M
      Issue No: Vol. 12, No. 3 (2017)
       
  • Maintaining Quality While Expanding Our Reach: Using Online Information
           Literacy Tutorials in the Sciences and Health Sciences

    • Authors: Talitha Rosa Matlin, Tricia Lantzy
      Pages: 95 - 113
      Abstract: Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.
      PubDate: 2017-09-18
      DOI: 10.18438/B8ZD3Q
      Issue No: Vol. 12, No. 3 (2017)
       
  • Identifying Social Care Research Literature: Case Studies From Guideline
           Development

    • Authors: Claire Stansfield, Kristin Liabo
      Pages: 114 - 131
      Abstract: Objective – Systematic searching is central to guideline development, yet guidelines in social care present a challenge to systematic searching because they exist within a highly complex policy and service environment. The objective of this study was to highlight challenges and inform practice on identifying social care research literature, drawing on experiences from guideline development in social care. Methods – The researchers reflected on the approaches to searching for research evidence to inform three guidelines. They evaluated the utility of major topic-focused bibliographic database sources through a) determining the yield of citations from the search strategies for two guidelines and b) identifying which databases contain the citations for three guidelines. The researchers also considered the proportion of different study types and their presence in certain databases. Results – There were variations in the ability of the search terms to capture the studies from individual databases, even with low-precision searches. These were mitigated by searching a combination of databases and other resources that were specific to individual topics. A combination of eight databases was important for finding literature for the included topics. Multiple database searching also mitigates the currency of content, topic and study design focus, and consistency of indexing within individual databases. Conclusion – Systematic searching for research evidence in social care requires considerable thought and development so that the search is fit for the particular purpose of supporting guidelines. This study highlights key challenges and reveals trends when utilising some commonly used databases.
      PubDate: 2017-09-18
      DOI: 10.18438/B8M371
      Issue No: Vol. 12, No. 3 (2017)
       
  • What Happened After the 2012 Shift in Canadian Copyright Law' An
           Updated Survey on How Copyright is Managed across Canadian Universities

    • Authors: Rumi Graham, Christina Winter
      Pages: 132 - 158
      Abstract: Objective – The purpose of this study is to understand the practices and approaches followed by Canadian universities in copyright education, permissions clearance, and policy development in light of major changes to Canadian copyright law that occurred in mid-2012. The study also seeks to identify aspects of copyright management perceived by the universities to be challenging. Methods – In 2015, an invitation to complete an online survey on institutional copyright practices was sent to the senior administrator at member libraries of Canada’s four regional academic library consortia. The invitation requested completion of the survey by the person best suited to respond on behalf of the institution. Study methods were largely adapted from those used in a 2008 survey conducted by another researcher who targeted members of same library consortia. Results – While the university library maintained its leadership role in copyright matters across the institution, the majority of responding institutions had delegated responsibility for copyright to a position or office explicitly labeled copyright. In contrast, respondents to the 2008 survey most often held the position of senior library administrator. Blanket licensing was an accepted approach to managing copyright across Canadian universities in 2008, but by 2015 it had become a live issue, with roughly half of the respondents indicating their institutions had terminated or were planning to terminate their blanket license. Conclusion – In just seven years we have witnessed a significant increase in specialized attention paid to copyright on Canadian university campuses and in the breadth of resources dedicated to helping the university community understand, comply with, and exercise various provisions under Canadian copyright law, which include rights for creators and users.
      PubDate: 2017-09-18
      DOI: 10.18438/B8G953
      Issue No: Vol. 12, No. 3 (2017)
       
  • Mixed Method Study Examines Undergraduate Student Researchers’ Knowledge
           and Perceptions About Scholarly Communication Practices

    • Authors: Melissa Goertzen
      Pages: 159 - 161
      Abstract: A Review of: Riehle, C. F., & Hensley, M. K. (2017). What do undergraduate students know about scholarly communication': A mixed methods study. Portal: Libraries and the Academy, 17(1), 145–178. http://dx.doi.org/10.1353/pla.2017.0009 Objective – To examine undergraduate student researchers’ perception and understanding of scholarly communication practices and issues. Design – Mixed method study involving a survey and semi-structured interviews. Setting – Two major undergraduate universities in the Midwest region of the United States. Subjects – Undergraduate students who participated in or had completed undergraduate research experiences with faculty mentors. Method – The method was first approved by Institutional Review Board offices at both campuses involved in the study. Then, students received invitations to participate in a survey via email (Campus 1 = 221 students; Campus 2 = 345 students). Identical online surveys ran separately on each campus; both remained open for a period of three weeks. All respondents received a reminder email one week before the survey closed. Participants answered twelve questions related to demographics and scholarly communication practices. The survey examined knowledge and experience across five areas: the peer review process, author and publisher rights, publication and access models, impact of research, and data management. All students who completed the survey were entered in a drawing for a $50 Amazon card. The response rates were 34.8% (Campus 1) and 18.6% (Campus 2). Surveys on both campuses were administered using different software: campus 1 utilized Qualtrics survey software while campus 2 used an institution-specific survey software. Data sets were normed and merged later in the study to enable comparison and identify broad themes. Survey respondents were also invited to participate in a 15 to 20 minute follow-up interview and were compensated with a $20 Amazon gift card. The interviews consisted of four open-ended questions that further examined students’ knowledge of scholarly communication practices. The researchers coded interview transcripts and identified themes. Qualitative software was used to analyze the surveys and assess coder agreement. Finally, connections and anomalies between survey and interview results were explored. Main Results – Quantitative and qualitative data collected during the study indicate that students were most confident in their understanding of the peer-review process and data management but felt less confident in their knowledge of author and publisher rights, publication and access models, and determining the impact of scholarly research publication. In addition, they value instruction related to scholarly communication topics like the peer-review process, publication models, and data management. However, few students feel confident in their current level of knowledge or ability surrounding the previously mentioned topics. Study findings suggest that this knowledge gap is based on a lack of training or discussion of scholarly communication topics in relation to students’ research activities. Results also suggest that undergraduate students have difficulty articulating their rights as authors and their scholarly communication practices. In many cases, skill sets like data management are learned through trial and error while students progress through the research process. In some cases, faculty mentors have misperceptions and assumptions about undergraduate students’ knowledge and abilities regarding scholarly communication practices. This can create challenges for undergraduate students as they attempt to make informed decisions about research activities based on a limited foundation of experience or information. Finally, results indicate that undergraduate student researchers do not currently view the library as a place to learn about scholarly communication practices. The authors suggest that by forming strategic relationships with undergraduate research program directors, faculty, and graduate student mentors, librarians are in a prime position to incorporate scholarly communication practices into information literacy sessions or provide point-of-need coaching. Conclusion – The researchers conclude that academic libraries are in a unique position to support overarching research, teaching, and learning goals within the academic community. By developing programs that support information literacy and scholarly communication, libraries demonstrate value and align goals with teaching and learning priorities within the higher education community as a whole. Through this work, librarians support students as knowledge creators and advocate for training that emphasizes data literacy, copyright and authors’ rights, and the impact of research within specific disciplines.
      PubDate: 2017-09-18
      DOI: 10.18438/B85W9P
      Issue No: Vol. 12, No. 3 (2017)
       
  • Twitter Users with Access to Academic Library Services Request Health
           Sciences Literature through Social Media

    • Authors: Elizabeth Margaret Stovold
      Pages: 162 - 164
      Abstract: A Review of: Swab, M., & Romme, K. (2016). Scholarly sharing via Twitter: #icanhazpdf requests for health sciences literature. Journal of the Canadian Health Libraries Association, 37(1), 6-11. http://dx.doi.org/10.5596/c16-009 Objective – To analyze article sharing requests for health sciences literature on Twitter, received through the #icanhazpdf protocol. Design – Social media content analysis. Setting – Twitter. Subjects – 302 tweets requesting health sciences articles with the #icanhazpdf tag. Methods – The authors used a subscription service called RowFeeder to collect public tweets posted with the hashtag #icanhazpdf between February and April 2015. Rowfeeder recorded the Twitter user name, location, date and time, URL, and content of the tweet. The authors excluded all retweets and then each reviewed one of two sets. They recorded the geographic region and affiliation of the requestor, whether the tweet was a request or comment, type of material requested, how the item was identified, and if the subject of the request was health or non-health. Health requests were further classified using the Scopus subject category of the journal. A journal could be classified with more than one category. Any uncertainties during the coding process were resolved by both authors reviewing the tweet and reaching a consensus. Main results – After excluding all the retweets and comments, 1079 tweets were coded as heath or non-health related. A final set of 302 health related requests were further analyzed. Almost all the requests were for journal articles (99%, n=300). The highest-ranking subject was medicine (64.9%, n=196), and the lowest was dentistry (0.3%, n=1). The most common article identifier was a link to the publisher’s website (50%, n=152), followed by a link to the PubMed record (22%, n=67). Articles were also identified by citation information (11%, n=32),
      DOI (5%, n=14), a direct request to an individual (3%, n=9), another method (2%, n=6), or multiple identifiers (7%, n=22). The majority of requests originated from the UK and Ireland (29.1%, n=88), the United States (26.5%, n=80), and the rest of Europe (19.2%, n=58. Many requests came from people with affiliations to an academic institution (45%, n=136). These included librarians (3.3%, n=10), students (13.6%, n=41), and academics (28.1%, n=85). When tweets of unknown affiliation were excluded (n=117), over 70% of the requests were from people with academic links. Other requesters included journalists, clinicians, non-profit organisations, patients, and industry employees. The authors examined comments in the tweets to gain some understanding of the reasons for seeking articles through #icanhazpdf, although this was not the primary focus of their study. A preliminary examination of the comments suggested that users value the ease, convenience, and the ability to connect with other researchers that social media offers. Conclusion – The authors concluded that the number of requests for health sciences literature through this channel is modest, but health librarians should be aware of #icanhazpdf as another method through which their users might seek to obtain articles. The authors recommend further research into the reasons why users sometimes choose social media over the library to obtain articles.
      PubDate: 2017-09-18
      Issue No: Vol. 12, No. 3 (2017)
       
  • Academic Medical Library Services Contribute to Scholarship in Medical
           Faculty and Residents

    • Authors: Peace Ossom Williamson
      Pages: 165 - 167
      Abstract: A 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 Objective – To assess the impact of academic medical library services and resources on information-seeking behaviours during the academic efforts of medical faculty and residents. Design – Value study derived from a 23-item survey. Setting – Public medical residency program and training hospital in Tennessee, USA. Subjects – 433 faculty and residents currently employed by or completing residency in an academic medical centre. Methods – Respondents completed a 23-question survey about their use of library resources and services in preparation for publishing, presenting, and teaching. The library services in the survey included literature searches completed by librarians and document delivery for preparation of publications, presentations, and lecture material. The survey also included questions about how resources were being accessed in preparation for scholarship. The survey sought information on whether respondents published articles or chapters or presented papers or posters in the previous three years. If respondents answered in the affirmative to one of the aforementioned methods of scholarship, they were provided with further questions about how they access library resources and whether they sought mediated literature search and document delivery services in preparation for their recent presentations and publications. The survey also included questions concerning what types of scholarly activity prompt faculty and residents to use online library resources. Main Results – The study was provided to 433 subjects, including 220 faculty and 213 residents, contacted through an email distribution list. The response rate to the survey was 15% (N=65). Residents comprised 35% of the respondents, and faculty at each of the three levels of tenure comprised 60%. The remaining 5% of respondents included PhD and non-clinical faculty within the graduate school. Over 50% of respondents reported use of library services in preparation for publishing and presenting. These library services were literature searches, document delivery, and accessing online resources. Faculty and residents reported use of PubMed first (71%) and most often, with 56% of respondents reporting weekly use, followed by Google or Google Scholar, with 20% of respondents reporting its use first and 23% of respondents reporting weekly use. However, regarding responses to the question concerning how journal articles are accessed, “using a search engine” was chosen most often, at almost 65%, followed by (in order) clicking library links in a database, contacting the library directly, searching the list of library e-journals, clicking publisher links in a database, using personal subscriptions, searching the library catalog, and using bookmarks saved in a web browser. Based on survey responses, faculty reported higher use of library services and resources than residents; however, residents reported higher use of library services and resources when preparing posters and papers for conferences and professional meetings. In addition, several comments spoke to the importance of the library for scholarly activity, many indicating the critical role of library assistance or resources in their academic accomplishments. Conclusion – This study provides evidence in support of library resources and services for medical faculty and residents, which contributes to discussions of the contributions of medical libraries. As hospital libraries close and academic medical libraries see reductions in budgets, this study contributes to the value of a library’s presence, as well as the role of the health sciences librarian in medical research and scholarly communication. This academic medical library was reported to be first and most often used, in comparison with other resources or none, in preparation for publication and presenting. The results of this and similar studies can contribute to the generalizability of its findings relating to the value of medical libraries. In addition, PubMed, UpToDate, and Google were the resources used most often by respondents, along with search engines and library links in databases. These findings can be incorporated into future outreach, marketing, and instructional curriculum for this library’s users. The survey results also provide additional support for the library’s role in the academic research lifecycle, and free-text comments about the critical role of library services furthered those findings. The authors state that further research is necessary for improving awareness of library resources and services in the role of scholarship at institutions.
      PubDate: 2017-09-18
      DOI: 10.18438/B8337C
      Issue No: Vol. 12, No. 3 (2017)
       
  • Medical Students in the United States Reveal Their Ideal Expectations to
           Help Planners of a New Library

    • Authors: Aislinn Conway
      Pages: 168 - 171
      Abstract: A Review of: Aronoff, N. (2016). Surveying medical students to gauge library use and plan for a new medical library. Medical Reference Services Quarterly, 35(2), 187-203. http://dx.doi.org/10.1080/02763869.2016.1152144 Objective – To help plan for a new library by exploring student use of existing library services and identifying their priorities for the new space. Design – Online survey, sent via email. Setting – Medical school at a university in New York. Subjects – 585 medical students. Methods – The researchers emailed a 45-item online survey to all medical students enrolled at the school. Responses were anonymised and all questions were non-mandatory. Main results – 27% of students (157 out of 585) took part in the survey by answering at least one question. The questions were categorised into the following six topic areas: 1. Use of space and expectations for the new library space: More than half of the participants (67%) indicated that they rarely or never came to the library during the academic year in question. Of the students who reported frequenting the library on a daily, weekly, or monthly basis, the majority indicated that they preferred independent study to group study. The following resources were ranked as very important for an ideal library space: sufficient electrical outlets, strong wireless connectivity, printing facilities, individual and quiet study spaces, comfortable seating, online resources, computers, windows/natural light, and group study spaces. Open-ended responses indicated that students desire close proximity to food and beverage services, large study tables to accommodate reading materials and technology, improved opening hours, and satisfactory bathroom facilities. 2. Where medical students study: Of the participants, one third of students reported studying at home, 21% chose to describe the physical characteristics of their place of study rather than name a place, 18% of students studied in multiple places, and 16% studied in the library. The remainder studied in another library, cafés, or other locations on campus. Online resource use was much higher than borrowing figures with the majority of students indicating that they had never borrowed a print book (77%), a reserve book (90%), or a DVD (96%). In addition, 92% indicated never consulting a print reference book. Online resources were used at least once a semester by 90% of students. 3. Resource use and expectations: Most students used lecture notes, presentations, websites, personal copies of books, clinical decision support tools, online tutorials or video content, electronic journal articles, recorded video or audio lectures, medical apps, electronic books, clinical practice guidelines, or pocket manuals or pocket guides. Print books from the library were the least exploited resources with only 13% of students reporting their use. 83% of students ranked online resources as the most important feature of an ideal library. 4. Equipment use and expectations for equipment and technology: In terms of equipment required for an ideal library space, 88% of students indicated printers, 78% computers, and 69% scanners. Therefore, easy access to electrical outlets and strong wireless connections were hugely important. 5. Services: Book or article requests were only sought monthly or once per semester by 18% and 7% of students respectively. More than half of students (54%) felt that assistance from a librarian was a very important or important feature of an ideal library space. However, 68% never consulted a librarian in the past and of those who did they did not do so frequently. In-person or email contact with a librarian was preferred over other methods of communication. 52% of respondents were not interested in training provided by the library. Of those who were, online and virtual training was preferred by 51% when compared to face to face instruction. 6. Additional Feedback: The vast majority of students (90%) indicated that they would be interested in using the library outside of the existing opening hours of 9:00a.m. to 5:00p.m., Monday to Friday. Regarding the overall library service, 53% of students were satisfied or very satisfied, 26% were neither satisfied nor unsatisfied, and 21% were unsatisfied or very unsatisfied. Lighting, electrical outlets, and having a place to get food and drink were also prioritized by students in this section of the survey. Conclusion – The author concluded that since convenience was considered an important factor by students when choosing their place of study, the increased proximity of the new library should attract more students. In accordance with student preferences, both individual and group study spaces are planned for the new library. Sufficient electrical outlets and a glass façade increasing the amount of natural light will feature in the building. Core textbooks and reference books will be made available in a small area onsite despite the fact that this did not feature in the original plan. Computers and printers will also feature in the new library for students who require equipment to facilitate their study activities. A computer lab to accommodate 30 students will enable face to face instruction on library resources. A professional librarian will not be based at the new library. In-person services will be available at another library with sufficient staffing.
      PubDate: 2017-09-18
      DOI: 10.18438/B82372
      Issue No: Vol. 12, No. 3 (2017)
       
  • Flipped Library Instruction Does Not Lead to Learning Gains for First-Year
           English Students

    • Authors: Kimberly Miller
      Pages: 172 - 174
      Abstract: A Review of: Rivera, E. (2017). Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1), 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000), Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works cited pages from the flipped instruction students (68.6% vs. 52.7%). Differences were found in the scores for “timeliness” (88.2% non-flipped scored “exemplary” compared to 58% flipped), and “variety” (55.9% non-flipped scored “exemplary” vs. 35.5% flipped). This pattern was not found for the “authority” category, in which 61.8% of non-flipped works cited pages scored “exemplary” vs. 64.5% of flipped works cited pages. Conclusion – The results suggest that the flipped library instruction approach did not improve student learning outcomes. The study’s findings are limited by the small sample size, the unknown impact of the variability of research assignments between sections, and the lack of control over whether students in the flipped sections completed the pre-class assignments. The author also notes that future research should examine how well the content of flipped library instruction mirrors that of non-flipped instruction sessions. The study concludes that the flipped classroom model needs further research to understand whether it is a strong fit for one-shot library instruction.
      PubDate: 2017-09-18
      DOI: 10.18438/B8PW9B
      Issue No: Vol. 12, No. 3 (2017)
       
  • Health Sciences Patrons Use Electronic Books More than Print Books

    • Authors: Robin Elizabeth Miller
      Pages: 175 - 176
      Abstract: A Review of: Li, J. (2016). Is it cost-effective to purchase print books when the equivalent e-book is available' Journal of Hospital Librarianship, 16(1), 40-48. http://dx.doi.org/10.1080/15323269.2016.1118288 Objective – To compare use of books held simultaneously in print and electronic formats. Design – Case study. Setting – A health sciences library at a public comprehensive university with a medical college in the southern United States. Subjects – Usage data for 60 books held by the library simultaneously in print and electronically. The titles were on standing order in print and considered “core” texts for clinical, instructional, or reference for health sciences faculty, students, and medical residents. Methods – Researchers collected usage data for 60 print titles from the integrated library system and compared the data to COUNTER reports for electronic versions of the same titles, for the period spanning 2010-2014. Main Results – Overall, the 60 e-book titles were used more than the print versions, with the electronic versions used a total of 370,695 times while the print versions were used 93 times during the time period being examined. Conclusion – The use of electronic books outnumbers the use of print books of the same title.
      PubDate: 2017-09-18
      DOI: 10.18438/B8FD32
      Issue No: Vol. 12, No. 3 (2017)
       
  • Usability Study Identifies Vocabulary, Facets, and Education as Primary
           Primo Discovery System Interface Problems

    • Authors: Ruby Muriel Lavallee Warren
      Pages: 177 - 179
      Abstract: A Review of: Brett, K. R., Lierman, A., & Turner, C. (2016). Lessons learned: A Primo usability study. Information Technology and Libraries, 35(1), 7-25. https://doi.org/10.6017/ital.v35i1.8965 Objective – To discover whether users can effectively complete common research tasks in a modified Primo Discovery System interface. Design – Usability testing. Setting – University of Houston Libraries. Subjects – Users of the University of Houston Libraries Ex Libris Primo Discovery System interface. Methods – The researchers used a think aloud usability test methodology, with participants asked to verbalize their thought processes as they completed a set of tasks. Four tasks were developed and divided into two task sets (Test 1 and Test 2), with session facilitators alternating sets for each participant. Tasks were as follows: locating a known article, finding a peer reviewed article on a requested subject, locating a book, and finding a newspaper article on a topic. Tests were conducted in front of the library entrance using a laptop equipped with Morae (screen and audio recording software), and participants were recruited via an assigned “caller” at the table offering library merchandise and food as a research incentive. Users could opt out of having their session recorded, resulting in a total of fifteen sessions completed with fourteen recorded. Thirteen of the fifteen participants were undergraduate students, one was a graduate student, one was a post-baccalaureate student, and there were no faculty participants. Facilitators completed notes on a standard rubric, coding participant responses into successes or failures and noting participant feedback. Main Results – All eight participants assigned Test 1 successfully completed Test 1, Task 1: locating a known article. Participants expressed a need for an author limiter in advanced search, and had difficulty using the citation formatted information to locate materials efficiently. Again, all eight participants found an article on the requested subject in Test 1, Task 2, but two were unable to determine if the article met peer review requirements. One participant used the peer-reviewed journals facet, while the rest attempted to determine this using the item record or with facilitator help. All seven participants in Test 2 were able to locate the book requested in Task 1 via title search, but most had difficulty determining what steps to take to check that book out. Five participants completed Test 2, Task 2 (finding a newspaper article on a topic) unassisted, one completed it with assistance, and one could not complete it at all. Five users did not notice the Newspaper Articles facet, and no participants noticed resource type icons without facilitator prompting. Conclusions – The researchers, while noting that there were few experienced researchers and a narrow scope of disciplines in their sample, concluded that there were a number of clear barriers to successful research in the Primo interface. Participants rarely used post-search facets, although they used pre-search filtering when possible, and ignored links and tabs within search results in favour of clicking on the material’s title. This led to users missing helpful tools and features. They conclude that a number of the usability problems with Primo’s interface are standard discovery systems usability problems, and express concern that this has been inadequately addressed by vendors. They also note that a number of usability issues stemmed from misunderstandings of terminology, such as “peer-reviewed” or “citation”. They conclude that while they have been able to make several improvements to their Primo interface, such as adding an author limiter and changing “Peer-reviewed Journals” to “Peer-reviewed Articles”, further education of users will be the only way to solve many of these usability problems.
      PubDate: 2017-09-18
      DOI: 10.18438/B89M14
      Issue No: Vol. 12, No. 3 (2017)
       
  • Academic Librarians at Institutions with LIS Programs Assert that Project
           Management Training is Valuable

    • Authors: Elaine Sullo
      Pages: 180 - 182
      Abstract: A Review of: Serrano, S. C. & Avilés, R. A. (2016). Academic librarians and project management: An international study. portal: Libraries and the Academy, 16(3), 465-475. http://dx.doi.org/10.1353/pla.2016.0038 Objective – To investigate academic librarians’ project management education and training, project management skills and experiences, and perceptions of project management courses within the library and information science (LIS) curriculum. Design – Online questionnaire. Setting – 70 universities worldwide with LIS programs and at least one project management course. Subjects – 4,979 academic librarians were invited to complete the online questionnaire; 649 librarians participated. Methods – From the identified institutions, the authors invited academic librarians to participate in a 17-question survey via e-mail. The survey was available in both English and Spanish and was validated via a pilot trial. A total of 649 individuals participated, for a response rate of 13%. The survey included questions related to geographic region and institution affiliation, university education and librarian training associated with project management, project participation and use of project management software or methods, and project management courses in LIS curriculums, and a final open-ended comment section. Main Results – Of the 649 librarians who participated in the survey, 372 were from North and South America (58%). The next highest number of responses came from Europe (38%), followed by low response rates from Africa, Asia, and Oceania. Respondents reported working in a variety of library departments and identified themselves as being one of a director or manager, assistant librarian, or library page. Of the 436 respondents who reported having a university degree, 215 attended an LIS Master’s level program, and 12 studied at the doctoral level. The majority of respondents indicated they have had training in project management, participating in formal coursework, conferences, webinars, or other self-directed learning methods. Of the 459 academic library staff responding to the question, 40% considered project management courses of “high importance in the university curriculum” and 26 % responded that project management courses were “extremely important in their field of expertise and working environment” (p. 472). The consensus among participants was that project management courses should be included in both undergraduate and graduate level LIS curricula. Conclusion – The high participation of librarians in project management, compared to the limited formal education received, suggests that courses in project management, including software and methodology, are needed in LIS university curricula. Additionally, less than 40% of academic librarian survey respondents were trained in LIS; other professions are working as librarians and therefore may have insufficient knowledge and skills to manage the projects they direct. The research results confirm the relationship between strategic planning and project management skills. The authors conclude that universities should revise their LIS curricula to include and require additional project management courses.
      PubDate: 2017-09-18
      DOI: 10.18438/B8TM1S
      Issue No: Vol. 12, No. 3 (2017)
       
  • Call for Applicants: Evidence Based Library and Information Practice
           Evidence Summaries Writers

    • Authors: . .
      First page: 183
      Abstract: No abstract.
      PubDate: 2017-09-18
      DOI: 10.18438/B8NW91
      Issue No: Vol. 12, No. 3 (2017)
       
  • Call for Expressions of Interest to host EBLIP10

    • Authors: . .
      First page: 184
      Abstract: No abstract.
      PubDate: 2017-09-18
      DOI: 10.18438/B8SM1G
      Issue No: Vol. 12, No. 3 (2017)
       
 
 
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