{"title":"Building the Measuring Stick: A Model for Continuous Review and Improvement of Institutional Repository Policies","authors":"Christy Shorey","doi":"10.29242/lac.2018.51","DOIUrl":"https://doi.org/10.29242/lac.2018.51","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126026048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Foundry is an interdisciplinary makerspace located in the Fine Arts Library (FAL) branch of the University of Texas Library (UTL) System. It had a soft opening in the fall of 2016. The space was created in partnership with the College of Fine Arts with a primary goal of making the creative process and creative practice accessible to any UT student, staff, or faculty member. To date, The Foundry is the only makerspace on campus that is open to any student, staff, or faculty member irrespective of departmental affiliation.
{"title":"One Year In: Using a Mission-Driven Assessment Plan to Enact Change in an Academic Library Makerspace","authors":"Krystal Wyatt-Baxter, Amber N. Welch","doi":"10.29242/lac.2018.80","DOIUrl":"https://doi.org/10.29242/lac.2018.80","url":null,"abstract":"The Foundry is an interdisciplinary makerspace located in the Fine Arts Library (FAL) branch of the University of Texas Library (UTL) System. It had a soft opening in the fall of 2016. The space was created in partnership with the College of Fine Arts with a primary goal of making the creative process and creative practice accessible to any UT student, staff, or faculty member. To date, The Foundry is the only makerspace on campus that is open to any student, staff, or faculty member irrespective of departmental affiliation.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125104043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Libraries and Library Positions in a Period of Change Libraries have experienced a sustained period of change. Factors including globalization and technology have caused a reconsideration of the research library in terms of physical environment, services, and pervasive technology.1 Per Barbara Dewey, the global research library must “address sweeping changes in technology transforming all aspects of creating, disseminating, and accessing scholarship in a multi-cultural world.”2 John Seely Brown advises that we are now in “an era of equilibrium to a new normal that is an era of constant dis-equilibrium.”3 Regarding technology, Lori A. Goetsch states:
图书馆经历了一段持续的变革时期。全球化和技术等因素引起了人们对研究型图书馆在物理环境、服务和普及技术等方面的重新思考芭芭拉·杜威(Barbara Dewey)认为，全球研究型图书馆必须“应对技术的全面变革，这些变革改变了在多元文化世界中创造、传播和获取学术知识的各个方面。”约翰•西利•布朗(John Seely Brown)建议，我们现在正处于“一个从平衡到新常态的时代，一个持续不平衡的时代”。关于技术，Lori A. Goetsch说:
{"title":"Tracking Unicorns: A Multi-Institutional Network Analysis of Library Functional Areas","authors":"Emily Guhde, Brian W. Keith","doi":"10.29242/lac.2018.41","DOIUrl":"https://doi.org/10.29242/lac.2018.41","url":null,"abstract":"Libraries and Library Positions in a Period of Change Libraries have experienced a sustained period of change. Factors including globalization and technology have caused a reconsideration of the research library in terms of physical environment, services, and pervasive technology.1 Per Barbara Dewey, the global research library must “address sweeping changes in technology transforming all aspects of creating, disseminating, and accessing scholarship in a multi-cultural world.”2 John Seely Brown advises that we are now in “an era of equilibrium to a new normal that is an era of constant dis-equilibrium.”3 Regarding technology, Lori A. Goetsch states:","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128113336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction Academic library assessment activities are designed to facilitate planning, improve programs and services, and demonstrate library impact on student academic success and faculty research productivity. One effective way to share assessment processes and outcomes is through scholarly publications in library and information sciences. However, presenting assessment activities on the library website is another essential way to share this impact activity with a wider audience, and especially with institutional and higher education stakeholders. With that in mind, how do academic libraries effectively communicate on their website their impact on the research and learning enterprise to their stakeholders? In accordance with ACRL’s recommendations for demonstrating value and impact, what are best practices for demonstrating impact through the website, a far-reaching platform which gives libraries a unique opportunity for broadly communicating their alignment with institutional goals?
{"title":"Communicating Library Impact through the Assessment Website","authors":"Kris Hall, J. Clarke","doi":"10.29242/lac.2018.12","DOIUrl":"https://doi.org/10.29242/lac.2018.12","url":null,"abstract":"Introduction Academic library assessment activities are designed to facilitate planning, improve programs and services, and demonstrate library impact on student academic success and faculty research productivity. One effective way to share assessment processes and outcomes is through scholarly publications in library and information sciences. However, presenting assessment activities on the library website is another essential way to share this impact activity with a wider audience, and especially with institutional and higher education stakeholders. With that in mind, how do academic libraries effectively communicate on their website their impact on the research and learning enterprise to their stakeholders? In accordance with ACRL’s recommendations for demonstrating value and impact, what are best practices for demonstrating impact through the website, a far-reaching platform which gives libraries a unique opportunity for broadly communicating their alignment with institutional goals?","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131972209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Pomputius, Nina Stoyan-Rosenzweig, T. Selfe, Jane Morgan-Daniel, Margaret Ansell, M. Tennant
Overview What is wellness? Wellness is a multifaceted and holistic concept that stems from the patient-centered healthcare paradigm.1 It refers to a dynamic process, in which individuals become aware of the importance of healthy living and consciously make choices towards a fulfilling life. Hettler’s Dimensions of Wellness model encompasses six elements: emotional, intellectual, occupational, physical, social, and spiritual (Figure 1). Recent models tend to include two additional components—environmental wellness and financial wellness (Figure 2). Newer frameworks also emphasize the interconnectedness of wellness dimensions (Figure 3), intersectional wellness (Figure 4), and the impact of health disparities on wellness.
{"title":"Assessing Need and Evaluating Programs for a Health Science Center Library’s Wellness Initiative","authors":"A. Pomputius, Nina Stoyan-Rosenzweig, T. Selfe, Jane Morgan-Daniel, Margaret Ansell, M. Tennant","doi":"10.29242/lac.2018.79","DOIUrl":"https://doi.org/10.29242/lac.2018.79","url":null,"abstract":"Overview What is wellness? Wellness is a multifaceted and holistic concept that stems from the patient-centered healthcare paradigm.1 It refers to a dynamic process, in which individuals become aware of the importance of healthy living and consciously make choices towards a fulfilling life. Hettler’s Dimensions of Wellness model encompasses six elements: emotional, intellectual, occupational, physical, social, and spiritual (Figure 1). Recent models tend to include two additional components—environmental wellness and financial wellness (Figure 2). Newer frameworks also emphasize the interconnectedness of wellness dimensions (Figure 3), intersectional wellness (Figure 4), and the impact of health disparities on wellness.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"29 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133157395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past three years, overnight study hours have shifted between two different library branches and a new student-run facility that was intended to be a learning commons that would be managed by the student body of a southeastern US academic research library. This paper presents a completed two-phase study examining the preferences, needs, and uses by students of two on-campus, overnight study spaces. Multiple university researchers used online student surveys, unobtrusive observations, and sentiment analysis of over 2,000 open text survey comments to provide comprehensive data for administrative decision-making. Each facility has unique elements and services but only one could be funded to remain open overnight. The findings indicated that the most practical solution remained the traditional library setting for its greater number of seats and abundance of existing library features (public computers, group rooms, quiet spaces) that students expect in a study space. Introduction Academic libraries are increasingly transitioning their spaces from shelves with physical books to wide open spaces deemed “learning commons” in which users expect to find all types of technology, furniture, and other resources that support their expectations of study spaces.1 This presentation summarizes the efforts undertaken in two examinations of students’ overnight study space use at a large southeastern US public university, including the more than 5,500 codes associated with the open text comments submitted in the Phase One online survey and the Phase Two analysis of the occupancy and feature-use in each facility during the overnight hours. The findings suggest that students have passionate and concrete ideas of what should be provided in an overnight study space and that study space design requires a nuanced approach to provide the appropriate number of seats and types of features that users always want available, even overnight. Background The university’s libraries have operated overnight study hours since fall 2014. In fall 2015, the hours moved from the humanities and social science (HSS) branch to the newly renovated science library, precipitating an often-passionate discussion between students, university administration, and library leadership, focusing on the question of which location offered the most comprehensive services and resources to meet student needs. Since student government (SG) has been the source of overnight library hours funding, the student voice has always weighed heavily in the decision-making. In response, a survey was conducted in spring 2016 to provide more evidence with which to justify the decision about where to locate the overnight study hours.2 Based on the results, the overnight study hours were moved back to the HSS branch. All of this occurred with the understanding that, in spring 2017, SG would reopen an historic campus building, renovated to provide a modern study space for students. Almost immediately, there was resista
{"title":"Where Students Want to Spend the Night: A Two-Phase Examination of Overnight Study Spaces","authors":"Laura I. Spears","doi":"10.29242/lac.2018.25","DOIUrl":"https://doi.org/10.29242/lac.2018.25","url":null,"abstract":"Over the past three years, overnight study hours have shifted between two different library branches and a new student-run facility that was intended to be a learning commons that would be managed by the student body of a southeastern US academic research library. This paper presents a completed two-phase study examining the preferences, needs, and uses by students of two on-campus, overnight study spaces. Multiple university researchers used online student surveys, unobtrusive observations, and sentiment analysis of over 2,000 open text survey comments to provide comprehensive data for administrative decision-making. Each facility has unique elements and services but only one could be funded to remain open overnight. The findings indicated that the most practical solution remained the traditional library setting for its greater number of seats and abundance of existing library features (public computers, group rooms, quiet spaces) that students expect in a study space. Introduction Academic libraries are increasingly transitioning their spaces from shelves with physical books to wide open spaces deemed “learning commons” in which users expect to find all types of technology, furniture, and other resources that support their expectations of study spaces.1 This presentation summarizes the efforts undertaken in two examinations of students’ overnight study space use at a large southeastern US public university, including the more than 5,500 codes associated with the open text comments submitted in the Phase One online survey and the Phase Two analysis of the occupancy and feature-use in each facility during the overnight hours. The findings suggest that students have passionate and concrete ideas of what should be provided in an overnight study space and that study space design requires a nuanced approach to provide the appropriate number of seats and types of features that users always want available, even overnight. Background The university’s libraries have operated overnight study hours since fall 2014. In fall 2015, the hours moved from the humanities and social science (HSS) branch to the newly renovated science library, precipitating an often-passionate discussion between students, university administration, and library leadership, focusing on the question of which location offered the most comprehensive services and resources to meet student needs. Since student government (SG) has been the source of overnight library hours funding, the student voice has always weighed heavily in the decision-making. In response, a survey was conducted in spring 2016 to provide more evidence with which to justify the decision about where to locate the overnight study hours.2 Based on the results, the overnight study hours were moved back to the HSS branch. All of this occurred with the understanding that, in spring 2017, SG would reopen an historic campus building, renovated to provide a modern study space for students. Almost immediately, there was resista","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129265279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Slides from a presentation given December 6, 2018 at the Library Assessment Conference in Houson, TX. Assessing the library’s impact on student success is vital for all library departments, but many assessments exclude nontraditional students. According to the National Center for Education Statistics (NCES, https://nces.ed.gov/pubs/web/97578e.asp), a nontraditional student is defined by many characteristics, such as: delayed enrollment into higher education programs, part-time attendance, working full-time, financial independence from parents, caretaking responsibilities, single parenthood, and having received a GED. Because nontraditional students can feel isolated from campus resources, reaching out to this population of students is crucial. Though there is literature on creating library outreach and instruction to nontraditional students there is a gap in the literature about assessing nontraditional students research needs. Creating assessments that include and focus on nontraditional students is key to improve library resources and services. Two librarians from a midsize public university created assessments focused on two student groups with many nontraditional students: online students and transfer students. Assessing transfer students has been a long-standing strategic mission for this library, and growing assessment to online students is a more recent step. This paper will cover an introduction to nontraditional students, our assessment methodology and approach to these student groups, our findings, and the value of assessing nontraditional students at other institutions. The purposes of these assessments were to target online and transfer students and assess their use and perceptions of library resources and services. This assessment plan to nontraditional students included many approaches. Transfer students were assessed through surveys, pretest and posttest, and focus groups. Assessing transfer students was also expanded under the Association of College & Research Libraries (ACRL) Assessment in Action (AiA) program. Online students were targeted through surveys and usability studies on library websites, as well as evaluating nontraditional student chat transcripts and creating online advisory groups. With all assessments, these librarians collaborated across library departments and across the institution. When assessing online students, public services, technical services, and library information technology teamed up for usability testing and surveys. To create the advisory board for online students, this librarian worked with nonlibrary departments across campus. With transfer students, the librarian teamed up with nonlibrary departments and regional community colleges. The findings of our assessments indicate that better marketing of services is needed to nontraditional students, as well as an outreach plan to reach students at the beginning of their academic careers. Continuing collaboration is key in order to improve our resources
{"title":"Collaborative Assessment for Student Success: Analyzing Nontraditional Students’ Library Perceptions and Usage","authors":"S. Harlow","doi":"10.29242/LAC.2018.63","DOIUrl":"https://doi.org/10.29242/LAC.2018.63","url":null,"abstract":"Slides from a presentation given December 6, 2018 at the Library Assessment Conference in Houson, TX. Assessing the library’s impact on student success is vital for all library departments, but many assessments exclude nontraditional students. According to the National Center for Education Statistics (NCES, https://nces.ed.gov/pubs/web/97578e.asp), a nontraditional student is defined by many characteristics, such as: delayed enrollment into higher education programs, part-time attendance, working full-time, financial independence from parents, caretaking responsibilities, single parenthood, and having received a GED. Because nontraditional students can feel isolated from campus resources, reaching out to this population of students is crucial. Though there is literature on creating library outreach and instruction to nontraditional students there is a gap in the literature about assessing nontraditional students research needs. Creating assessments that include and focus on nontraditional students is key to improve library resources and services. Two librarians from a midsize public university created assessments focused on two student groups with many nontraditional students: online students and transfer students. Assessing transfer students has been a long-standing strategic mission for this library, and growing assessment to online students is a more recent step. This paper will cover an introduction to nontraditional students, our assessment methodology and approach to these student groups, our findings, and the value of assessing nontraditional students at other institutions. The purposes of these assessments were to target online and transfer students and assess their use and perceptions of library resources and services. This assessment plan to nontraditional students included many approaches. Transfer students were assessed through surveys, pretest and posttest, and focus groups. Assessing transfer students was also expanded under the Association of College & Research Libraries (ACRL) Assessment in Action (AiA) program. Online students were targeted through surveys and usability studies on library websites, as well as evaluating nontraditional student chat transcripts and creating online advisory groups. With all assessments, these librarians collaborated across library departments and across the institution. When assessing online students, public services, technical services, and library information technology teamed up for usability testing and surveys. To create the advisory board for online students, this librarian worked with nonlibrary departments across campus. With transfer students, the librarian teamed up with nonlibrary departments and regional community colleges. The findings of our assessments indicate that better marketing of services is needed to nontraditional students, as well as an outreach plan to reach students at the beginning of their academic careers. Continuing collaboration is key in order to improve our resources","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115733929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nancy B. Turner, Kirsten Kinsley, Melissa L. Becher
{"title":"Launching the Resource Repository for Assessment Librarians: From Needs Assessment to Pilot and Beyond","authors":"Nancy B. Turner, Kirsten Kinsley, Melissa L. Becher","doi":"10.29242/lac.2018.53","DOIUrl":"https://doi.org/10.29242/lac.2018.53","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125977070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Open University (OU) is the UK’s largest academic institution dedicated to distance learning, with over 173,000 students. Learning analytics is a key organisational strategic driver at the OU where we have been a leader in this research field internationally (Rienties, Toetenel, 2016). Library Services within the University provide students and staff with access to an extensive online collection of library resources; digital and information literacy skills training and 24/7 support. This paper is a continuation of our work in the field of Library Learning Analytics. Previously published research has identified a positive relationship between library collection access and student success (Nurse, Baker and Gambles, 2018), but what about our skills training provision? Library Services have been delivering a suite of online synchronous information literacy training sessions embedded into the curriculum in partnership with faculty colleagues since 2014. Attendance is optional for the students and approximately 20% of qualifications have added the library sessions to their tuition strategies. Following a platform provider change in 2017 data on student attendance at online tutorials, and any subsequent views of sessions after the event, have been collected as part of the institutional learning analytics strategy. This research will investigate the relationship between students who participate in the library-provided training sessions during the academic year 2017-18 and their attainment at the end of the module of study. Attainment data, defined as fail, pass or pass with distinction, will be available in October 2018. Attainment scores of students who chose to attend live, and those who watched the session at a later date, will be compared with students from the same module who did not participate. The research will be conducted in accordance with the institutional Ethical use of Student Data for Learning Analytics Policy (The Open University, 2014). Findings of the research will be completed by November 2018. An early pilot study with a single module has found that students who participated in a training session had on average a 6.5% higher score in their next assignment than the students who chose not to attend. The initial pilot also suggests that there may be a difference between students attending live and those viewing the recording. It should be noted however that a number of factors will impact on student success alongside the library training session. The drivers for this research are to identify if the online library training sessions are providing an impact on student success in line with key institutional strategic drivers. If they are having a positive effect the information will be used to advocate the service with key stakeholders with an aim to increase resource for the service; with faculty to ensure students from all disciplines are able to benefit; and with students to encourage participation. If they are not having a p
{"title":"The Continuing Adventures of Library Learning Analytics: Exploring the Relationship between Library Skills Training and Student Success","authors":"S. Killick, Richard Nurse, H. Clough","doi":"10.29242/lac.2018.15","DOIUrl":"https://doi.org/10.29242/lac.2018.15","url":null,"abstract":"The Open University (OU) is the UK’s largest academic institution dedicated to distance learning, with over 173,000 students. Learning analytics is a key organisational strategic driver at the OU where we have been a leader in this research field internationally (Rienties, Toetenel, 2016). Library Services within the University provide students and staff with access to an extensive online collection of library resources; digital and information literacy skills training and 24/7 support. This paper is a continuation of our work in the field of Library Learning Analytics. Previously published research has identified a positive relationship between library collection access and student success (Nurse, Baker and Gambles, 2018), but what about our skills training provision? \u0000 \u0000Library Services have been delivering a suite of online synchronous information literacy training sessions embedded into the curriculum in partnership with faculty colleagues since 2014. Attendance is optional for the students and approximately 20% of qualifications have added the library sessions to their tuition strategies. Following a platform provider change in 2017 data on student attendance at online tutorials, and any subsequent views of sessions after the event, have been collected as part of the institutional learning analytics strategy. This research will investigate the relationship between students who participate in the library-provided training sessions during the academic year 2017-18 and their attainment at the end of the module of study. Attainment data, defined as fail, pass or pass with distinction, will be available in October 2018. Attainment scores of students who chose to attend live, and those who watched the session at a later date, will be compared with students from the same module who did not participate. The research will be conducted in accordance with the institutional Ethical use of Student Data for Learning Analytics Policy (The Open University, 2014). Findings of the research will be completed by November 2018. \u0000 \u0000An early pilot study with a single module has found that students who participated in a training session had on average a 6.5% higher score in their next assignment than the students who chose not to attend. The initial pilot also suggests that there may be a difference between students attending live and those viewing the recording. It should be noted however that a number of factors will impact on student success alongside the library training session. \u0000 \u0000The drivers for this research are to identify if the online library training sessions are providing an impact on student success in line with key institutional strategic drivers. If they are having a positive effect the information will be used to advocate the service with key stakeholders with an aim to increase resource for the service; with faculty to ensure students from all disciplines are able to benefit; and with students to encourage participation. If they are not having a p","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121563659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Discovering Access: Uncovering the Connection between Office Spaces and the User Experience","authors":"Tobi Hines, Sara E. Wright","doi":"10.29242/lac.2018.23","DOIUrl":"https://doi.org/10.29242/lac.2018.23","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130550743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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