{"title":"Two Years and Change: Building a Sustainable Culture of User-Focused Assessment","authors":"K. O’Neill","doi":"10.29242/lac.2018.42","DOIUrl":"https://doi.org/10.29242/lac.2018.42","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":"191 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":"133445612","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 mission of the academic institution to support student learning and success has embedded within it the need to attend to issues of equity, inclusion, and justice. By providing a shared collection for access by all members of a community, the academic library seeks to establish a shared level of access to information. At one level, this seems to create equality inherently; however, it is obvious that not everyone is equally able to avail themselves of this access. Differences in resources, preparation, and experiences mean that equal access does not guarantee equitable access. If an academic library turns its attention to equity, it will develop additional services and offer further resources, likely targeted to particular segments of its community.
{"title":"Social Justice Metrics for Libraries: Considerations for an Emerging Framework","authors":"L. Hinchliffe","doi":"10.29242/lac.2018.57","DOIUrl":"https://doi.org/10.29242/lac.2018.57","url":null,"abstract":"The mission of the academic institution to support student learning and success has embedded within it the need to attend to issues of equity, inclusion, and justice. By providing a shared collection for access by all members of a community, the academic library seeks to establish a shared level of access to information. At one level, this seems to create equality inherently; however, it is obvious that not everyone is equally able to avail themselves of this access. Differences in resources, preparation, and experiences mean that equal access does not guarantee equitable access. If an academic library turns its attention to equity, it will develop additional services and offer further resources, likely targeted to particular segments of its community.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"2014 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":"129645728","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":"Choose Your Adventure: A Library Reorganization Case Study","authors":"C. Scalf","doi":"10.29242/lac.2018.47","DOIUrl":"https://doi.org/10.29242/lac.2018.47","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":"38 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":"114896703","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":"Aligning Textbook Affordability with State Performance Funding Metrics","authors":"Penny M. Beile","doi":"10.29242/lac.2018.2","DOIUrl":"https://doi.org/10.29242/lac.2018.2","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":"130706788","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}
Joseph Hafner, Dawn McKinnon, Martin Morris, Andrew Senior
Introduction Collection evaluation is time consuming, and collaboration between collection librarians and liaison librarians can lead to more meaningful assessment and context of usage of library resources. Each collection assessment tool offers a unique perspective and comes with its own set of advantages and disadvantages for different types of collections, subjects and ease of use. It can be overwhelming to select a tool and find time to use it to its full potential in order to fully evaluate a collection.
{"title":"Is There a (Data) Point? Are All These Measures Useful?","authors":"Joseph Hafner, Dawn McKinnon, Martin Morris, Andrew Senior","doi":"10.29242/lac.2018.6","DOIUrl":"https://doi.org/10.29242/lac.2018.6","url":null,"abstract":"Introduction Collection evaluation is time consuming, and collaboration between collection librarians and liaison librarians can lead to more meaningful assessment and context of usage of library resources. Each collection assessment tool offers a unique perspective and comes with its own set of advantages and disadvantages for different types of collections, subjects and ease of use. It can be overwhelming to select a tool and find time to use it to its full potential in order to fully evaluate a collection.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"15 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":"121698645","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}
Although open education initiatives are gaining traction at many higher education institutions, the promise of open access or free textbooks for all courses is not yet a reality. Meanwhile, the high cost of textbooks remains an obstacle to academic success for many students. Providing equal access to education is central to the mission of academic libraries, and librarians at the University of Texas at San Antonio decided to support student success by offering a selection of textbooks on reserve. Given a modest annual textbook budget, it was important to identify textbooks that would have the greatest impact on student success. Librarians developed an assessment methodology that identifies lower-division, core courses with high enrollments and expensive textbooks, giving additional weight to courses with a high percentage of students who receive grades of D, F, or who drop the class. Focusing on these criteria, among others, enables the library to provide a selection of high-impact textbooks that circulates heavily and assists students in classes with a demonstrated need for academic support.
{"title":"Assessing Textbook Cost and Course Data for a High-Impact Textbook Lending Program","authors":"Posie Aagaard, Jan H. Kemp","doi":"10.29242/lac.2018.67","DOIUrl":"https://doi.org/10.29242/lac.2018.67","url":null,"abstract":"Although open education initiatives are gaining traction at many higher education institutions, the promise of open access or free textbooks for all courses is not yet a reality. Meanwhile, the high cost of textbooks remains an obstacle to academic success for many students. Providing equal access to education is central to the mission of academic libraries, and librarians at the University of Texas at San Antonio decided to support student success by offering a selection of textbooks on reserve. Given a modest annual textbook budget, it was important to identify textbooks that would have the greatest impact on student success. Librarians developed an assessment methodology that identifies lower-division, core courses with high enrollments and expensive textbooks, giving additional weight to courses with a high percentage of students who receive grades of D, F, or who drop the class. Focusing on these criteria, among others, enables the library to provide a selection of high-impact textbooks that circulates heavily and assists students in classes with a demonstrated need for academic support.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"61 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":"123416150","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 7, 2018 at the Library Assessment Conference in Houston, TX. Digital literacy skills are essential for 21st century students to succeed in their academic work and future professions. Academic libraries around the country have implemented digital media services to assist students in developing videos, 3D objects, posters and other media for course assignments and other projects. Staff in these services also work with faculty to create and assess effective assignments so that students learn these important skills. At a high-research university a Digital Media Commons (DMC) was implemented in 2012 with technology and expertise in a separate service area to focus on media production projects Services have grown to also include a green screen lab, maker space, virtual reality, drones and a gaming lab. In 2017-18 an assessment project was implemented to determine how the DMC contributes to student success. The project included three phases -- a faculty survey, customer service survey and focus groups. Results of the assessments will be used for a variety of purposes including improvement to instruction, addressing service issues and adding needed services or resources. It will be distributed to Libraries’ administration to use for planning future improvements, services and to address staffing issues. The data will also be used to inform an upcoming major library renovation and addition. The Libraries have employed a consulting firm to provide a master building plan. These assessment results will be most beneficial for planning an updated Digital Media Commons.
{"title":"Where Do We Grow from Here? Assessing the Impact of a Digital Media Commons on Student Success","authors":"Armondo R. Collins, Kathryn Crowe","doi":"10.29242/LAC.2018.76","DOIUrl":"https://doi.org/10.29242/LAC.2018.76","url":null,"abstract":"Slides from a presentation given December 7, 2018 at the Library Assessment Conference in Houston, TX. Digital literacy skills are essential for 21st century students to succeed in their academic work and future professions. Academic libraries around the country have implemented digital media services to assist students in developing videos, 3D objects, posters and other media for course assignments and other projects. Staff in these services also work with faculty to create and assess effective assignments so that students learn these important skills. At a high-research university a Digital Media Commons (DMC) was implemented in 2012 with technology and expertise in a separate service area to focus on media production projects Services have grown to also include a green screen lab, maker space, virtual reality, drones and a gaming lab. In 2017-18 an assessment project was implemented to determine how the DMC contributes to student success. The project included three phases -- a faculty survey, customer service survey and focus groups. Results of the assessments will be used for a variety of purposes including improvement to instruction, addressing service issues and adding needed services or resources. It will be distributed to Libraries’ administration to use for planning future improvements, services and to address staffing issues. The data will also be used to inform an upcoming major library renovation and addition. The Libraries have employed a consulting firm to provide a master building plan. These assessment results will be most beneficial for planning an updated Digital Media Commons.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"16 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":"122916957","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 In July 2018, Harvard Library launched a re-envisioned and redesigned library.harvard.edu. The site brings together two properties: the former library.harvard.edu, a Drupal-hosted website with information on the Harvard Library organization, and hcl.harvard.edu, a static website with information about libraries related to Harvard College, which is the four-year, undergraduate liberal arts program at Harvard. Our goal for the website was to build something easy to use and “endlessly helpful.” The four guiding principles of the website are to:
{"title":"Redesigning Harvard Library’s Website with User Research at Every Step","authors":"Amy Deschenes","doi":"10.29242/lac.2018.72","DOIUrl":"https://doi.org/10.29242/lac.2018.72","url":null,"abstract":"Introduction In July 2018, Harvard Library launched a re-envisioned and redesigned library.harvard.edu. The site brings together two properties: the former library.harvard.edu, a Drupal-hosted website with information on the Harvard Library organization, and hcl.harvard.edu, a static website with information about libraries related to Harvard College, which is the four-year, undergraduate liberal arts program at Harvard. Our goal for the website was to build something easy to use and “endlessly helpful.” The four guiding principles of the website are to:","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"34 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":"126280276","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}
Laura I. Spears, Bess G. de Farber, Melissa Powers
Academic and public librarians, administrators, and other information professionals will appreciate research activities that tell the stories of participants from a recent Collaborating with Strangers (CoLAB) workshop conducted for a regional multitype library cooperative (MLC). This presentation describes the facilitated workshop and resulting qualitative analysis from which the research team presented solid evidence to the MLC leadership for informing a five-year strategic planning process and for suggesting advocacy initiatives led by the MLC member libraries. The team will share the process used to elicit useful data gleaned from CoLAB workshop materials created by participants. The method used to analyze resulting data demonstrates the efficacy of CoLAB workshops for quickly extracting substantial amounts of qualitative data and insights, some of which may result in potential longterm impacts on specific communities such as libraries and patrons. CoLABs are intentionally designed to increase comfort in speaking with strangers. Future workshops for other academic library stakeholders, such as students and faculty, offer the potential to reveal what they value within the higher education environment. Introduction Academic library professionals are increasingly involved with the research community to fulfill their primary objectives of expanding digital collections, web-based discovery systems, and use of social media and mobile devices in information-seeking. Public library professionals are faced with requests for social service support and for more diverse information resources from communities for which libraries serve as anchor institutions providing equitable access. These demands require dynamic professional development where experts agree that “the informal network developed through many library leadership training programs is often the most valuable and durable benefit of training.”1 Despite the long-term positive impact of facilitating new internal and external connections, engagement provided for professional development can be costly and time-consuming. To understand the professional development capacity among regional library professionals, with a view toward informing strategic planning processes, the Northeast Florida Multitype Library Cooperative (NEFLIN) enlisted the Collaborating with Strangers (CoLAB) workshop2 team to facilitate a 45-minute CoLAB mini-workshop during the region’s 2017 annual meeting. The conference workshop provided a structured environment where participants connected during one-onone, three-minute speed meetings, using profile cards produced during the workshop to practice (1) conversing with others; (2) discovering untapped resources; and (3) initiating cooperative, collaborative, or mentoring partnerships. More than 100 participants generated qualitative data captured by the profile cards that included 11 demographic questions and inquiries about the participant’s role in the library, passion for their w
{"title":"Finding Value in Unusual Places: Transforming Collaboration Workshop Data to Inform a Library Cooperative’s Strategic Plan","authors":"Laura I. Spears, Bess G. de Farber, Melissa Powers","doi":"10.29242/lac.2018.43","DOIUrl":"https://doi.org/10.29242/lac.2018.43","url":null,"abstract":"Academic and public librarians, administrators, and other information professionals will appreciate research activities that tell the stories of participants from a recent Collaborating with Strangers (CoLAB) workshop conducted for a regional multitype library cooperative (MLC). This presentation describes the facilitated workshop and resulting qualitative analysis from which the research team presented solid evidence to the MLC leadership for informing a five-year strategic planning process and for suggesting advocacy initiatives led by the MLC member libraries. The team will share the process used to elicit useful data gleaned from CoLAB workshop materials created by participants. The method used to analyze resulting data demonstrates the efficacy of CoLAB workshops for quickly extracting substantial amounts of qualitative data and insights, some of which may result in potential longterm impacts on specific communities such as libraries and patrons. CoLABs are intentionally designed to increase comfort in speaking with strangers. Future workshops for other academic library stakeholders, such as students and faculty, offer the potential to reveal what they value within the higher education environment. Introduction Academic library professionals are increasingly involved with the research community to fulfill their primary objectives of expanding digital collections, web-based discovery systems, and use of social media and mobile devices in information-seeking. Public library professionals are faced with requests for social service support and for more diverse information resources from communities for which libraries serve as anchor institutions providing equitable access. These demands require dynamic professional development where experts agree that “the informal network developed through many library leadership training programs is often the most valuable and durable benefit of training.”1 Despite the long-term positive impact of facilitating new internal and external connections, engagement provided for professional development can be costly and time-consuming. To understand the professional development capacity among regional library professionals, with a view toward informing strategic planning processes, the Northeast Florida Multitype Library Cooperative (NEFLIN) enlisted the Collaborating with Strangers (CoLAB) workshop2 team to facilitate a 45-minute CoLAB mini-workshop during the region’s 2017 annual meeting. The conference workshop provided a structured environment where participants connected during one-onone, three-minute speed meetings, using profile cards produced during the workshop to practice (1) conversing with others; (2) discovering untapped resources; and (3) initiating cooperative, collaborative, or mentoring partnerships. More than 100 participants generated qualitative data captured by the profile cards that included 11 demographic questions and inquiries about the participant’s role in the library, passion for their w","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"193 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":"131474678","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":"Assessing the User Needs of STEM Graduate Students: A Comparative Analysis","authors":"Adelia Grabowsky, J. Rumble","doi":"10.29242/lac.2018.10","DOIUrl":"https://doi.org/10.29242/lac.2018.10","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":"55 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":"125376866","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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