Introduction This paper reports the results of a 2016 national survey on how reference data are collected and used, conducted by the Evaluation of Reference and User Services (ERUS) Committee, of the Reference Services Section, of the Reference & User Services Association division of the American Librarian Association. Results include how academic libraries capture reference transactions and the extent to which the recorded data conforms to official definitions. We identify standard practices, recognize innovations, and offer recommendations. From our findings, readers will discover trends, opportunities, and tools for better documenting the value of reference services.
{"title":"Benchmarking Reference Data Collection: The Results of a National Survey on Reference Transaction Instruments with Recommendations for Effective Practice","authors":"Rebecca Graff, Paula R. Dempsey, A. Dobry","doi":"10.29242/lac.2018.77","DOIUrl":"https://doi.org/10.29242/lac.2018.77","url":null,"abstract":"Introduction This paper reports the results of a 2016 national survey on how reference data are collected and used, conducted by the Evaluation of Reference and User Services (ERUS) Committee, of the Reference Services Section, of the Reference & User Services Association division of the American Librarian Association. Results include how academic libraries capture reference transactions and the extent to which the recorded data conforms to official definitions. We identify standard practices, recognize innovations, and offer recommendations. From our findings, readers will discover trends, opportunities, and tools for better documenting the value of reference services.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"117 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":"134565481","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":"Textbook Affordability Options: Assessing E-book Purchase Models for Value and Impact","authors":"Athena Hoeppner, S. Duff","doi":"10.29242/lac.2018.14","DOIUrl":"https://doi.org/10.29242/lac.2018.14","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":"176 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":"122663748","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 A wealth of empirical evidence demonstrates that the educational achievement gap is exacerbated by economic inequality. Compared with children from advantaged backgrounds, children from low-income families are less likely to score as proficient on school reading assessments,1 graduate from high school,2 and attend college (Goldrick-Rab & Pfeffer, 2009; Bailey & Dynarski, 2011).3 Although there are many underlying causes of income-based disparities, low-income children are more vulnerable to summer learning loss than their wealthier peers.4
{"title":"Linking Incongruent Data Sources: A Case Study of a Summer Library Program","authors":"J. A. Boden, Karin Chang, Meghan Ecker-Lyster","doi":"10.29242/lac.2018.28","DOIUrl":"https://doi.org/10.29242/lac.2018.28","url":null,"abstract":"Introduction A wealth of empirical evidence demonstrates that the educational achievement gap is exacerbated by economic inequality. Compared with children from advantaged backgrounds, children from low-income families are less likely to score as proficient on school reading assessments,1 graduate from high school,2 and attend college (Goldrick-Rab & Pfeffer, 2009; Bailey & Dynarski, 2011).3 Although there are many underlying causes of income-based disparities, low-income children are more vulnerable to summer learning loss than their wealthier peers.4","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"27 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":"124892534","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 There can be no doubt about the recent rise of interest in assessment in librarianship. Popular assessment methods range from quantitative approaches (such as user surveys, usability heuristics, and data and search logs) to qualitative techniques (user interviews, photo elicitation, immersive ethnographies, and more). Many discussions ensue about which of these scientific-based methods is best applicable to the library work at hand, but few have questioned the assumption that scientific methods are the most relevant and applicable assessment methods for librarianship overall.
{"title":"From Default to Design: Design-Based Assessment for Libraries and Librarianship","authors":"R. Clarke","doi":"10.29242/lac.2018.31","DOIUrl":"https://doi.org/10.29242/lac.2018.31","url":null,"abstract":"Introduction There can be no doubt about the recent rise of interest in assessment in librarianship. Popular assessment methods range from quantitative approaches (such as user surveys, usability heuristics, and data and search logs) to qualitative techniques (user interviews, photo elicitation, immersive ethnographies, and more). Many discussions ensue about which of these scientific-based methods is best applicable to the library work at hand, but few have questioned the assumption that scientific methods are the most relevant and applicable assessment methods for librarianship overall.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"119 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131520533","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}
Scott W. H. Young, David Swedman, Martha Kyrillidou
{"title":"Meta-Assessment: The ARL Assessment Framework in Practice at Montana State University","authors":"Scott W. H. Young, David Swedman, Martha Kyrillidou","doi":"10.29242/lac.2018.39","DOIUrl":"https://doi.org/10.29242/lac.2018.39","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":"114 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":"127975628","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. Pearce, Caroline He, R. Peterson, K. Downing, Alix Keener, Jacqueline L. Freeman, Andrea Kang, Hilary Severyn, E. Yakel
This study investigates the needs of qualitative researchers and the ways in which libraries may address some of those needs. Using qualitative interview methods, we conducted 10 semi-structured interviews with individuals from two stakeholder groups: researchers (faculty and doctoral students) and librarians. Among the variety of needs that emerged, ranging from methods training to identifying sources of funding, we discuss two implications for library practice in detail: (1) the need for depth in library resources on qualitative methodology, and (2) potential ways for the library to support communities of practice around qualitative research tools and methods. Introduction Though libraries have built, enhanced, and expanded service offerings to support scholarly needs across all stages of the research lifecycle, with particular emphasis on research data management, these services have tended to privilege quantitative approaches.1 Similarly, researchers are likely to encounter greater support for quantitative methods than qualitative ones elsewhere on campus and in dialogue with external funders.2 Developing services that attend to the needs of qualitative researchers will enable libraries to provide more inclusive services that intersect with and support a greater range of interventions and which encompass the research life cycle comprehensively. Through outreach and assessment activities, libraries can learn more about the needs of qualitative researchers across disciplines and develop services in alignment. Through a series of semi-structured stakeholder interviews conducted at the University of Michigan, this study provides insight into unmet needs of qualitative researchers and corresponding opportunities for library engagement. Analysis to date has highlighted opportunities for libraries to enhance their support for the development of methodological competencies. In particular, the interviews suggest that libraries may enhance support for communities of practice and lend more focused attention to the role of collections in supporting methodological learning. Literature Review According to recent studies, qualitative research is on the rise globally, especially in the social sciences and interdisciplinary studies.3 Though qualitative research is not new, recognition of its value in elevating stories that cannot emerge from quantitative methods alone has gained traction in recent years.4 Consequently, many disciplines have observed increased interest in and adoption of emerging qualitative and mixed methods approaches.5 As a result of the rise in popularity of qualitative research, some fields have experienced a corresponding increase in novice qualitative researchers. The literature suggests that these new researchers face many challenges in obtaining sufficient training, services, and support, even when they receive some training through methods courses. For example, Lena W. Carawan et al. developed an interdisciplinary qualitative analysi
本研究调查了定性研究人员的需求以及图书馆可能满足这些需求的方式。使用定性访谈方法，我们对来自两个利益相关者群体的个人进行了10次半结构化访谈:研究人员(教师和博士生)和图书馆员。在出现的各种需求中，从方法培训到确定资金来源，我们详细讨论了图书馆实践的两个含义:(1)需要深入了解定性研究方法的图书馆资源;(2)图书馆支持定性研究工具和方法实践社区的潜在途径。虽然图书馆已经建立、增强和扩展了服务产品，以支持研究生命周期各个阶段的学术需求，特别强调研究数据管理，但这些服务倾向于特权定量方法同样，在校园的其他地方以及与外部资助者的对话中，研究人员可能会遇到对定量方法比定性方法更大的支持开发满足定性研究人员需求的服务将使图书馆能够提供更具包容性的服务，这些服务与更大范围的干预措施交叉并支持，并全面涵盖研究生命周期。通过外展和评估活动，图书馆可以更多地了解跨学科定性研究人员的需求，并开发相应的服务。通过在密歇根大学进行的一系列半结构化利益相关者访谈，本研究深入了解了定性研究人员未满足的需求以及图书馆参与的相应机会。迄今为止的分析突出表明，图书馆有机会加强对方法论能力发展的支持。特别是，这些访谈表明，图书馆可以加强对实践社区的支持，并更加关注馆藏在支持方法论学习方面的作用。根据最近的研究，定性研究在全球范围内呈上升趋势，特别是在社会科学和跨学科研究中虽然定性研究并不新鲜，但近年来，人们认识到它在提升故事方面的价值，而这些故事不能单独从定量方法中产生因此，许多学科已经观察到对新兴的定性和混合方法的兴趣和采用由于定性研究的普及，一些领域的新手定性研究人员也相应增加。文献表明，这些新的研究人员在获得足够的培训、服务和支持方面面临许多挑战，即使他们通过方法课程接受了一些培训。例如，Lena W. Carawan等人开发了一门跨学科的定性分析课程，并报告说，学生遇到“认识论、本体论和定性研究的方法”是“迷失方向和困难的”，而Eleanor Mattern等人发现，博士生在课堂上接受的方法训练与他们的研究项目的要求之间存在差距，跨越了方法论
{"title":"Qualifying for Services: Investigating the Unmet Needs of Qualitative Researchers","authors":"A. Pearce, Caroline He, R. Peterson, K. Downing, Alix Keener, Jacqueline L. Freeman, Andrea Kang, Hilary Severyn, E. Yakel","doi":"10.29242/lac.2018.29","DOIUrl":"https://doi.org/10.29242/lac.2018.29","url":null,"abstract":"This study investigates the needs of qualitative researchers and the ways in which libraries may address some of those needs. Using qualitative interview methods, we conducted 10 semi-structured interviews with individuals from two stakeholder groups: researchers (faculty and doctoral students) and librarians. Among the variety of needs that emerged, ranging from methods training to identifying sources of funding, we discuss two implications for library practice in detail: (1) the need for depth in library resources on qualitative methodology, and (2) potential ways for the library to support communities of practice around qualitative research tools and methods. Introduction Though libraries have built, enhanced, and expanded service offerings to support scholarly needs across all stages of the research lifecycle, with particular emphasis on research data management, these services have tended to privilege quantitative approaches.1 Similarly, researchers are likely to encounter greater support for quantitative methods than qualitative ones elsewhere on campus and in dialogue with external funders.2 Developing services that attend to the needs of qualitative researchers will enable libraries to provide more inclusive services that intersect with and support a greater range of interventions and which encompass the research life cycle comprehensively. Through outreach and assessment activities, libraries can learn more about the needs of qualitative researchers across disciplines and develop services in alignment. Through a series of semi-structured stakeholder interviews conducted at the University of Michigan, this study provides insight into unmet needs of qualitative researchers and corresponding opportunities for library engagement. Analysis to date has highlighted opportunities for libraries to enhance their support for the development of methodological competencies. In particular, the interviews suggest that libraries may enhance support for communities of practice and lend more focused attention to the role of collections in supporting methodological learning. Literature Review According to recent studies, qualitative research is on the rise globally, especially in the social sciences and interdisciplinary studies.3 Though qualitative research is not new, recognition of its value in elevating stories that cannot emerge from quantitative methods alone has gained traction in recent years.4 Consequently, many disciplines have observed increased interest in and adoption of emerging qualitative and mixed methods approaches.5 As a result of the rise in popularity of qualitative research, some fields have experienced a corresponding increase in novice qualitative researchers. The literature suggests that these new researchers face many challenges in obtaining sufficient training, services, and support, even when they receive some training through methods courses. For example, Lena W. Carawan et al. developed an interdisciplinary qualitative analysi","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":"132097844","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}
After a mandate to utilize data to demonstrate impact on student success, Virginia Tech University Libraries began diving into previously untapped data sources. Given that the collections budget makes up 48% of the total library budget, roughly 90% of which streams to electronic resources, it was deemed necessary to make more direct connections between electronic resource usage and student success. Usual practices prior to the charge involved analyzing usage from Counter reports and cost data, such as frequency and cost per use, primarily for the purposes of serials budgeting and negotiations. Due to these past data collection analysis practices, university libraries could only create basic inferences about its electronic resource users. In order to create more robust user inferences, the university libraries turned to EZproxy logs as well as university-collected student data and began a multiphase research project based on the connection between the two data streams. The long-range purpose of the research project is to create better understanding of student user demographics by connecting electronic resource usage information with university-held student demographic information. Ultimately, plans include impact measurement of the university libraries on Virginia Tech’s overall success and constitutes the start of a broader systematic study of the impact of university libraries’ dollars spent on electronic resources. Development of this study includes research into encryption and anonymization techniques, as well as current best practices in security of personal information. Discussion will include challenges, including onand off-campus usage access and meeting resistance to utilizing personally identifiable data. The discussion will also include tools utilized in the study, which include EZproxy, Graylog, Python, and Tableau. Background and Purpose Total collections spending typically makes up 37% of an academic libraries’ total library expenditures.1 Virginia Tech’s collection spending consumes even more than the average at 48%; electronic resources consume 90% of that collections budget. Given the sheer proportion of funding devoted to electronic resources, it is not surprising that administrators need more data to demonstrate the effectiveness of investments. Libraries, like all other university units, need to map their outcomes to the university’s and demonstrate value and impact, and doing so with data is imperative. “More than 2,500 institutions worldwide are currently using Ezproxy,” and, for many universities, utilizing usage data from EZproxy creates opportunities to demonstrate value and impact.2 Literature Review Libraries use a variety of methods to demonstrate the impact of their products and services. One university library analyzed the following service points where they also collected corresponding user identification at each: all types of reference questions, circulation transactions, instruction sessions, delivery requests, int
{"title":"Mining EZProxy Data: User Demographics and Electronic Resources","authors":"Ellie Kohler, Connie Stovall","doi":"10.29242/lac.2018.68","DOIUrl":"https://doi.org/10.29242/lac.2018.68","url":null,"abstract":"After a mandate to utilize data to demonstrate impact on student success, Virginia Tech University Libraries began diving into previously untapped data sources. Given that the collections budget makes up 48% of the total library budget, roughly 90% of which streams to electronic resources, it was deemed necessary to make more direct connections between electronic resource usage and student success. Usual practices prior to the charge involved analyzing usage from Counter reports and cost data, such as frequency and cost per use, primarily for the purposes of serials budgeting and negotiations. Due to these past data collection analysis practices, university libraries could only create basic inferences about its electronic resource users. In order to create more robust user inferences, the university libraries turned to EZproxy logs as well as university-collected student data and began a multiphase research project based on the connection between the two data streams. The long-range purpose of the research project is to create better understanding of student user demographics by connecting electronic resource usage information with university-held student demographic information. Ultimately, plans include impact measurement of the university libraries on Virginia Tech’s overall success and constitutes the start of a broader systematic study of the impact of university libraries’ dollars spent on electronic resources. Development of this study includes research into encryption and anonymization techniques, as well as current best practices in security of personal information. Discussion will include challenges, including onand off-campus usage access and meeting resistance to utilizing personally identifiable data. The discussion will also include tools utilized in the study, which include EZproxy, Graylog, Python, and Tableau. Background and Purpose Total collections spending typically makes up 37% of an academic libraries’ total library expenditures.1 Virginia Tech’s collection spending consumes even more than the average at 48%; electronic resources consume 90% of that collections budget. Given the sheer proportion of funding devoted to electronic resources, it is not surprising that administrators need more data to demonstrate the effectiveness of investments. Libraries, like all other university units, need to map their outcomes to the university’s and demonstrate value and impact, and doing so with data is imperative. “More than 2,500 institutions worldwide are currently using Ezproxy,” and, for many universities, utilizing usage data from EZproxy creates opportunities to demonstrate value and impact.2 Literature Review Libraries use a variety of methods to demonstrate the impact of their products and services. One university library analyzed the following service points where they also collected corresponding user identification at each: all types of reference questions, circulation transactions, instruction sessions, delivery requests, int","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":"126734530","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}
This is the conference proceeding for the Library Assessment Conference that took place December 5-7, 2018, in Houston, TX. Proceedings are published as PDFs on this page: https://www.libraryassessment.org/past-conferences/2018-library-assessment-conference/2018-proceedings/
{"title":"Diffusing Organizational Change through Service Design and Iterative Assessment","authors":"Rachel Vacek, E. Rodgers, M. Sitar","doi":"10.29242/LAC.2018.48","DOIUrl":"https://doi.org/10.29242/LAC.2018.48","url":null,"abstract":"This is the conference proceeding for the Library Assessment Conference that took place December 5-7, 2018, in Houston, TX. Proceedings are published as PDFs on this page: https://www.libraryassessment.org/past-conferences/2018-library-assessment-conference/2018-proceedings/","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132978653","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}
Scott W. H. Young, David Swedman, Hailley M. Fargo, Steve Borrelli, Zoe Chao, Carmen Gass
How can we ensure that underrepresented populations succeed at our institutions? Participatory Design offers one answer to this question. Participatory Design is a socially-active, values-driven approach to co-creation that seeks to give voice to those who have been traditionally unheard. A team of librarians from Penn State University (PSU) and Montana State University (MSU) followed a parallel design process with two different populations: PSU worked with first-generation students and MSU worked with Native American students. Each project team facilitated a series of 10 workshops with student participants that followed a three-phase process: exploration, generation, and evaluation.•During the exploration phase, we explored topics, concepts, and problems relating to the library experience of participants. •During the generation phase, we generated ideas and potential solutions around key topics explored in the first phase. •During the evaluation phase, we evaluated and implemented the most desirable, feasible, and viable solutions generated in the second phase. Through this process, the first-generation student group at PSU produced new service designs for engaging other first-generation students, while the Native American student group at MSU produced a seven-part poster series and social media campaign designed to welcome Native American students into the library. In addition to co-designing new services, Participatory Design also aims to generate political outcomes that focus on empowering participants. The foundational values of Participatory Design include mutual learning, power sharing, and the equal recognition of expertise among all participants. Within this equity-focused, participatory framework, the students participants became expert library users who expressed readiness to advocate for the library to their peers. More than that, the students—members of underrepresented populations who often feel at the margins—developed a stronger sense of place and confidence on campus that will contribute to their success at our institutions. And for the librarian facilitators, the in-depth co-design process enhanced our ability to understand these student populations. We gained new insights into the experience of our student participants that we can apply to better serve these important populations. Ultimately, the Participatory Design process equipped us with the tools and insights to assess and improve the conditions of their success.In this way, we found Participatory Design to be an empowering, compassionate, and effective approach for designing and assessing library services and experiences. This paper will present the principles of Participatory Design, our step-by-step process, and the challenges and limitations of this approach. The key takeaway of this paper will be practical recommendations for building a sustainable, participatory design and assessment program with underrepresented populations.
{"title":"Assessing and Improving the Experience of Underrepresented Populations: A Participatory Design Approach","authors":"Scott W. H. Young, David Swedman, Hailley M. Fargo, Steve Borrelli, Zoe Chao, Carmen Gass","doi":"10.31229/osf.io/hr8sj","DOIUrl":"https://doi.org/10.31229/osf.io/hr8sj","url":null,"abstract":"How can we ensure that underrepresented populations succeed at our institutions? Participatory Design offers one answer to this question. Participatory Design is a socially-active, values-driven approach to co-creation that seeks to give voice to those who have been traditionally unheard. A team of librarians from Penn State University (PSU) and Montana State University (MSU) followed a parallel design process with two different populations: PSU worked with first-generation students and MSU worked with Native American students. Each project team facilitated a series of 10 workshops with student participants that followed a three-phase process: exploration, generation, and evaluation.•During the exploration phase, we explored topics, concepts, and problems relating to the library experience of participants. •During the generation phase, we generated ideas and potential solutions around key topics explored in the first phase. •During the evaluation phase, we evaluated and implemented the most desirable, feasible, and viable solutions generated in the second phase. Through this process, the first-generation student group at PSU produced new service designs for engaging other first-generation students, while the Native American student group at MSU produced a seven-part poster series and social media campaign designed to welcome Native American students into the library. In addition to co-designing new services, Participatory Design also aims to generate political outcomes that focus on empowering participants. The foundational values of Participatory Design include mutual learning, power sharing, and the equal recognition of expertise among all participants. Within this equity-focused, participatory framework, the students participants became expert library users who expressed readiness to advocate for the library to their peers. More than that, the students—members of underrepresented populations who often feel at the margins—developed a stronger sense of place and confidence on campus that will contribute to their success at our institutions. And for the librarian facilitators, the in-depth co-design process enhanced our ability to understand these student populations. We gained new insights into the experience of our student participants that we can apply to better serve these important populations. Ultimately, the Participatory Design process equipped us with the tools and insights to assess and improve the conditions of their success.In this way, we found Participatory Design to be an empowering, compassionate, and effective approach for designing and assessing library services and experiences. This paper will present the principles of Participatory Design, our step-by-step process, and the challenges and limitations of this approach. The key takeaway of this paper will be practical recommendations for building a sustainable, participatory design and assessment program with underrepresented populations.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123641074","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}
K. Harker, Setareh Keshmiripour, Marcia McIntosh, E. O’Toole, Catherine Sassen
Presentation for the 2018 Library Assessment Conference. This presentation describes the assessment of a mentoring program at a large academic library.
在2018年图书馆评估会议上的演讲。本报告描述了对一家大型学术图书馆指导项目的评估。
{"title":"Assessing the Success of a Mentoring Program for Academic Librarians","authors":"K. Harker, Setareh Keshmiripour, Marcia McIntosh, E. O’Toole, Catherine Sassen","doi":"10.29242/lac.2018.36","DOIUrl":"https://doi.org/10.29242/lac.2018.36","url":null,"abstract":"Presentation for the 2018 Library Assessment Conference. This presentation describes the assessment of a mentoring program at a large academic library.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121076015","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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