Pub Date : 2020-10-01DOI: 10.1080/13614533.2020.1780275
Fiona Salisbury, Mollie Dollinger, J. Vanderlelie
Abstract Across the sector, universities are transforming the student experience by reconceptualising the ways in which they partner with students. The academic library is at the heart of the university experience and libraries have a long history of collaboration and engaging with their communities. As such academic libraries are the perfect next frontier within which to embed the ‘students-as-partners’ approach. This paper proposes a broadening of partnership with students to improve the governance, operations and design of the academic library. Taking La Trobe University Library as a case study, the authors explore a series of examples in action across six domains: space transformation, library governance, service excellence, research, resource design and collection renewal. Within these domains the paper provides insights into how the relationship between the academic library and its community might be shifted to foster critical student/staff partnerships.
{"title":"Students as Partners in the Academic Library: Co-Designing for Transformation","authors":"Fiona Salisbury, Mollie Dollinger, J. Vanderlelie","doi":"10.1080/13614533.2020.1780275","DOIUrl":"https://doi.org/10.1080/13614533.2020.1780275","url":null,"abstract":"Abstract Across the sector, universities are transforming the student experience by reconceptualising the ways in which they partner with students. The academic library is at the heart of the university experience and libraries have a long history of collaboration and engaging with their communities. As such academic libraries are the perfect next frontier within which to embed the ‘students-as-partners’ approach. This paper proposes a broadening of partnership with students to improve the governance, operations and design of the academic library. Taking La Trobe University Library as a case study, the authors explore a series of examples in action across six domains: space transformation, library governance, service excellence, research, resource design and collection renewal. Within these domains the paper provides insights into how the relationship between the academic library and its community might be shifted to foster critical student/staff partnerships.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1780275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43543918","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}
Pub Date : 2020-09-26DOI: 10.1080/13614533.2020.1824925
C. Chisita, Blessing Chiparausha
Abstract The article explores the recent experiences encountered by the Bindura University of Science Education (BUSE) Library, Zimbabwe in the daily operations of its institutional repository (IR) with emphasis on security and ethical issues. It examines the present scenario in the management of the IR. BUSE Library set up an IR to archive and enable access to the university’s scholarly research output. The account profiles the recent challenges encountered by the library as it manages its institutional repository. There are legal and ethical issues undermining the security and ethical use of the BUSE IR, for example, cyber threats and unauthorised access. The poor performance of the network firewall has exposed the IR server to cyber-attacks. The ethical challenges relate to plagiarism and predatory publishers who prey on researchers whose work is hosted on the IR. The article recommends measures to enhance security and overcome challenges in the management of the IR.
{"title":"An Institutional Repository in a Developing Country: security and Ethical Encounters at the Bindura University of Science Education, Zimbabwe","authors":"C. Chisita, Blessing Chiparausha","doi":"10.1080/13614533.2020.1824925","DOIUrl":"https://doi.org/10.1080/13614533.2020.1824925","url":null,"abstract":"Abstract The article explores the recent experiences encountered by the Bindura University of Science Education (BUSE) Library, Zimbabwe in the daily operations of its institutional repository (IR) with emphasis on security and ethical issues. It examines the present scenario in the management of the IR. BUSE Library set up an IR to archive and enable access to the university’s scholarly research output. The account profiles the recent challenges encountered by the library as it manages its institutional repository. There are legal and ethical issues undermining the security and ethical use of the BUSE IR, for example, cyber threats and unauthorised access. The poor performance of the network firewall has exposed the IR server to cyber-attacks. The ethical challenges relate to plagiarism and predatory publishers who prey on researchers whose work is hosted on the IR. The article recommends measures to enhance security and overcome challenges in the management of the IR.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1824925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43241144","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}
Pub Date : 2020-09-24DOI: 10.1080/13614533.2020.1819353
E. Nylander, Margareta Hjort
Abstract Doctoral studies offer a unique phase in the development and legitimisation of researchers, in which PhD students shift from consumption to production of knowledge. While literature exists concerning the information behaviour of graduate students and researchers, there is little work which focuses specifically on the information literacies of PhD students within the health sciences. To better understand this user group, we undertook a qualitative study at the Research School of Health and Welfare in Jönköping, Sweden. Twelve open-ended interviews with both PhD students and their supervisors were conducted and analysed according to a hermeneutic dialectic process. Findings revealed that the supervisors commonly assumed that PhD students already have necessary information literacy skills. Yet some of the students self-reported feeling uncertain when searching and getting ‘stuck’ with one strategy. Responses also indicated that the PhD students and their supervisors were often unaware of what services and support the library could provide.
{"title":"Information Literacies of PhD Students: A Hermeneutic Dialectic Study within the Health Sciences","authors":"E. Nylander, Margareta Hjort","doi":"10.1080/13614533.2020.1819353","DOIUrl":"https://doi.org/10.1080/13614533.2020.1819353","url":null,"abstract":"Abstract Doctoral studies offer a unique phase in the development and legitimisation of researchers, in which PhD students shift from consumption to production of knowledge. While literature exists concerning the information behaviour of graduate students and researchers, there is little work which focuses specifically on the information literacies of PhD students within the health sciences. To better understand this user group, we undertook a qualitative study at the Research School of Health and Welfare in Jönköping, Sweden. Twelve open-ended interviews with both PhD students and their supervisors were conducted and analysed according to a hermeneutic dialectic process. Findings revealed that the supervisors commonly assumed that PhD students already have necessary information literacy skills. Yet some of the students self-reported feeling uncertain when searching and getting ‘stuck’ with one strategy. Responses also indicated that the PhD students and their supervisors were often unaware of what services and support the library could provide.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1819353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140948","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}
Pub Date : 2020-09-21DOI: 10.1080/13614533.2020.1819352
Tara Baillargeon, Eric A. Kowalik, J. Cook
Abstract More faculty are making the foray into digital scholarship as its tools offer novel and efficient approaches to answering research questions. However, faculty seeking to incorporate digital methods into their research may not have the necessary technical skills. Increasingly, libraries are adding digital scholarship support to the research support offered to faculty. In this article, we document the collaboration between a team of librarians and researchers to leverage each group’s unique skills to analyse and better understand the breadth and specific usage of social class and socioeconomic status terminology used in American Counselling Association (ACA) journal articles over a 17-year span. The work process and outcomes of this project are explained to offer an example of how such collaborative digital scholarship projects can be implemented.
{"title":"Collaborative Digital Research: Case Study of Text Mining a Corpus of Academic Journals","authors":"Tara Baillargeon, Eric A. Kowalik, J. Cook","doi":"10.1080/13614533.2020.1819352","DOIUrl":"https://doi.org/10.1080/13614533.2020.1819352","url":null,"abstract":"Abstract More faculty are making the foray into digital scholarship as its tools offer novel and efficient approaches to answering research questions. However, faculty seeking to incorporate digital methods into their research may not have the necessary technical skills. Increasingly, libraries are adding digital scholarship support to the research support offered to faculty. In this article, we document the collaboration between a team of librarians and researchers to leverage each group’s unique skills to analyse and better understand the breadth and specific usage of social class and socioeconomic status terminology used in American Counselling Association (ACA) journal articles over a 17-year span. The work process and outcomes of this project are explained to offer an example of how such collaborative digital scholarship projects can be implemented.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1819352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45107653","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}
Pub Date : 2020-08-23DOI: 10.1080/13614533.2020.1810080
Ninon Franziska Frank, Jarmo Schrader
Abstract Adopting a demand-oriented perspective helps librarians to understand their users better. Involving them in ongoing changes has the potential to have a lasting positive effect on the satisfaction of existing users and the recruitment of new ones. Three case-studies, which involved creating new learning spaces at the University Library of Hildesheim lead to the understanding that librarians need to employ attitudinal and behavioural research techniques to reach that goal because users – as it turns out – often do not really know what they need until they get a chance to try it.
{"title":"Do They Really Know What They Need? Prototypes and Different Research Methods as a Means of Testing Students‘Feedback – A Case-Study","authors":"Ninon Franziska Frank, Jarmo Schrader","doi":"10.1080/13614533.2020.1810080","DOIUrl":"https://doi.org/10.1080/13614533.2020.1810080","url":null,"abstract":"Abstract Adopting a demand-oriented perspective helps librarians to understand their users better. Involving them in ongoing changes has the potential to have a lasting positive effect on the satisfaction of existing users and the recruitment of new ones. Three case-studies, which involved creating new learning spaces at the University Library of Hildesheim lead to the understanding that librarians need to employ attitudinal and behavioural research techniques to reach that goal because users – as it turns out – often do not really know what they need until they get a chance to try it.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1810080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47953522","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}
Pub Date : 2020-07-31DOI: 10.1080/13614533.2020.1803937
Nadia Marks
Abstract As in other academic libraries, LSE (London School of Economics and Political Science) Library does not meet student expectations for access to core readings despite increasing provision. We used user experience research to gather evidence of student experience, behaviours, and preferences for taught course content with the aim of making improvements. We found that convenience is the deciding factor for students in choosing what and how to read due the necessity of keeping up with weekly reading. They prefer PDF journal articles due to their structure and functionality and dislike e-books. This suggests that for book chapters we should offer accessible scans where possible while advocating for improved e-book functionality and licencing. Our research underlines the role of liaison librarians in encouraging appropriate use of reading lists so that they scaffold rather than spoon-feed, as students appreciate well-structured and signposted reading lists, but approach their reading instrumentally. Our next step is to engage with teaching staff.
{"title":"Student Engagement in Improving Access to Taught Course Content at LSE Library: practicalities and Pitfalls","authors":"Nadia Marks","doi":"10.1080/13614533.2020.1803937","DOIUrl":"https://doi.org/10.1080/13614533.2020.1803937","url":null,"abstract":"Abstract As in other academic libraries, LSE (London School of Economics and Political Science) Library does not meet student expectations for access to core readings despite increasing provision. We used user experience research to gather evidence of student experience, behaviours, and preferences for taught course content with the aim of making improvements. We found that convenience is the deciding factor for students in choosing what and how to read due the necessity of keeping up with weekly reading. They prefer PDF journal articles due to their structure and functionality and dislike e-books. This suggests that for book chapters we should offer accessible scans where possible while advocating for improved e-book functionality and licencing. Our research underlines the role of liaison librarians in encouraging appropriate use of reading lists so that they scaffold rather than spoon-feed, as students appreciate well-structured and signposted reading lists, but approach their reading instrumentally. Our next step is to engage with teaching staff.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1803937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41422266","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}
Pub Date : 2020-07-11DOI: 10.1080/13614533.2020.1784761
A. Kogut, Diana Ramirez, M. Foster
Abstract Education librarians are receiving an increasing number of requests to help researchers with systematic reviews. Systematic reviews are evidence syntheses that require comprehensive, reproducible search strategies. Many of the available training programs and materials focus on systematic reviews in the health sciences, not education or the social sciences. Therefore, librarians at Texas A&M University Libraries developed and implemented a training model designed specifically for education librarians. The model consists of three components: shadowing, community of practice, and research projects. In this case study, we discuss the model, provide our reflections on the training, and describe how the model can be modified to fit other institutional contexts and social sciences disciplines.
{"title":"Systematic Review Training Model for Education Librarians: A Case Study","authors":"A. Kogut, Diana Ramirez, M. Foster","doi":"10.1080/13614533.2020.1784761","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784761","url":null,"abstract":"Abstract Education librarians are receiving an increasing number of requests to help researchers with systematic reviews. Systematic reviews are evidence syntheses that require comprehensive, reproducible search strategies. Many of the available training programs and materials focus on systematic reviews in the health sciences, not education or the social sciences. Therefore, librarians at Texas A&M University Libraries developed and implemented a training model designed specifically for education librarians. The model consists of three components: shadowing, community of practice, and research projects. In this case study, we discuss the model, provide our reflections on the training, and describe how the model can be modified to fit other institutional contexts and social sciences disciplines.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41701771","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}
Pub Date : 2020-07-01DOI: 10.1080/13614533.2020.1784759
Rebecca Rose, T. Nesbitt, Allison Galloup
Abstract A commuter campus library hosted an art exhibit in November 2019 to increase engagement levels of local high school and university students and to involve them in scholarly activities. The exhibit displayed student, faculty, and staff submissions on campus. The library space on campus features comfortable seating and desktop computers, with a collection robust with virtual holdings, but scant print volumes. Without physical print books, the library lacks the overt visual cues that can prompt students to seek out traditional library services. To increase student interactions, the librarians use outreach efforts to promote library services. Data collected via surveys from the event participants attempted to measure the impact that the event had on awareness of library services by participants.
{"title":"Hosting Art Exhibits to Enhance Student Engagement: A Case Study at a Commuter College","authors":"Rebecca Rose, T. Nesbitt, Allison Galloup","doi":"10.1080/13614533.2020.1784759","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784759","url":null,"abstract":"Abstract A commuter campus library hosted an art exhibit in November 2019 to increase engagement levels of local high school and university students and to involve them in scholarly activities. The exhibit displayed student, faculty, and staff submissions on campus. The library space on campus features comfortable seating and desktop computers, with a collection robust with virtual holdings, but scant print volumes. Without physical print books, the library lacks the overt visual cues that can prompt students to seek out traditional library services. To increase student interactions, the librarians use outreach efforts to promote library services. Data collected via surveys from the event participants attempted to measure the impact that the event had on awareness of library services by participants.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136084","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}
Pub Date : 2020-07-01DOI: 10.1080/13614533.2020.1784760
Simon Gamble, Timothy Worth, Pip Gilroy, S. Newbold
Abstract With university libraries increasingly viewed as the hub of academic development, (Pearson, 2003; Fallin, 2016) the University of Bristol has recently completed a pilot project to develop academic skills support embedded within its library services, as part of the University’s ‘Bristol Futures’ initiative. This pilot, ‘Study Skills’, was indicated following the findings of a ‘Transition to University Study Group’, aiming to identify ways in which the University could better enable its students to cope with the demands of university-level study. The service would in the first instance support the transition of undergraduate students into the University of Bristol on the understanding that some of the content would be equally applicable to taught postgraduate students. A careful process of scoping was carried out, including site visits to other Russell Group universities, consultations and focus groups with staff, and consultations with students to determine how they wished to be supported in this transition. The result was a business case which set out the remit and costs for a two-year pilot project based in Library Services, which already had a strong academic engagement team. The proposal called for a blended approach (Hughes, 2007), using online resources, individual tutorials and workshops. A key principle of the pilot was the involvement of students as co-authors at every level, from the design and tone through to the content and delivery. Initially a range of focus groups, interviews, testing and feedback techniques were used to ensure that the presentation and content had strong student input. Moreover, students were employed as co-writers and deliverers of content, particularly in workshops, where a training programme enabled progression from co-presentation through modification of existing sessions, to proposal, creation and sole delivery of their own workshops. These paid student roles (titled ‘Bristol Futures Advocates’) allowed development of delivery beyond generic content to more subject-specific skills development. Similar to Peer Assisted Study Sessions (PASS) support (Packham & Miller, 2000), the Advocates delivered short drop-in sessions where they offered advice and signposting to other areas of support at the University. The Advocates initially received intensive training followed by longitudinal training in the form of monthly information sessions and the opportunity to discuss and share best practice. The project has been a clear success, with a strong uptake and positive feedback from students. For example, 99% agreed that they felt more able to complete their work after a tutorial and 91% felt they understood the topic better after a workshop. Due to its success, the service has now become ‘business as usual’ as part of Library Services and expanded to a hub-and-spoke model (Gordon & de Neufville, 1973) with faculty-facing teams centred around the central ‘hub’ of the University’s Library Services. The relationshi
{"title":"Students as Co-authors of an Academic Development Service: A Case Study of the Study Skills Service at the University of Bristol","authors":"Simon Gamble, Timothy Worth, Pip Gilroy, S. Newbold","doi":"10.1080/13614533.2020.1784760","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784760","url":null,"abstract":"Abstract With university libraries increasingly viewed as the hub of academic development, (Pearson, 2003; Fallin, 2016) the University of Bristol has recently completed a pilot project to develop academic skills support embedded within its library services, as part of the University’s ‘Bristol Futures’ initiative. This pilot, ‘Study Skills’, was indicated following the findings of a ‘Transition to University Study Group’, aiming to identify ways in which the University could better enable its students to cope with the demands of university-level study. The service would in the first instance support the transition of undergraduate students into the University of Bristol on the understanding that some of the content would be equally applicable to taught postgraduate students. A careful process of scoping was carried out, including site visits to other Russell Group universities, consultations and focus groups with staff, and consultations with students to determine how they wished to be supported in this transition. The result was a business case which set out the remit and costs for a two-year pilot project based in Library Services, which already had a strong academic engagement team. The proposal called for a blended approach (Hughes, 2007), using online resources, individual tutorials and workshops. A key principle of the pilot was the involvement of students as co-authors at every level, from the design and tone through to the content and delivery. Initially a range of focus groups, interviews, testing and feedback techniques were used to ensure that the presentation and content had strong student input. Moreover, students were employed as co-writers and deliverers of content, particularly in workshops, where a training programme enabled progression from co-presentation through modification of existing sessions, to proposal, creation and sole delivery of their own workshops. These paid student roles (titled ‘Bristol Futures Advocates’) allowed development of delivery beyond generic content to more subject-specific skills development. Similar to Peer Assisted Study Sessions (PASS) support (Packham & Miller, 2000), the Advocates delivered short drop-in sessions where they offered advice and signposting to other areas of support at the University. The Advocates initially received intensive training followed by longitudinal training in the form of monthly information sessions and the opportunity to discuss and share best practice. The project has been a clear success, with a strong uptake and positive feedback from students. For example, 99% agreed that they felt more able to complete their work after a tutorial and 91% felt they understood the topic better after a workshop. Due to its success, the service has now become ‘business as usual’ as part of Library Services and expanded to a hub-and-spoke model (Gordon & de Neufville, 1973) with faculty-facing teams centred around the central ‘hub’ of the University’s Library Services. The relationshi","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882579","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}
Pub Date : 2020-06-30DOI: 10.1080/13614533.2020.1777575
Giovanna Badia
Abstract Multiple data collection or research methods exist for evaluating library spaces. Faced with numerous choices and limited time for gathering data, it becomes challenging for information professionals to determine the best way to proceed with evaluating their libraries’ physical spaces. There is a gap in the literature on best practices for combining and implementing data collection methods to ensure that the results accurately reflect the needs of the population being served. Through a critical analysis of the methods reported in published studies and an examination of the actionable results and lessons learned found in these studies, this article provides a comprehensive overview of the data collection techniques used for space assessments in academic libraries that includes best practices for their implementation. The aim of this critical literature review is to help library professionals undertake the most appropriate research methods for space assessments at their own institutions.
{"title":"More Data Collection ≠ More Valid Results: A Critical Review of Space Assessment Methods in Academic Libraries","authors":"Giovanna Badia","doi":"10.1080/13614533.2020.1777575","DOIUrl":"https://doi.org/10.1080/13614533.2020.1777575","url":null,"abstract":"Abstract Multiple data collection or research methods exist for evaluating library spaces. Faced with numerous choices and limited time for gathering data, it becomes challenging for information professionals to determine the best way to proceed with evaluating their libraries’ physical spaces. There is a gap in the literature on best practices for combining and implementing data collection methods to ensure that the results accurately reflect the needs of the population being served. Through a critical analysis of the methods reported in published studies and an examination of the actionable results and lessons learned found in these studies, this article provides a comprehensive overview of the data collection techniques used for space assessments in academic libraries that includes best practices for their implementation. The aim of this critical literature review is to help library professionals undertake the most appropriate research methods for space assessments at their own institutions.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1777575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266470","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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