Pub Date : 2021-02-12DOI: 10.1080/10691316.2021.1885549
Hannah C. Gunderman, David Scherer, Katie Behrman
Abstract Academic libraries offer educational outreach surrounding their technology services available to users. When using those same technology services for internal projects, librarians can better understand the mechanisms behind these technologies, allowing for meaningful outreach efforts in which librarians serve as both primary users and facilitators of use. This paper highlights a case study of leveraging an institutional license to Overleaf, a collaborative LaTeX editor, to rebuild documentation on the use of KiltHub, an institutional repository. This requires a complex mix of text, images, tables, and even videos, and presented a tremendous challenge to format in Microsoft Word and Google Docs. In leveraging the library’s own technologies, the KiltHub team gained a greater understanding of how to use and teach with these platforms, ultimately better serving campus users.
{"title":"Leveraging library technology resources for internal projects, outreach, and engagement: A case study of Overleaf, LaTeX, and the KiltHub Institutional Repository Service at Carnegie Mellon University Libraries","authors":"Hannah C. Gunderman, David Scherer, Katie Behrman","doi":"10.1080/10691316.2021.1885549","DOIUrl":"https://doi.org/10.1080/10691316.2021.1885549","url":null,"abstract":"Abstract Academic libraries offer educational outreach surrounding their technology services available to users. When using those same technology services for internal projects, librarians can better understand the mechanisms behind these technologies, allowing for meaningful outreach efforts in which librarians serve as both primary users and facilitators of use. This paper highlights a case study of leveraging an institutional license to Overleaf, a collaborative LaTeX editor, to rebuild documentation on the use of KiltHub, an institutional repository. This requires a complex mix of text, images, tables, and even videos, and presented a tremendous challenge to format in Microsoft Word and Google Docs. In leveraging the library’s own technologies, the KiltHub team gained a greater understanding of how to use and teach with these platforms, ultimately better serving campus users.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"164 - 175"},"PeriodicalIF":0.8,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1885549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49064422","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 : 2021-02-08DOI: 10.1080/10691316.2021.1881680
Elisandro Cabada, Eric M. Kurt, David Ward
Abstract The tools, techniques, and physical infrastructure to conduct VR explorations can be expensive and require specialized facilities and training, creating obstacles for faculty and students to explore potential applications. A gap exists for a trusted environment to develop and support best practices. This study documents lessons learned from the transformation of existing library spaces into VR content creation and exploration spaces, as part of an integrated campus-wide initiative. Results argue for the central role libraries can play in the VR lifecycle. The study presents recommendations for adapting to the rapidly-developing VR marketplace, suggests methodologies for standardizing hardware deployment, training, and application support, and recommends a support structure for academic VR support.
{"title":"Constructing a campus-wide infrastructure for virtual reality","authors":"Elisandro Cabada, Eric M. Kurt, David Ward","doi":"10.1080/10691316.2021.1881680","DOIUrl":"https://doi.org/10.1080/10691316.2021.1881680","url":null,"abstract":"Abstract The tools, techniques, and physical infrastructure to conduct VR explorations can be expensive and require specialized facilities and training, creating obstacles for faculty and students to explore potential applications. A gap exists for a trusted environment to develop and support best practices. This study documents lessons learned from the transformation of existing library spaces into VR content creation and exploration spaces, as part of an integrated campus-wide initiative. Results argue for the central role libraries can play in the VR lifecycle. The study presents recommendations for adapting to the rapidly-developing VR marketplace, suggests methodologies for standardizing hardware deployment, training, and application support, and recommends a support structure for academic VR support.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"281 - 304"},"PeriodicalIF":0.8,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1881680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46904692","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 : 2021-02-05DOI: 10.1080/10691316.2021.1880348
Camryn Vaughn, Erin Baucom, Teressa M. Keenan
Abstract
Adding audio and/or touch components to library exhibits has been reported to improve accessibility. Audio description replaces important visual content with equivalent spoken information. While initially implemented to assist people who are blind or have low vision, audio description is beneficial for a broader audience. The concise and objective translation of visual content promotes new ways of learning, helps individuals with language development and strengthens writing skills. This case study describes an audio description pilot project and the authors’ successful exploration into developing a cost-effective method of adding an audio description component to library displays and exhibits.
{"title":"Increasing inclusion through audio described exhibits: A case study","authors":"Camryn Vaughn, Erin Baucom, Teressa M. Keenan","doi":"10.1080/10691316.2021.1880348","DOIUrl":"https://doi.org/10.1080/10691316.2021.1880348","url":null,"abstract":"<p><b>Abstract</b></p><p>Adding audio and/or touch components to library exhibits has been reported to improve accessibility. Audio description replaces important visual content with equivalent spoken information. While initially implemented to assist people who are blind or have low vision, audio description is beneficial for a broader audience. The concise and objective translation of visual content promotes new ways of learning, helps individuals with language development and strengthens writing skills. This case study describes an audio description pilot project and the authors’ successful exploration into developing a cost-effective method of adding an audio description component to library displays and exhibits.</p>","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"35 4","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138508912","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 : 2021-02-02DOI: 10.1080/10691316.2021.1880347
Jill Markgraf, D. Hillis
Abstract Students acquire, communicate, share, and create knowledge through more than the printed word. Libraries are in a position to provide equitable access to a variety of multimodal resources enabling students in this learning process. Embracing this process, one medium-sized public academic library, in a state with major, well-publicized budget cuts to higher education, was determined to open a makerspace. Through collaborative relationships, intentional communication, and creative repurposing of what was available, the librarians successfully implemented a makerspace. This article focuses on communication strategies used to manage perceptions of such an undertaking in a climate of austerity.
{"title":"The ‘stone soup’ approach to creating a library makerspace","authors":"Jill Markgraf, D. Hillis","doi":"10.1080/10691316.2021.1880347","DOIUrl":"https://doi.org/10.1080/10691316.2021.1880347","url":null,"abstract":"Abstract Students acquire, communicate, share, and create knowledge through more than the printed word. Libraries are in a position to provide equitable access to a variety of multimodal resources enabling students in this learning process. Embracing this process, one medium-sized public academic library, in a state with major, well-publicized budget cuts to higher education, was determined to open a makerspace. Through collaborative relationships, intentional communication, and creative repurposing of what was available, the librarians successfully implemented a makerspace. This article focuses on communication strategies used to manage perceptions of such an undertaking in a climate of austerity.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"305 - 325"},"PeriodicalIF":0.8,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1880347","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841022","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 : 2021-01-02DOI: 10.1080/10691316.2021.1894295
Maureen Richards
Abstract This study analyzes citations by first-year students to determine what content they were citing and whether it was available through the open web or the library. Examining the role of these two places as content providers for academic work fills a gap in the literature. Most of the cited works were available through the library and the open web. As the line between content providers continues to blur, these results can help academic libraries prioritize what to teach students about information literacy, where to focus collection development efforts, and how to promote the discovery of library resources.
{"title":"Is “just googling it” good enough for first-year students?","authors":"Maureen Richards","doi":"10.1080/10691316.2021.1894295","DOIUrl":"https://doi.org/10.1080/10691316.2021.1894295","url":null,"abstract":"Abstract This study analyzes citations by first-year students to determine what content they were citing and whether it was available through the open web or the library. Examining the role of these two places as content providers for academic work fills a gap in the literature. Most of the cited works were available through the library and the open web. As the line between content providers continues to blur, these results can help academic libraries prioritize what to teach students about information literacy, where to focus collection development efforts, and how to promote the discovery of library resources.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"85 - 104"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1894295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49477997","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 : 2021-01-02DOI: 10.1080/10691316.2021.1895018
Neil D. Grimes
Abstract The goal of the Real Men Read initiative was to provide Pre-K-6 students, especially boys, the opportunity to meet male mentors from the William Paterson University community who have a love of reading and learning. Mentors read grade appropriate books to Pre-K-6 classes in northern New Jersey school districts. The initiative was organized by the David and Lorraine Cheng Library and partnered with the university’s College of Education to identify and place mentors at nearby schools. The successful initiative brought mentors to different schools and elicited a positive response from all the elementary classes involved.
摘要“真正的男性阅读”计划的目标是为六年级前的学生，尤其是男孩，提供机会与威廉帕特森大学社区的男性导师见面，他们热爱阅读和学习。导师们为新泽西州北部学区的六年级前班级阅读适合年级的书籍。该倡议由David and Lorraine Cheng图书馆组织，并与该大学教育学院合作，在附近的学校确定并安排导师。这一成功的举措将导师带到了不同的学校，并引起了所有小学班级的积极响应。
{"title":"Real Men Read – A library led reading initiative program","authors":"Neil D. Grimes","doi":"10.1080/10691316.2021.1895018","DOIUrl":"https://doi.org/10.1080/10691316.2021.1895018","url":null,"abstract":"Abstract The goal of the Real Men Read initiative was to provide Pre-K-6 students, especially boys, the opportunity to meet male mentors from the William Paterson University community who have a love of reading and learning. Mentors read grade appropriate books to Pre-K-6 classes in northern New Jersey school districts. The initiative was organized by the David and Lorraine Cheng Library and partnered with the university’s College of Education to identify and place mentors at nearby schools. The successful initiative brought mentors to different schools and elicited a positive response from all the elementary classes involved.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"105 - 118"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1895018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45301929","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 : 2021-01-02DOI: 10.1080/10691316.2021.1871872
Catherine Sassen, Sian Brannon
Abstract Collaborating on scholarship has the potential to provide many advantages, including benefiting from others’ expertise, reinforcing accountability, and providing motivation. However, working with others is tricky—consider compatible work habits, receptivity to criticism, and commitment to fulfill responsibilities. Decisions to be made include where to publish, in what order authors’ names will appear, and how the manuscripts will be written. Who will coordinate? Who will write what? Who will revise? Also, consider how to address problems—missed deadlines, less-than-stellar quality, how to say “no” in the future, and more.
{"title":"Collaborating on scholarship: Best practices for team research projects","authors":"Catherine Sassen, Sian Brannon","doi":"10.1080/10691316.2021.1871872","DOIUrl":"https://doi.org/10.1080/10691316.2021.1871872","url":null,"abstract":"Abstract Collaborating on scholarship has the potential to provide many advantages, including benefiting from others’ expertise, reinforcing accountability, and providing motivation. However, working with others is tricky—consider compatible work habits, receptivity to criticism, and commitment to fulfill responsibilities. Decisions to be made include where to publish, in what order authors’ names will appear, and how the manuscripts will be written. Who will coordinate? Who will write what? Who will revise? Also, consider how to address problems—missed deadlines, less-than-stellar quality, how to say “no” in the future, and more.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"37 - 50"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1871872","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422560","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 : 2021-01-02DOI: 10.1080/10691316.2021.1889426
Wei Zakharov, Haiyan Li, M. Fosmire, P. Pascuzzi, J. Harbor
Abstract The current dynamic information environment allows readers to access a vast amount of content, but of varied quality. Information professionals increasingly should promote students’ scientific news literacy and critical thinking skills. The challenge for instructors, however, is to assess and provide constructive feedback on writing assignments, especially in large-scale online classes. Online peer-assessment tools can facilitate reliable self- and peer-assessment in scientific literacy education at scale. This mixed method study empirically examines differences between self- and peer-assessment and inter-rater reliability among peer assessors and investigates patterns of discrepancies in grading.
{"title":"A mixed method study of self- and peer-assessment: Implications of grading online writing assignments on scientific news literacy","authors":"Wei Zakharov, Haiyan Li, M. Fosmire, P. Pascuzzi, J. Harbor","doi":"10.1080/10691316.2021.1889426","DOIUrl":"https://doi.org/10.1080/10691316.2021.1889426","url":null,"abstract":"Abstract The current dynamic information environment allows readers to access a vast amount of content, but of varied quality. Information professionals increasingly should promote students’ scientific news literacy and critical thinking skills. The challenge for instructors, however, is to assess and provide constructive feedback on writing assignments, especially in large-scale online classes. Online peer-assessment tools can facilitate reliable self- and peer-assessment in scientific literacy education at scale. This mixed method study empirically examines differences between self- and peer-assessment and inter-rater reliability among peer assessors and investigates patterns of discrepancies in grading.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"67 - 84"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1889426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47887792","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 : 2021-01-02DOI: 10.1080/10691316.2021.1885548
Stephanie Hallam, B. Reel, R. Heisserer-Miller
Abstract Kent Library at Southeast Missouri State University is one of the only academic libraries in the United States to have a faculty-selected main collection. Three newly hired employees to the library updated a 28-year-old collection development policy and facilitated the reclassification of a half-million-item collection from the Dewey Decimal to the Library of Congress (LC) classification system. To complete these projects, the strengths and challenges of a faculty-selected collection were balanced through implementing research findings, collaborating, communicating, and being flexible.
{"title":"Overdue: Collection development and deselection projects for a faculty-selected collection","authors":"Stephanie Hallam, B. Reel, R. Heisserer-Miller","doi":"10.1080/10691316.2021.1885548","DOIUrl":"https://doi.org/10.1080/10691316.2021.1885548","url":null,"abstract":"Abstract Kent Library at Southeast Missouri State University is one of the only academic libraries in the United States to have a faculty-selected main collection. Three newly hired employees to the library updated a 28-year-old collection development policy and facilitated the reclassification of a half-million-item collection from the Dewey Decimal to the Library of Congress (LC) classification system. To complete these projects, the strengths and challenges of a faculty-selected collection were balanced through implementing research findings, collaborating, communicating, and being flexible.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"51 - 66"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1885548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49213416","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 : 2021-01-01DOI: 10.1080/10691316.2020.1865859
Leanne Nay
Abstract Makerspaces have become increasingly common in academic libraries, but libraries are not alone in their enthusiasm for the creative and innovative culture known as the maker movement. As more libraries develop makerspaces, so do other campus units and universities. This article presents a case study of the Indiana University Libraries’ makerspace initiatives and their role in a larger network of makerspaces on the IU Bloomington campus. The author synthesizes examples from several institutions to make recommendations for libraries looking to contribute to the maker culture at their institution.
{"title":"In good company: Engaging in the maker movement alongside campus partners","authors":"Leanne Nay","doi":"10.1080/10691316.2020.1865859","DOIUrl":"https://doi.org/10.1080/10691316.2020.1865859","url":null,"abstract":"Abstract Makerspaces have become increasingly common in academic libraries, but libraries are not alone in their enthusiasm for the creative and innovative culture known as the maker movement. As more libraries develop makerspaces, so do other campus units and universities. This article presents a case study of the Indiana University Libraries’ makerspace initiatives and their role in a larger network of makerspaces on the IU Bloomington campus. The author synthesizes examples from several institutions to make recommendations for libraries looking to contribute to the maker culture at their institution.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"326 - 338"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1865859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060151","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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