A Review of: Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6). https://doi.org/10.1016/j.acalib.2021.102461 Abstract Objective – To assess students’ perception, use, and format preferences of library resources. Design – Online survey questionnaire. Setting – A public university in Spain. Subjects – 134 second-year, third-year, and fourth-year undergraduate English language and literature students. Methods – An anonymous survey was built using Google Forms and shared with eligible participants during March and April 2021. Survey participation was voluntary, although students were encouraged to respond and were provided with class time to do so. Nonetheless, due to the ongoing COVID-19 pandemic at the time of this study, courses were taught in a hybrid (both in-person and online) format and class attendance was not mandatory. The survey consisted of six multiple choice and four open-ended questions, and answers were required for all 10 questions. Main Results – Respondents were mostly satisfied with the available resources in supporting their studies in English literature and culture, with the majority preferring to access resources online (51%) or through both online and print formats (14%). Convenience was the most commonly cited reason for favoring online access, while improved processing and learning were mentioned by those preferring print. A majority of respondents also indicated they have used online resources from either their home university library (72%) or other libraries (55%). Conversely, 29% of the respondents were unable to identify any specific electronic resources. Conclusion – Study results indicate that Spanish undergraduate students majoring in English literature generally have a positive perception of library resources in supporting their studies and prefer online access over print. However, many of these students may also have an incorrect or limited understanding of how to differentiate between library resources, general websites, web search engines, or computer programs.
{"title":"English Literature Students at Spanish University Have Positive Perceptions Towards but Limited Understanding of Online Resources","authors":"Lisa Shen","doi":"10.18438/eblip30182","DOIUrl":"https://doi.org/10.18438/eblip30182","url":null,"abstract":"A Review of:\u0000Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6). https://doi.org/10.1016/j.acalib.2021.102461\u0000Abstract\u0000Objective – To assess students’ perception, use, and format preferences of library resources.\u0000Design – Online survey questionnaire.\u0000Setting – A public university in Spain.\u0000Subjects – 134 second-year, third-year, and fourth-year undergraduate English language and literature students.\u0000Methods – An anonymous survey was built using Google Forms and shared with eligible participants during March and April 2021. Survey participation was voluntary, although students were encouraged to respond and were provided with class time to do so. Nonetheless, due to the ongoing COVID-19 pandemic at the time of this study, courses were taught in a hybrid (both in-person and online) format and class attendance was not mandatory. The survey consisted of six multiple choice and four open-ended questions, and answers were required for all 10 questions.\u0000Main Results – Respondents were mostly satisfied with the available resources in supporting their studies in English literature and culture, with the majority preferring to access resources online (51%) or through both online and print formats (14%). Convenience was the most commonly cited reason for favoring online access, while improved processing and learning were mentioned by those preferring print. A majority of respondents also indicated they have used online resources from either their home university library (72%) or other libraries (55%). Conversely, 29% of the respondents were unable to identify any specific electronic resources.\u0000Conclusion – Study results indicate that Spanish undergraduate students majoring in English literature generally have a positive perception of library resources in supporting their studies and prefer online access over print. However, many of these students may also have an incorrect or limited understanding of how to differentiate between library resources, general websites, web search engines, or computer programs. ","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42726934","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}
Objective – This study seeks to investigate the degree of counterproductive workplace behaviors (CWB) experienced by library and information science (LIS) professionals and how these behaviors contribute to physical, mental, and chronic health outcomes. While health outcomes may be present independent of CWB, this study seeks to explore the relationship between the two to provide context to the growing incidence of burnout among academic LIS professionals. Methods – This quantitative study analyzed 327 responses to a survey about colleague behavior and health sent to LIS professionals through library community electronic mailing lists. The survey contained demographic questions, questions about CWB, questions about health experiences, and questions about the perceived relationship between work and health. Counterproductive workplace behaviors were rated on a seven-point Likert scale. A behavior score was calculated by adding the Likert values of the 12 behavior questions. This score was used when comparisons about CWB were compared by demographics and health responses. Statistical analysis of survey results was performed using RStudio. Results – The mean total behavior score was 39. 107 respondents’ total behavior scores fell in the low range, 202 in the moderate range, and 18 in the high range. There was no significant relationship found between demographic factors and behavior score. A negative relationship was observed between duration of employment in an academic library and presence of mental health issues (F(5, 310) = 10.114, p = 5.5e-09). A similar relationship was observed between duration of employment in the respondents’ current library and presence of mental health issues (F(5, 311) = 9.748, p = 1.15e-08). Level of CWB experienced was found to have a relationship with the perceived ability to maintain good mental (F(2, 324) = 36.34, p = 5.75e-15), physical (F(2, 324) = 23.82, p = 2.24e-10), and chronic health (F(2, 323) = 13.04, p = 3.57e-06). Generally speaking, lower levels of CWB were associated with fewer challenges maintaining health. Conclusion – Low to moderate levels of CWB are common in academic libraries. These behavior levels are associated with an increase in health challenges. LIS professionals perceive work as being a factor that contributes to having trouble maintaining good mental and physical health and toward successfully managing chronic health conditions. Further study is needed to determine the degree to which experiencing CWB in the workplace affects health. Further study is also needed to determine if certain behaviors impact health outcomes more than others.
{"title":"The Effects of Counterproductive Workplace Behaviors on Academic LIS Professionals’ Health and Well-Being","authors":"C. Fic, M. Albro","doi":"10.18438/eblip30153","DOIUrl":"https://doi.org/10.18438/eblip30153","url":null,"abstract":"Objective – This study seeks to investigate the degree of counterproductive workplace behaviors (CWB) experienced by library and information science (LIS) professionals and how these behaviors contribute to physical, mental, and chronic health outcomes. While health outcomes may be present independent of CWB, this study seeks to explore the relationship between the two to provide context to the growing incidence of burnout among academic LIS professionals.\u0000Methods – This quantitative study analyzed 327 responses to a survey about colleague behavior and health sent to LIS professionals through library community electronic mailing lists. The survey contained demographic questions, questions about CWB, questions about health experiences, and questions about the perceived relationship between work and health. Counterproductive workplace behaviors were rated on a seven-point Likert scale. A behavior score was calculated by adding the Likert values of the 12 behavior questions. This score was used when comparisons about CWB were compared by demographics and health responses. Statistical analysis of survey results was performed using RStudio.\u0000Results – The mean total behavior score was 39. 107 respondents’ total behavior scores fell in the low range, 202 in the moderate range, and 18 in the high range. There was no significant relationship found between demographic factors and behavior score. A negative relationship was observed between duration of employment in an academic library and presence of mental health issues (F(5, 310) = 10.114, p = 5.5e-09). A similar relationship was observed between duration of employment in the respondents’ current library and presence of mental health issues (F(5, 311) = 9.748, p = 1.15e-08). Level of CWB experienced was found to have a relationship with the perceived ability to maintain good mental (F(2, 324) = 36.34, p = 5.75e-15), physical (F(2, 324) = 23.82, p = 2.24e-10), and chronic health (F(2, 323) = 13.04, p = 3.57e-06). Generally speaking, lower levels of CWB were associated with fewer challenges maintaining health.\u0000Conclusion – Low to moderate levels of CWB are common in academic libraries. These behavior levels are associated with an increase in health challenges. LIS professionals perceive work as being a factor that contributes to having trouble maintaining good mental and physical health and toward successfully managing chronic health conditions. Further study is needed to determine the degree to which experiencing CWB in the workplace affects health. Further study is also needed to determine if certain behaviors impact health outcomes more than others.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43910391","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 Review of: Liew, C. L., Yeates, J., & Lilley, S. C. (2021). Digitized Indigenous knowledge collections: Impact on cultural knowledge transmission, social connections, and cultural identity. Journal of the Association for Information Science and Technology, 72(12), 1575–1592. https://doi.org/10.1002/asi.24536 Abstract Objective – To explore the impact and significance of digitized and digital Indigenous knowledge collections (D-IKC) on knowledge transmission, social connections, and cultural identity. Design – Phenomenological explorative study. Setting – New Zealand. Subjects – Eight D-IKC users, including three academics, four undergraduate students, and one postgraduate student. Six participants were women and two were men. All participants were of Māori descent. Methods – Eight semi-structured interviews ranging from 40 to 75 minutes were conducted in a face-to-face setting between June 2019 and August 2020. Participants were recruited through the researchers’ personal and professional networks using a purposeful sampling technique. Potential participants were provided with a copy of the interview guide during recruitment. Main Results – The article reports on seven areas of results: use of collections, accessibility and discoverability, collection features and functionality, sharing of knowledge resources, reuse and repurposing of resources, perceived benefits of cultural and social connections, and development and provision of D-IKC. Participants use D-IKC for academic work including coursework, teaching, and research as well as for personal interest and development, such as researching whakapapa (genealogy) and whenua (land) information, language revitalization projects, and creative works. All participants expressed preference for online access to the collections. Participants discussed barriers to access not only for themselves but also for other members of their community, including difficulty using the platforms on mobile devices, lack of awareness about the collections, inadequate digital access, and lack of digital competence for searching and navigation. Some participants noted inaccuracies in transcriptions that could lead to alteration of the meaning of words and deter engagement with D-IKC. All participants reported having shared knowledge resources they encountered in digitized collections. Primary reasons for sharing information included helping classmates get access to educational materials and sharing resources with whānau (extended family) for genealogical research and land claims. Common reasons for reusing or repurposing materials included language and dialect revitalization and creative work and performance. Participants said they were more likely to share materials related to their tribal affiliation. Participants also discussed information that would not be appropriate to share, such as information that is considered tapu (sacred), particularly if the material is outside of their tribal roots. Notably, all participants
书评:Liew, C. L.， Yeates, J.和Lilley, S. C.(2021)。数位原住民知识收藏:对文化知识传播、社会联系与文化认同的影响。信息科学与技术学报，32(1)，397 - 397。https://doi.org/10.1002/asi.24536AbstractObjective -探索数字化和数字化土著知识收藏(D-IKC)对知识传播、社会联系和文化认同的影响和意义。设计-现象学探索性研究。背景:新西兰。8名D-IKC用户，包括3名学者、4名本科生和1名研究生。六名参与者是女性，两名是男性。所有参与者的血统都是Māori。方法:在2019年6月至2020年8月期间进行了8次面对面的半结构化访谈，时长为40至75分钟。参与者是通过研究人员的个人和专业网络招募的，采用了有目的的抽样技术。在招聘过程中，向潜在的参与者提供了一份面试指南。主要成果-文章报告了七个方面的成果:馆藏的使用，可访问性和可发现性，馆藏的特征和功能，知识资源的共享，资源的再利用和重新利用，文化和社会联系的感知效益，以及D-IKC的发展和提供。参与者将D-IKC用于学术工作，包括课程、教学和研究，以及个人兴趣和发展，如研究whakapapa(家谱)和whenua(土地)信息，语言振兴项目和创意作品。所有参与者都表示更倾向于在线访问馆藏。与会者不仅讨论了他们自己访问的障碍，也讨论了社区其他成员访问的障碍，包括在移动设备上使用平台的困难，对馆藏缺乏认识，数字访问不足，以及缺乏搜索和导航的数字能力。一些与会者指出，抄写的不准确可能会导致单词的含义发生改变，从而阻碍D-IKC的参与。所有参与者都报告了他们在数字化馆藏中遇到的共享知识资源。共享信息的主要原因包括帮助同学获得教育材料，并与whānau(大家庭)共享资源，用于家谱研究和土地索赔。重复使用或重新利用材料的常见原因包括语言和方言振兴以及创造性工作和表演。参与者表示，他们更有可能分享与部落关系相关的材料。与会者还讨论了不适合分享的信息，例如被认为是tapu(神圣的)的信息，特别是如果这些信息不属于他们的部落根源。值得注意的是，所有与会者都表示，他们在D-IKC中遇到了根本不应该公开访问的资源和信息。与会者报告说，通过使用D-IKC获得了语言和文化知识以及关于其文化特性的信息。与他们的社区分享这些知识有助于加强社会联系。一些参与者指出，他们的部落计划建立自己的数字档案。总的来说，D-IKC可以对个人和集体的社会认同和社会关系产生有益的影响。在网上提供这些材料有助于更广泛地获取和使用它们。然而，记忆机构(MIs)需要采取措施，确保将文化价值和知识融入到藏品的开发和管理中。管理信息系统应雇用更多对习惯做法和原则有深刻理解的土著社区专家，鼓励其他工作人员进一步了解其藏品所基于的土著社区的语言和习俗，并与土著当局建立伙伴关系，帮助指导他们处理与神圣知识和家谱材料有关的问题。作者还建议管理系统制定外展计划，以提高对资源的认识，并改善数字获取和能力。
{"title":"Digitized Indigenous Knowledge Collections Can Have Beneficial Impact on Cultural Identity and Social Ties","authors":"Hilary Bussell","doi":"10.18438/eblip30179","DOIUrl":"https://doi.org/10.18438/eblip30179","url":null,"abstract":"A Review of:\u0000Liew, C. L., Yeates, J., & Lilley, S. C. (2021). Digitized Indigenous knowledge collections: Impact on cultural knowledge transmission, social connections, and cultural identity. Journal of the Association for Information Science and Technology, 72(12), 1575–1592. https://doi.org/10.1002/asi.24536\u0000Abstract\u0000Objective – To explore the impact and significance of digitized and digital Indigenous knowledge collections (D-IKC) on knowledge transmission, social connections, and cultural identity.\u0000Design – Phenomenological explorative study.\u0000Setting – New Zealand.\u0000Subjects – Eight D-IKC users, including three academics, four undergraduate students, and one postgraduate student. Six participants were women and two were men. All participants were of Māori descent.\u0000Methods – Eight semi-structured interviews ranging from 40 to 75 minutes were conducted in a face-to-face setting between June 2019 and August 2020. Participants were recruited through the researchers’ personal and professional networks using a purposeful sampling technique. Potential participants were provided with a copy of the interview guide during recruitment.\u0000Main Results – The article reports on seven areas of results: use of collections, accessibility and discoverability, collection features and functionality, sharing of knowledge resources, reuse and repurposing of resources, perceived benefits of cultural and social connections, and development and provision of D-IKC. Participants use D-IKC for academic work including coursework, teaching, and research as well as for personal interest and development, such as researching whakapapa (genealogy) and whenua (land) information, language revitalization projects, and creative works. All participants expressed preference for online access to the collections. Participants discussed barriers to access not only for themselves but also for other members of their community, including difficulty using the platforms on mobile devices, lack of awareness about the collections, inadequate digital access, and lack of digital competence for searching and navigation. Some participants noted inaccuracies in transcriptions that could lead to alteration of the meaning of words and deter engagement with D-IKC. All participants reported having shared knowledge resources they encountered in digitized collections. Primary reasons for sharing information included helping classmates get access to educational materials and sharing resources with whānau (extended family) for genealogical research and land claims. Common reasons for reusing or repurposing materials included language and dialect revitalization and creative work and performance. Participants said they were more likely to share materials related to their tribal affiliation. Participants also discussed information that would not be appropriate to share, such as information that is considered tapu (sacred), particularly if the material is outside of their tribal roots. Notably, all participants","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41282131","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 Review of: Giannopoulos, E., Snow, M., Manley, M., McEwan, K., Stechkevich, A., Giuliani, M. E., & Papadakos, J. (2021). Identifying gaps in consumer health library collections: A retrospective review. Journal of the Medical Library Association: JMLA, 109(4), 656–666. https://doi.org/10.5195/jmla.2021.895 Abstract Objective – The objective of this study was to determine if search request forms, which are used when a patron’s request for information cannot be fulfilled at the time of contact with the library team, can be used to identify gaps in consumer health library collections while offering some explanation for the gaps. Design – Retrospective case study of search request forms. Setting – A consumer health library at an academic cancer center in Canada. Subjects – Library patrons: Patients, Patient family, other members of the center, and unspecified. Methods – The researchers reviewed 260 search request forms submitted between 2013 and 2020. Of those, 249 records met inclusion criteria and were analyzed and coded. Coding included patron type, cancer diagnosis, information delivery, and content themes. This information was then used to identify gaps in the library collection and the reasons for the gaps. Main Results – Patients were the primary patrons, asking 62.9% of the questions, followed by family members at 22.5%. The most common cancer type researched was breast at 23.3%, then hematology at 16.5%. gynecology, gastrointestinal, genitourinary, and sarcoma were next between 10% and 8.4%. The remaining cancer types ranged between 6.0 % and 2.0%, with brain being the lowest. Of the questions asked, 60% revealed a gap in the collection. The gaps included rare cancer diagnosis, treatment options, and prognosis. There were data collected on why the information was unavailable. While 53% of the gaps were a result of limited health consumer information, 25% were a result of paywall restrictions or content restricted to members. Conclusion – Search request forms can be an effective tool in evaluating gaps in collections. In this study, the researchers were able to identify that breast cancer patients made up the most significant proportion of patrons, and the biggest gaps in the collection were related to their treatment decisions. One opportunity to bridge this gap is through collaboration with clinical teams in developing patient friendly resources on this topic. In addition, inter-institutional collaboration between libraries may also help. Continued review of forms can help inform collection decisions to better meet the needs of patrons.
{"title":"The Use of Search Request Forms Can Identify Gaps in a Consumer Health Library Collection","authors":"M. Bridgeman","doi":"10.18438/eblip30187","DOIUrl":"https://doi.org/10.18438/eblip30187","url":null,"abstract":"A Review of:\u0000Giannopoulos, E., Snow, M., Manley, M., McEwan, K., Stechkevich, A., Giuliani, M. E., & Papadakos, J. (2021). Identifying gaps in consumer health library collections: A retrospective review. Journal of the Medical Library Association: JMLA, 109(4), 656–666. https://doi.org/10.5195/jmla.2021.895\u0000Abstract\u0000Objective – The objective of this study was to determine if search request forms, which are used when a patron’s request for information cannot be fulfilled at the time of contact with the library team, can be used to identify gaps in consumer health library collections while offering some explanation for the gaps.\u0000Design – Retrospective case study of search request forms.\u0000Setting – A consumer health library at an academic cancer center in Canada.\u0000Subjects – Library patrons: Patients, Patient family, other members of the center, and unspecified.\u0000Methods – The researchers reviewed 260 search request forms submitted between 2013 and 2020. Of those, 249 records met inclusion criteria and were analyzed and coded. Coding included patron type, cancer diagnosis, information delivery, and content themes. This information was then used to identify gaps in the library collection and the reasons for the gaps.\u0000Main Results – Patients were the primary patrons, asking 62.9% of the questions, followed by family members at 22.5%. The most common cancer type researched was breast at 23.3%, then hematology at 16.5%. gynecology, gastrointestinal, genitourinary, and sarcoma were next between 10% and 8.4%. The remaining cancer types ranged between 6.0 % and 2.0%, with brain being the lowest. Of the questions asked, 60% revealed a gap in the collection. The gaps included rare cancer diagnosis, treatment options, and prognosis. There were data collected on why the information was unavailable. While 53% of the gaps were a result of limited health consumer information, 25% were a result of paywall restrictions or content restricted to members.\u0000Conclusion – Search request forms can be an effective tool in evaluating gaps in collections. In this study, the researchers were able to identify that breast cancer patients made up the most significant proportion of patrons, and the biggest gaps in the collection were related to their treatment decisions. One opportunity to bridge this gap is through collaboration with clinical teams in developing patient friendly resources on this topic. In addition, inter-institutional collaboration between libraries may also help. Continued review of forms can help inform collection decisions to better meet the needs of patrons.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42003317","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":"Call for Applicants for EBLIP Journal: Editorial Intern","authors":"Editorial Team","doi":"10.18438/eblip30224","DOIUrl":"https://doi.org/10.18438/eblip30224","url":null,"abstract":"","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42444523","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}
Objective – Many of us involved in the library and information sector are members of associations that represent the interests of our profession. These associations are often key to enabling us to provide evidence based practice by offering opportunities such as professional development. We invest resources in membership so we must be able to inform those in charge about our needs, expectations, and level of satisfaction. Governing bodies and committees, therefore, need a method to capture these views and plan strategy accordingly. The committee of the Health Sciences Libraries Group (HSLG) of the Library Association of Ireland wanted to enable members to give their views on the group, to understand what aspects of a library association are important to librarians in Ireland, and to learn about the reasons for and against membership. Methods – Surveys are a useful way of obtaining evidence to inform policy and practice. Although relatively quick to produce, their design and dissemination can pose challenges. The HSLG committee developed an online survey questionnaire for members and non-members (anyone eligible to join our library association). We primarily used multiple choice, matrix, and contextual/demographic questions, with skip logic enabling choices of relevance to respondents. Our literature review provided guidance in questionnaire design and suggested four themes that we used to develop options and to analyse results. Results – The survey was made available for two weeks and we received 49 eligible responses. Analysis of results and reflection on the process suggested aspects that we would change in terms of the language used in our questionnaire and dissemination methods. There were also aspects that show good potential, including the four themes that were used to understand what matters to members: expertise (professional development), community (connecting and engaging), profession (sustaining and strengthening), and support (financial and organizational supports). Overall, our survey provided rich data that met our objectives. Conclusion – It is essential that those who are governing any group make evidence based decisions, and a well-planned survey can support this. Our article outlines the elements of our questionnaire and process that didn’t work, and those that show promise. We hope that lessons learned will help anyone planning a survey, particularly associations who wish to ascertain the views of their members and others who are eligible to join. With some proposed modifications, our questionnaire could provide a template for future study in this area.
{"title":"Developing a Library Association Membership Survey: Challenges and Promising Themes","authors":"Mary Dunne","doi":"10.18438/eblip30157","DOIUrl":"https://doi.org/10.18438/eblip30157","url":null,"abstract":"Objective – Many of us involved in the library and information sector are members of associations that represent the interests of our profession. These associations are often key to enabling us to provide evidence based practice by offering opportunities such as professional development. We invest resources in membership so we must be able to inform those in charge about our needs, expectations, and level of satisfaction. Governing bodies and committees, therefore, need a method to capture these views and plan strategy accordingly. The committee of the Health Sciences Libraries Group (HSLG) of the Library Association of Ireland wanted to enable members to give their views on the group, to understand what aspects of a library association are important to librarians in Ireland, and to learn about the reasons for and against membership.\u0000Methods – Surveys are a useful way of obtaining evidence to inform policy and practice. Although relatively quick to produce, their design and dissemination can pose challenges. The HSLG committee developed an online survey questionnaire for members and non-members (anyone eligible to join our library association). We primarily used multiple choice, matrix, and contextual/demographic questions, with skip logic enabling choices of relevance to respondents. Our literature review provided guidance in questionnaire design and suggested four themes that we used to develop options and to analyse results.\u0000Results – The survey was made available for two weeks and we received 49 eligible responses. Analysis of results and reflection on the process suggested aspects that we would change in terms of the language used in our questionnaire and dissemination methods. There were also aspects that show good potential, including the four themes that were used to understand what matters to members: expertise (professional development), community (connecting and engaging), profession (sustaining and strengthening), and support (financial and organizational supports). Overall, our survey provided rich data that met our objectives.\u0000Conclusion – It is essential that those who are governing any group make evidence based decisions, and a well-planned survey can support this. Our article outlines the elements of our questionnaire and process that didn’t work, and those that show promise. We hope that lessons learned will help anyone planning a survey, particularly associations who wish to ascertain the views of their members and others who are eligible to join. With some proposed modifications, our questionnaire could provide a template for future study in this area.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47809374","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 Review of: Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1). https://doi.org/10.1016/j.acalib.2019.102076 Abstract Objective – To describe a librarian-lead faculty learning community (FLC) focused on data literacy. Design – Case study. Setting – A public university in Florida. Subjects – 10 participants in the FLC. Methods – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution. Main Results – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum. Conclusion – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction.
{"title":"Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration","authors":"Jennifer Kaari","doi":"10.18438/eblip30115","DOIUrl":"https://doi.org/10.18438/eblip30115","url":null,"abstract":"A Review of:\u0000Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1). https://doi.org/10.1016/j.acalib.2019.102076 \u0000Abstract\u0000Objective – To describe a librarian-lead faculty learning community (FLC) focused on data literacy.\u0000Design – Case study.\u0000Setting – A public university in Florida.\u0000Subjects – 10 participants in the FLC.\u0000Methods – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution.\u0000Main Results – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum.\u0000Conclusion – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432835","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}
2022 Duncan, Kelly, and Ziegler. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.
{"title":"Fostering Evidence-Grounded Dialogue in a Multi-Institutional Digital Library","authors":"L. Duncan, E. J. Kelly, Sophia Ziegler","doi":"10.18438/eblip30139","DOIUrl":"https://doi.org/10.18438/eblip30139","url":null,"abstract":"2022 Duncan, Kelly, and Ziegler. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44119035","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 Review of: Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College & Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036 Abstract Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices. Design – Semi-structured interview, grounded theory. Setting – Academic libraries in the Greater Western Library Alliance consortium. Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US. Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour. Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback. Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices.
{"title":"How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive","authors":"Eugenia Opuda","doi":"10.18438/eblip30112","DOIUrl":"https://doi.org/10.18438/eblip30112","url":null,"abstract":"A Review of:\u0000Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College & Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036\u0000Abstract\u0000Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices.\u0000Design – Semi-structured interview, grounded theory.\u0000Setting – Academic libraries in the Greater Western Library Alliance consortium.\u0000Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US.\u0000Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour.\u0000Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback.\u0000Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices. ","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962772","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}
2022 MacDonald. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐ Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.
{"title":"Evidence Summary Theme: Education","authors":"Heather MacDonald","doi":"10.18438/eblip30161","DOIUrl":"https://doi.org/10.18438/eblip30161","url":null,"abstract":"2022 MacDonald. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐ Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67680694","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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