In "Bridging the Digital Divide: WiFi Hot Spots as a Means of Digital Equity,” Meghan Salsbury and Mary Anne Hansen detail the development of a project to provide wireless access to their rural students. Confronting the digital divide inherent in sparsely populated Montana, the authors obtained a grant to purchase and lend wireless hot spots to students and faculty members as long-term circulating items. The article describes resources in this area and explains the benefits of ambient noise for productivity and maximized concentration. Calling it "innovation under pressure,” their case study highlights two professional development initiatives—one for current library instructors and one for MLIS students—and the rapid transition of their instruction in the university's academic writing program to online delivery.
{"title":"Exploring Innovative Strategies and Services in a Pandemic Era","authors":"E. Cahoy, M. Slebodnik","doi":"10.1353/pla.2022.0006","DOIUrl":"https://doi.org/10.1353/pla.2022.0006","url":null,"abstract":"In \"Bridging the Digital Divide: WiFi Hot Spots as a Means of Digital Equity,” Meghan Salsbury and Mary Anne Hansen detail the development of a project to provide wireless access to their rural students. Confronting the digital divide inherent in sparsely populated Montana, the authors obtained a grant to purchase and lend wireless hot spots to students and faculty members as long-term circulating items. The article describes resources in this area and explains the benefits of ambient noise for productivity and maximized concentration. Calling it \"innovation under pressure,” their case study highlights two professional development initiatives—one for current library instructors and one for MLIS students—and the rapid transition of their instruction in the university's academic writing program to online delivery.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"13 1","pages":"1 - 6"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74330908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:In early 2020, the COVID-19 pandemic drastically changed the lives of college students across the United States. These students, many of whom had never taken an online class prior to the pandemic, had to quickly adapt to the virtual learning environment and continue their studies during a time of great uncertainty. At the same time, many professors were teaching online for the first time, altering their instructional approaches to meet the needs of students. Both students and faculty faced immense stress caused by the public health crisis, economic distress, political turmoil, and racial injustice plaguing our nation during this time.This article explores the pedagogy of teaching during a pandemic, with an emphasis on compassionate teaching. It identifies the educational barriers that college students faced with the rapid shift to online learning and considers how their experiences might provide insights for librarians. The recommendations for library practice include selecting a small number of essential learning outcomes for each instruction session, supplementing in-person or synchronous online sessions with asynchronous materials, and establishing a sense of community within the classroom. In addition to these suggestions, the author shares a narrative of her experiences incorporating compassionate pedagogy into online library instruction.
{"title":"A Compassionate Approach to IL Instruction: What We Can Learn from the COVID-19 Pandemic","authors":"E. White","doi":"10.1353/pla.2022.0004","DOIUrl":"https://doi.org/10.1353/pla.2022.0004","url":null,"abstract":"abstract:In early 2020, the COVID-19 pandemic drastically changed the lives of college students across the United States. These students, many of whom had never taken an online class prior to the pandemic, had to quickly adapt to the virtual learning environment and continue their studies during a time of great uncertainty. At the same time, many professors were teaching online for the first time, altering their instructional approaches to meet the needs of students. Both students and faculty faced immense stress caused by the public health crisis, economic distress, political turmoil, and racial injustice plaguing our nation during this time.This article explores the pedagogy of teaching during a pandemic, with an emphasis on compassionate teaching. It identifies the educational barriers that college students faced with the rapid shift to online learning and considers how their experiences might provide insights for librarians. The recommendations for library practice include selecting a small number of essential learning outcomes for each instruction session, supplementing in-person or synchronous online sessions with asynchronous materials, and establishing a sense of community within the classroom. In addition to these suggestions, the author shares a narrative of her experiences incorporating compassionate pedagogy into online library instruction.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"127 1","pages":"151 - 175"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81138087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:Personal technology use can significantly impact wellness. The transition to widespread remote learning, working, and socializing during the COVID-19 pandemic exacerbated society’s reliance on technology. This article presents a case study of how the authors applied their privacy scholarship to offer a responsive learning experience for students concerning the social implications of the pandemic. The article also explores the authors’ unique approach to digital wellness, which seeks to align wellness goals and habits regarding technology while placing a special emphasis on privacy, particularly information asymmetries, attention engineering, and the hidden harms of invasive data collection.
{"title":"Privacy Literacy: From Doomscrolling to Digital Wellness","authors":"A. Chisholm, Sarah Hartman-Caverly","doi":"10.1353/pla.2022.0009","DOIUrl":"https://doi.org/10.1353/pla.2022.0009","url":null,"abstract":"abstract:Personal technology use can significantly impact wellness. The transition to widespread remote learning, working, and socializing during the COVID-19 pandemic exacerbated society’s reliance on technology. This article presents a case study of how the authors applied their privacy scholarship to offer a responsive learning experience for students concerning the social implications of the pandemic. The article also explores the authors’ unique approach to digital wellness, which seeks to align wellness goals and habits regarding technology while placing a special emphasis on privacy, particularly information asymmetries, attention engineering, and the hidden harms of invasive data collection.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"20 1","pages":"53 - 79"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79165300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherine Nelsen, Kate Peterson, L. McMillin, K. Clarke
abstract:The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaosfilled year, the authors share their plans, progress, successes, failures, and hopes for the future.
{"title":"Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction","authors":"Katherine Nelsen, Kate Peterson, L. McMillin, K. Clarke","doi":"10.1353/pla.2022.0003","DOIUrl":"https://doi.org/10.1353/pla.2022.0003","url":null,"abstract":"abstract:The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaosfilled year, the authors share their plans, progress, successes, failures, and hopes for the future.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"49 1","pages":"177 - 197"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:Many areas of the United States still fall short of digital equity and inclusion, defined as the ability of individuals to access and use information and communication technologies to participate fully in society, democracy, and the economy. This is especially true in Montana, the authors’ rural state. Only 63.6 percent of Montana citizens have broadband access, and the average cost of the Internet is $91.54 per month—the third highest in the nation. The seven American Indian reservations in the state face even more barriers to access, with some having as low as 23 percent of the population with access to broadband. The lack of high-speed Internet coupled with the increase of remote learning (and remote work) added stress to many college and university students’ lives as they struggled to complete their coursework during the COVID-19 pandemic.Though no campus entity gathers information about student Internet access, the Montana State University Office of Planning & Analysis reports that 61 percent of the university’s students are Montana residents, and so many face access challenges similar to the rest of the state’s population. To ease the digital divide and improve students’ academic success, two Montana State University librarians wrote a successful grant proposal to purchase Wi-Fi hot spots to loan to students with poor or no Internet access. The hot spots were offered to students with high need on mediumto long-term checkouts and were initially marketed to programs and services on campus that work closely with underrepresented students.
{"title":"Bridging the Digital Divide: Wi-Fi Hot Spots as a Means of Digital Equity","authors":"Meghan Salsbury, M. Hansen","doi":"10.1353/pla.2022.0000","DOIUrl":"https://doi.org/10.1353/pla.2022.0000","url":null,"abstract":"abstract:Many areas of the United States still fall short of digital equity and inclusion, defined as the ability of individuals to access and use information and communication technologies to participate fully in society, democracy, and the economy. This is especially true in Montana, the authors’ rural state. Only 63.6 percent of Montana citizens have broadband access, and the average cost of the Internet is $91.54 per month—the third highest in the nation. The seven American Indian reservations in the state face even more barriers to access, with some having as low as 23 percent of the population with access to broadband. The lack of high-speed Internet coupled with the increase of remote learning (and remote work) added stress to many college and university students’ lives as they struggled to complete their coursework during the COVID-19 pandemic.Though no campus entity gathers information about student Internet access, the Montana State University Office of Planning & Analysis reports that 61 percent of the university’s students are Montana residents, and so many face access challenges similar to the rest of the state’s population. To ease the digital divide and improve students’ academic success, two Montana State University librarians wrote a successful grant proposal to purchase Wi-Fi hot spots to loan to students with poor or no Internet access. The hot spots were offered to students with high need on mediumto long-term checkouts and were initially marketed to programs and services on campus that work closely with underrepresented students.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"52 1","pages":"199 - 219"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78864786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:The COVID-19 pandemic peeled back long-held assumptions about what is wanted, needed, and possible within academia. Many academic libraries had failed to fully imagine the potential uses of online and, in short, missed many opportunities to engage and support users. From this oversight have sprung opportunities to better understand and respond to the needs of diverse campus communities. This article explores the creation of new and newly reimagined services at one academic library and the potential that they offer to the post-pandemic library of the future. It also suggests additional questions that should be asked to strive for equal access and opportunity for all campus members.
{"title":"Exploring New Narratives to Overcome Historical Assumptions","authors":"Chantelle Swaren, Chapel D. Cowden, Wes Smith","doi":"10.1353/pla.2022.0012","DOIUrl":"https://doi.org/10.1353/pla.2022.0012","url":null,"abstract":"abstract:The COVID-19 pandemic peeled back long-held assumptions about what is wanted, needed, and possible within academia. Many academic libraries had failed to fully imagine the potential uses of online and, in short, missed many opportunities to engage and support users. From this oversight have sprung opportunities to better understand and respond to the needs of diverse campus communities. This article explores the creation of new and newly reimagined services at one academic library and the potential that they offer to the post-pandemic library of the future. It also suggests additional questions that should be asked to strive for equal access and opportunity for all campus members.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"41 1","pages":"111 - 126"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79301151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:Surveys administered to social sciences undergraduates at five universities in Spain measured their belief in importance, self-efficacy, and actual knowledge with respect to information ethics and information quality. The results suggest that students exhibit relatively low levels of self-efficacy regarding ethics and quality. The article concludes with suggestions about how educators can help students cultivate self-efficacy in these areas.
{"title":"Understanding Ethics and Quality in Information Literacy: A Multidimensional Approach","authors":"María Pinto, D. Sales, R. Fernández-Pascual","doi":"10.1353/pla.2021.0043","DOIUrl":"https://doi.org/10.1353/pla.2021.0043","url":null,"abstract":"abstract:Surveys administered to social sciences undergraduates at five universities in Spain measured their belief in importance, self-efficacy, and actual knowledge with respect to information ethics and information quality. The results suggest that students exhibit relatively low levels of self-efficacy regarding ethics and quality. The article concludes with suggestions about how educators can help students cultivate self-efficacy in these areas.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"82 1","pages":"835 - 858"},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73027604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase information literacy (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that information literacy appears in very few standards and suggests that the adoption rate of the Framework’s individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.
{"title":"An Analysis of References to Information Literacy in National Disciplinary Standards","authors":"Kendall Faulkner, Tiffanie L. Ford-Baxter","doi":"10.1353/pla.2021.0042","DOIUrl":"https://doi.org/10.1353/pla.2021.0042","url":null,"abstract":"abstract:This article uses qualitative methods to examine 29 undergraduate disciplinary learning standards and accreditation documents to identify mentions of the phrase information literacy (IL) and references to IL concepts from the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Results show that information literacy appears in very few standards and suggests that the adoption rate of the Framework’s individual frames may be influenced by how each discipline creates and uses information. These findings can be used by librarians to identify common language with disciplinary faculty and to develop learning outcomes closely aligned to disciplinary standards.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"2018 1","pages":"797 - 834"},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86793828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:This study investigated students’ use of the central library of the University of the Punjab in Lahore, Pakistan, including the effect of various demographic and academic characteristics on the utilization of library services. The study also examined library users’ methods of finding information sources and their perceived importance of the academic library as a place. A validated, self-administered questionnaire was distributed to 400 library users in eight different library locations. Of 400 questionnaires, 317 responses were submitted, for a response rate of 79 percent. The findings indicated that students frequently visit the library for an academic reading environment and a quiet zone for individual study. Overall, many factors influence library use, including both demographic and academic characteristics. Respondents perceive the value of the library as a place for learning, deep thinking, and information-seeking, and they regard the library’s collection as important. The university library could apply these insights to strengthen library services and provide more places for learning and study. This article’s findings will also prove useful to other Pakistani regional academic libraries considering use patterns and future areas for service development.
{"title":"Effects of Students’ Demographic and Academic Characteristics on Library Use: A Perspective from Pakistan","authors":"Alia Arshad, Faiqa Mansoor, Khalid Mahmood","doi":"10.1353/pla.2021.0036","DOIUrl":"https://doi.org/10.1353/pla.2021.0036","url":null,"abstract":"abstract:This study investigated students’ use of the central library of the University of the Punjab in Lahore, Pakistan, including the effect of various demographic and academic characteristics on the utilization of library services. The study also examined library users’ methods of finding information sources and their perceived importance of the academic library as a place. A validated, self-administered questionnaire was distributed to 400 library users in eight different library locations. Of 400 questionnaires, 317 responses were submitted, for a response rate of 79 percent. The findings indicated that students frequently visit the library for an academic reading environment and a quiet zone for individual study. Overall, many factors influence library use, including both demographic and academic characteristics. Respondents perceive the value of the library as a place for learning, deep thinking, and information-seeking, and they regard the library’s collection as important. The university library could apply these insights to strengthen library services and provide more places for learning and study. This article’s findings will also prove useful to other Pakistani regional academic libraries considering use patterns and future areas for service development.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"21 1","pages":"665 - 684"},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82901856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:Active learning forms a common teaching method within information literacy instruction. Commitment to participatory models of teaching and learning requires critical vigilance, however, particularly given changing information environments and broader educational priorities. This theoretical paper interrogates active learning and its prevalence within library instruction. Literature from library and information science (LIS), education, educational technology, and development studies is used to consider active learning in relation to self-protective information behaviors, the performance of learning, nonparticipatory and resistant activity, technological risk, and questions of inclusion. This discussion invites readers to acknowledge the complexity inherent in adopting active learning for contemporary settings.
{"title":"Participation and Presence: Interrogating Active Learning","authors":"A. Hicks, Caroline Sinkinson","doi":"10.1353/pla.2021.0040","DOIUrl":"https://doi.org/10.1353/pla.2021.0040","url":null,"abstract":"abstract:Active learning forms a common teaching method within information literacy instruction. Commitment to participatory models of teaching and learning requires critical vigilance, however, particularly given changing information environments and broader educational priorities. This theoretical paper interrogates active learning and its prevalence within library instruction. Literature from library and information science (LIS), education, educational technology, and development studies is used to consider active learning in relation to self-protective information behaviors, the performance of learning, nonparticipatory and resistant activity, technological risk, and questions of inclusion. This discussion invites readers to acknowledge the complexity inherent in adopting active learning for contemporary settings.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"12 1","pages":"749 - 771"},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84363133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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