{"title":"Reflecting: Two Decades of portal Editorials and Accomplishments","authors":"E. Cahoy","doi":"10.1353/pla.2023.0016","DOIUrl":"https://doi.org/10.1353/pla.2023.0016","url":null,"abstract":"","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"17 1","pages":"223 - 229"},"PeriodicalIF":1.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73040183","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 assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success.
{"title":"Librarians as Teachers: Effecting Change in Composition Instruction","authors":"Sarah LeMire, Stephanie J. Graves, K. Anders","doi":"10.1353/pla.2023.0011","DOIUrl":"https://doi.org/10.1353/pla.2023.0011","url":null,"abstract":"abstract:This study assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"42 1","pages":"293 - 312"},"PeriodicalIF":1.2,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87220623","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 goal of this study was to build knowledge about the perspectives of library leaders who have experience with a responsibility center management (RCM) budget model and how the model guides library allocations and planning. The study also sought to provide advice to other library leaders whose institutions may consider adopting an RCM budget model.
{"title":"The Impact of Responsibility Center Management on Academic Libraries: An Exploratory Study","authors":"Laura DeLancey, Susann deVries","doi":"10.1353/pla.2023.0005","DOIUrl":"https://doi.org/10.1353/pla.2023.0005","url":null,"abstract":"Abstract:The goal of this study was to build knowledge about the perspectives of library leaders who have experience with a responsibility center management (RCM) budget model and how the model guides library allocations and planning. The study also sought to provide advice to other library leaders whose institutions may consider adopting an RCM budget model.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"23 1","pages":"22 - 7"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85493108","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:Makerspaces continue to grow in popularity in library ecosystems, yet no one has done a census on important data points, such as total active makerspaces, planned makerspaces, and types of makerspaces in public colleges and universities in the United States. The objective of this report is to gather baseline data on makerspaces, the majority of which are in academic libraries. Using an audit of websites, the researchers conducted a census of makerspaces at colleges and universities, collecting such data as makerspace status, location, and departmental affiliation. The researchers identified 284 active makerspaces and 35 planned makerspaces across 214 institutions; of these, 110 were affiliated with their institution's library. This census offers a helpful baseline, but more data collection will provide a fuller representation of makerspaces in the United States.
{"title":"Makerspaces in Libraries at U.S. Public Colleges and Universities: A Census","authors":"Marijel Melo, K. Hirsh, Laura March","doi":"10.1353/pla.2023.0007","DOIUrl":"https://doi.org/10.1353/pla.2023.0007","url":null,"abstract":"Abstract:Makerspaces continue to grow in popularity in library ecosystems, yet no one has done a census on important data points, such as total active makerspaces, planned makerspaces, and types of makerspaces in public colleges and universities in the United States. The objective of this report is to gather baseline data on makerspaces, the majority of which are in academic libraries. Using an audit of websites, the researchers conducted a census of makerspaces at colleges and universities, collecting such data as makerspace status, location, and departmental affiliation. The researchers identified 284 active makerspaces and 35 planned makerspaces across 214 institutions; of these, 110 were affiliated with their institution's library. This census offers a helpful baseline, but more data collection will provide a fuller representation of makerspaces in the United States.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"60 25 1","pages":"35 - 43"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79548338","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 literature on information literacy identifies several significant challenges inherent in designing and providing comprehensive first-year programs, including reach, sustainability, instructional design, the flipped classroom, and assessment. In summer 2020, in response to the requirements of the COVID-19 pandemic, the User Experience and Student Success (UESS) Department at Tisch Library of Tufts University developed an innovative approach to instruction that addressed these challenges. The new concept optimized online learning in both asynchronous and synchronous modes and created a sustainable program for the future. This article outlines the process used to develop this program, its learning outcomes, and the results of both student learning and programmatic assessment.
{"title":"Flipping the (COVID-19) Classroom: Redesigning a First-Year Information Literacy Program during a Pandemic","authors":"J. Ferguson","doi":"10.1353/pla.2023.0002","DOIUrl":"https://doi.org/10.1353/pla.2023.0002","url":null,"abstract":"Abstract:The literature on information literacy identifies several significant challenges inherent in designing and providing comprehensive first-year programs, including reach, sustainability, instructional design, the flipped classroom, and assessment. In summer 2020, in response to the requirements of the COVID-19 pandemic, the User Experience and Student Success (UESS) Department at Tisch Library of Tufts University developed an innovative approach to instruction that addressed these challenges. The new concept optimized online learning in both asynchronous and synchronous modes and created a sustainable program for the future. This article outlines the process used to develop this program, its learning outcomes, and the results of both student learning and programmatic assessment.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"13 1","pages":"145 - 168"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82545504","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}
Sarah Rose Fitzgerald, Sarah C Hutton, Rebecca Reznik-Zellen, C. Barlow, William D. Oldham
Abstract:Academic libraries are fundamental in promoting equitable access to education but are often overlooked and underfunded. The COVID-19 pandemic amplified these inequities. This study investigates how 39 library deans and directors perceived decision-making by university administration during COVID-19's onset. Open-ended survey questions were sent to deans and directors asking them to describe their experiences working with university administration to adjust library services during the crisis. Some library leaders reported that working closely with other departments strengthened their campus connections. Others commented that disagreement between library personnel and university administration caused discord. Some deans and directors were forced to cut staff funding or felt pressured to reopen, while others were trusted to choose their budget and service priorities. The authors recommend that library leaders be more consistently relied upon for their expertise during university decision-making.
{"title":"Decision-Making by and for Academic Libraries during COVID-19","authors":"Sarah Rose Fitzgerald, Sarah C Hutton, Rebecca Reznik-Zellen, C. Barlow, William D. Oldham","doi":"10.1353/pla.2023.0008","DOIUrl":"https://doi.org/10.1353/pla.2023.0008","url":null,"abstract":"Abstract:Academic libraries are fundamental in promoting equitable access to education but are often overlooked and underfunded. The COVID-19 pandemic amplified these inequities. This study investigates how 39 library deans and directors perceived decision-making by university administration during COVID-19's onset. Open-ended survey questions were sent to deans and directors asking them to describe their experiences working with university administration to adjust library services during the crisis. Some library leaders reported that working closely with other departments strengthened their campus connections. Others commented that disagreement between library personnel and university administration caused discord. Some deans and directors were forced to cut staff funding or felt pressured to reopen, while others were trusted to choose their budget and service priorities. The authors recommend that library leaders be more consistently relied upon for their expertise during university decision-making.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"20 1","pages":"45 - 65"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75205685","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 examined the influence of physical work environment on the research productivity of librarians in universities in southwestern Nigeria. The author surveyed a population of 312 librarians from university libraries in the region. The results indicated that the librarians' research productivity was significantly influenced by their surroundings at work. The author therefore recommends continued efforts to maintain and improve that the fitness of librarians' workplaces.
{"title":"Does the Physical Work Environment of Librarians Influence Research Productivity?","authors":"Adebowale Jeremy Adetayo, O. Adeleke, E. Lateef","doi":"10.1353/pla.2023.0006","DOIUrl":"https://doi.org/10.1353/pla.2023.0006","url":null,"abstract":"Abstract:This study examined the influence of physical work environment on the research productivity of librarians in universities in southwestern Nigeria. The author surveyed a population of 312 librarians from university libraries in the region. The results indicated that the librarians' research productivity was significantly influenced by their surroundings at work. The author therefore recommends continued efforts to maintain and improve that the fitness of librarians' workplaces.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"94 1 1","pages":"23 - 33"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83503585","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:Few women major in the science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. Given the drive to attract and retain students in general, and women in STEM in particular, educational institutions need to know what resources and services might help support these students in their work. This study seeks to provide a better understanding of how undergraduate women in STEM use the academic library. The study involved focus groups and interviews with women at a research-intensive university in the United States. Grounded theory principles provided a basis for analysis of the collected conversations. The findings from this study indicate that undergraduate women in STEM depend on the academic library as a quiet place to study where there are few distractions and technology is easily available.
{"title":"\"My Second Home\": Why Undergraduate Women in STEM Use Academic Libraries","authors":"Rebecca Davis","doi":"10.1353/pla.2023.0003","DOIUrl":"https://doi.org/10.1353/pla.2023.0003","url":null,"abstract":"Abstract:Few women major in the science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. Given the drive to attract and retain students in general, and women in STEM in particular, educational institutions need to know what resources and services might help support these students in their work. This study seeks to provide a better understanding of how undergraduate women in STEM use the academic library. The study involved focus groups and interviews with women at a research-intensive university in the United States. Grounded theory principles provided a basis for analysis of the collected conversations. The findings from this study indicate that undergraduate women in STEM depend on the academic library as a quiet place to study where there are few distractions and technology is easily available.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"1 1","pages":"197 - 214"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76159501","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:Due to the COVID-19 pandemic, the librarians at the Brooklyn Campus of St. Joseph's College New York developed a new embedded librarianship model of instruction, incorporating scaffolded information literacy modules that could be delivered remotely. To measure the new model's efficacy, the researchers administered the 15-item First Year Experience (FYE) Library Literacy Scale to 118 students at the start of the semester as a pretest and again at the end of the semester as a posttest. Results indicated a significant improvement from pretest to posttest, as supported by a significant paired sample t-test, t(117) = –9.01, p < .001. Additional analysis revealed that this result was not influenced by course modality, gender of the student, or which librarian taught the class. The benefits of an embedded librarianship model compared to the traditional one-shot session are discussed.
摘要:由于2019冠状病毒病大流行，纽约圣约瑟夫学院布鲁克林校区的图书馆员开发了一种新的嵌入式图书馆教学模式，该模式结合了可远程交付的脚手架信息素养模块。为了衡量新模式的有效性，研究人员在学期开始时对118名学生进行了15项的第一年体验(FYE)图书馆素养量表，作为前测，并在学期结束时再次进行后测。结果显示从前测到后测有显著改善，配对样本t检验显著，t(117) = -9.01, p < .001。进一步的分析表明，这一结果不受课程形式、学生性别或哪个图书管理员教这门课的影响。讨论了嵌入式图书馆模式与传统的一次性会话相比的优势。
{"title":"Embedded Librarians and Scaffolding for Remote Learning","authors":"Mayumi Miyaoka, Rebecca Toolsidass, M. Magee","doi":"10.1353/pla.2023.0010","DOIUrl":"https://doi.org/10.1353/pla.2023.0010","url":null,"abstract":"Abstract:Due to the COVID-19 pandemic, the librarians at the Brooklyn Campus of St. Joseph's College New York developed a new embedded librarianship model of instruction, incorporating scaffolded information literacy modules that could be delivered remotely. To measure the new model's efficacy, the researchers administered the 15-item First Year Experience (FYE) Library Literacy Scale to 118 students at the start of the semester as a pretest and again at the end of the semester as a posttest. Results indicated a significant improvement from pretest to posttest, as supported by a significant paired sample t-test, t(117) = –9.01, p < .001. Additional analysis revealed that this result was not influenced by course modality, gender of the student, or which librarian taught the class. The benefits of an embedded librarianship model compared to the traditional one-shot session are discussed.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"5 1","pages":"169 - 195"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91246222","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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