abstract:The main purposes of this study are to determine the extent to which the James White Library at Andrews University serves the information needs of graduate students enrolled in distance learning programs and to examine their information-seeking behavior to ascertain how they access material for their online courses. A 14-part questionnaire was developed to collect information for this quantitative, nonexperimental design research. The data showed that although some off-campus students were satisfied with the services and resources delivered, the library might realign its offerings to better meet students' academic needs and devise promotional strategies to increase their awareness of the services it provides.
{"title":"Information-Seeking Behavior of Andrews University's Distance Learners","authors":"S. Oliveira, L. B. Carroll, N. Greenidge","doi":"10.1353/pla.2022.0024","DOIUrl":"https://doi.org/10.1353/pla.2022.0024","url":null,"abstract":"abstract:The main purposes of this study are to determine the extent to which the James White Library at Andrews University serves the information needs of graduate students enrolled in distance learning programs and to examine their information-seeking behavior to ascertain how they access material for their online courses. A 14-part questionnaire was developed to collect information for this quantitative, nonexperimental design research. The data showed that although some off-campus students were satisfied with the services and resources delivered, the library might realign its offerings to better meet students' academic needs and devise promotional strategies to increase their awareness of the services it provides.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"75 1","pages":"421 - 451"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86135990","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 loss of a dedicated study area due to the transition to remote instruction during COVID-19 disproportionately affected students who had no place for academic work within the home that was free of distraction. This paper describes the creation of an online guide designed to help students re-create the library experience from home to better focus on schoolwork. It also outlines how other librarians can similarly support distance or commuter students with materials already on hand. These resources include library photographs for use as background images or screen savers on students’ devices, audio that can be played as ambient noise, and stress reduction and mindfulness aids.
{"title":"Library Mood: Re-Creating the Library Experience from Home","authors":"Megan Hodge","doi":"10.1353/pla.2022.0002","DOIUrl":"https://doi.org/10.1353/pla.2022.0002","url":null,"abstract":"abstract:The loss of a dedicated study area due to the transition to remote instruction during COVID-19 disproportionately affected students who had no place for academic work within the home that was free of distraction. This paper describes the creation of an online guide designed to help students re-create the library experience from home to better focus on schoolwork. It also outlines how other librarians can similarly support distance or commuter students with materials already on hand. These resources include library photographs for use as background images or screen savers on students’ devices, audio that can be played as ambient noise, and stress reduction and mindfulness aids.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"71 1","pages":"227 - 240"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85897620","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:Reference services in academic libraries often focus on user education and giving students the skills to perform their own searches. This article describes a new Research Concierge Service established in response to the COVID-19 pandemic by Ozarks Technical Community College (OTC) in southwest Missouri. The service entails library staff curating a small number of sources in response to a student’s research request. In many cases, the librarians’ guidance has led to sustained interactions with students, refining their questions and helping them to focus their research interests. The Research Concierge Service has become so popular that the high level of individual contact it requires may eventually exceed the capacity of OTC’s limited staff. OTC librarians believe, however, that such personal interactions are more valuable than any of their current opportunities for group tutorials or library instruction.
{"title":"Fish, Not Fishing Lessons: A Pragmatic Reprioritization of Reference Services","authors":"Sarah E. Fancher, Sarah H. Mabee","doi":"10.1353/pla.2022.0001","DOIUrl":"https://doi.org/10.1353/pla.2022.0001","url":null,"abstract":"abstract:Reference services in academic libraries often focus on user education and giving students the skills to perform their own searches. This article describes a new Research Concierge Service established in response to the COVID-19 pandemic by Ozarks Technical Community College (OTC) in southwest Missouri. The service entails library staff curating a small number of sources in response to a student’s research request. In many cases, the librarians’ guidance has led to sustained interactions with students, refining their questions and helping them to focus their research interests. The Research Concierge Service has become so popular that the high level of individual contact it requires may eventually exceed the capacity of OTC’s limited staff. OTC librarians believe, however, that such personal interactions are more valuable than any of their current opportunities for group tutorials or library instruction.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"95 1","pages":"221 - 226"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91343593","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 onset of the COVID-19 pandemic required shifting information literacy instruction from face-to-face to online formats at the University Libraries of the University of South Dakota. This case study narrates how the instructional team there introduced innovations into a Freshman Writing course that enabled instrumental (that is, goal-oriented) and relational teaching in the online-only environment. The team applied social network theory and a disaster response model to plan and analyze their innovations. The affordances of the Zoom video conferencing platform and the embedded librarian model enabled them to expand their information literacy instruction to include online students for the first time. The instructional team plans to extend these innovations to other information literacy mandated courses.
{"title":"“Making It Happen”: Building Relational Teaching into the Online World of COVID-19","authors":"C. Leibiger, Alan Aldrich","doi":"10.1353/pla.2022.0008","DOIUrl":"https://doi.org/10.1353/pla.2022.0008","url":null,"abstract":"abstract:The onset of the COVID-19 pandemic required shifting information literacy instruction from face-to-face to online formats at the University Libraries of the University of South Dakota. This case study narrates how the instructional team there introduced innovations into a Freshman Writing course that enabled instrumental (that is, goal-oriented) and relational teaching in the online-only environment. The team applied social network theory and a disaster response model to plan and analyze their innovations. The affordances of the Zoom video conferencing platform and the embedded librarian model enabled them to expand their information literacy instruction to include online students for the first time. The instructional team plans to extend these innovations to other information literacy mandated courses.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"4 1","pages":"27 - 51"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90545398","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 the wake of a global pandemic, an economic recession, and police violence, the role of libraries as a safe place is critical. These events have changed how librarians provide instruction and build communities within the university and outside it. This article discusses how the authors changed their approach to geospatial and data analysis instruction during the COVID-19 pandemic. Through the theoretical lens of Ray Oldenburg and Robert Putnam, the article describes the relationship between the role of the library and social capital. It discusses the challenges the library faced and how it worked to meet them. The article addresses two distinct questions: (1) How can the library broaden its social network outside the university community to address lack of economic opportunity and other inequities? and (2) How can the library increase remote opportunities and continue to provide the social capital the university expects from it? The results indicate that while librarians cannot solve all their challenges, they can continue to address them by encouraging accessibility in instruction and learning.
{"title":"Reexamining Geospatial Instruction through the “Digital Place”","authors":"Mechell Frazier, K. Rydland","doi":"10.1353/pla.2022.0014","DOIUrl":"https://doi.org/10.1353/pla.2022.0014","url":null,"abstract":"abstract:In the wake of a global pandemic, an economic recession, and police violence, the role of libraries as a safe place is critical. These events have changed how librarians provide instruction and build communities within the university and outside it. This article discusses how the authors changed their approach to geospatial and data analysis instruction during the COVID-19 pandemic. Through the theoretical lens of Ray Oldenburg and Robert Putnam, the article describes the relationship between the role of the library and social capital. It discusses the challenges the library faced and how it worked to meet them. The article addresses two distinct questions: (1) How can the library broaden its social network outside the university community to address lack of economic opportunity and other inequities? and (2) How can the library increase remote opportunities and continue to provide the social capital the university expects from it? The results indicate that while librarians cannot solve all their challenges, they can continue to address them by encouraging accessibility in instruction and learning.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"128 1","pages":"141 - 149"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72975932","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 spring 2020, the California State University System and its 23 campuses became the first in the United States to commit to a year of remote instruction due to the COVID-19 pandemic. Remote instruction separated the system’s librarians from their users, whose needs were especially great within the system’s ethnically, economically, and academically diverse student body. At California State University Channel Islands (CSUCI), public health guidelines and closures prevented many students from fulfilling internship and field experience requirements needed for graduation. CSUCI’s John Spoore Broome Library established a work-around by implementing a virtual internship program for one undergraduate that benefited both the student and the library. This paper, coauthored by the intern, documents the virtual internship, describes the model and structure of the experience, and argues that such remote internships are one pandemic side effect that should remain to promote equity in library and information science.
{"title":"Virtual Undergraduate Internships: One COVID-19 Side Effect THat Academic Libraries Should Keep","authors":"Damaris Juarez, Elizabeth Blackwood","doi":"10.1353/pla.2022.0010","DOIUrl":"https://doi.org/10.1353/pla.2022.0010","url":null,"abstract":"abstract:In spring 2020, the California State University System and its 23 campuses became the first in the United States to commit to a year of remote instruction due to the COVID-19 pandemic. Remote instruction separated the system’s librarians from their users, whose needs were especially great within the system’s ethnically, economically, and academically diverse student body. At California State University Channel Islands (CSUCI), public health guidelines and closures prevented many students from fulfilling internship and field experience requirements needed for graduation. CSUCI’s John Spoore Broome Library established a work-around by implementing a virtual internship program for one undergraduate that benefited both the student and the library. This paper, coauthored by the intern, documents the virtual internship, describes the model and structure of the experience, and argues that such remote internships are one pandemic side effect that should remain to promote equity in library and information science.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"32 1","pages":"81 - 91"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73876417","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 reports upon the development and implementation of a new literary research methods course in a remote teaching context. This updated curriculum is predicated on the notion that digital and traditional methods each work best when they expand and improve the other. Key facets of the new curriculum are outlined, with sample topics and assignments that serve to scaffold students’ understanding of primary source research in a remote learning environment. This article demonstrates not only how a program of experience-based, hands-on approaches to primary source literacy instruction may proceed in a time of social distancing but also how lessons learned during the pandemic may promote more effective research methods and instruction for the post-COVID era.
{"title":"Primary Source Literacy in the Era of COVID-19 and Beyond","authors":"Heidi Craig, Kevin O'Sullivan","doi":"10.1353/pla.2022.0011","DOIUrl":"https://doi.org/10.1353/pla.2022.0011","url":null,"abstract":"abstract:This article reports upon the development and implementation of a new literary research methods course in a remote teaching context. This updated curriculum is predicated on the notion that digital and traditional methods each work best when they expand and improve the other. Key facets of the new curriculum are outlined, with sample topics and assignments that serve to scaffold students’ understanding of primary source research in a remote learning environment. This article demonstrates not only how a program of experience-based, hands-on approaches to primary source literacy instruction may proceed in a time of social distancing but also how lessons learned during the pandemic may promote more effective research methods and instruction for the post-COVID era.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"46 1","pages":"109 - 93"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88512297","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}
Mara Blake, R. Murray, J. Williams, Jeff Gara, Derek Belros, S. Choudhury
abstract:As the novel coronavirus (COVID-19) spread, a team from the Sheridan Libraries and Museums at Johns Hopkins University (JHU) provided technical support to the JHU Global COVID-19 Dashboard. This paper reflects on the lessons learned from working on a highly publicized, heavily trafficked resource and explores the role of academic libraries in supporting research in the public interest. The authors argue that engagement with projects of this nature not only leverages the existing strengths and expertise of libraries but also positions them to contribute to cutting-edge opportunities in academic institutions.
{"title":"A Role for the Library in Public Research: The Global COVID-19 Dashboard","authors":"Mara Blake, R. Murray, J. Williams, Jeff Gara, Derek Belros, S. Choudhury","doi":"10.1353/pla.2022.0007","DOIUrl":"https://doi.org/10.1353/pla.2022.0007","url":null,"abstract":"abstract:As the novel coronavirus (COVID-19) spread, a team from the Sheridan Libraries and Museums at Johns Hopkins University (JHU) provided technical support to the JHU Global COVID-19 Dashboard. This paper reflects on the lessons learned from working on a highly publicized, heavily trafficked resource and explores the role of academic libraries in supporting research in the public interest. The authors argue that engagement with projects of this nature not only leverages the existing strengths and expertise of libraries but also positions them to contribute to cutting-edge opportunities in academic institutions.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"49 1","pages":"25 - 7"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86645561","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}
Rachel W. Gammons, Suzanne M. Wilson, Lindsay Inge Carpenter, Benjamin Shaw
abstract:In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.
{"title":"Keep Teaching: Leveraging Disruption as a Catalyst for Change","authors":"Rachel W. Gammons, Suzanne M. Wilson, Lindsay Inge Carpenter, Benjamin Shaw","doi":"10.1353/pla.2022.0013","DOIUrl":"https://doi.org/10.1353/pla.2022.0013","url":null,"abstract":"abstract:In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program—the Academic Writing Program—from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"7 1","pages":"127 - 139"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87760269","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 begins with a brief description of access and affordability and their relationship to equity, diversity, and inclusion within the higher education sector today. Because the authors work at a Jesuit Catholic institution, awareness and appreciation of the call to uphold access and affordability at Jesuit institutions are also important. COVID-19 institutional and library impacts are summarized, followed by the identification of pandemic-created opportunities for the library to demonstrate commitment to institutional values and align with institutional and library strategic directions and priorities. Descriptions of initiatives launched in the 2019–20 and 2020–21 academic years to advance access and affordability are provided, accompanied by profiles of campus partnerships that ensured the success and sustainability of these initiatives. Finally, the authors consider the challenges and benefits of constructing and maintaining campus partnerships to improve access and affordability for students and the components of effective campus partnerships.
{"title":"Collaborating to Remove Barriers to Success","authors":"Doug Eriksen, S. Watstein","doi":"10.1353/pla.2022.0005","DOIUrl":"https://doi.org/10.1353/pla.2022.0005","url":null,"abstract":"abstract:This article begins with a brief description of access and affordability and their relationship to equity, diversity, and inclusion within the higher education sector today. Because the authors work at a Jesuit Catholic institution, awareness and appreciation of the call to uphold access and affordability at Jesuit institutions are also important. COVID-19 institutional and library impacts are summarized, followed by the identification of pandemic-created opportunities for the library to demonstrate commitment to institutional values and align with institutional and library strategic directions and priorities. Descriptions of initiatives launched in the 2019–20 and 2020–21 academic years to advance access and affordability are provided, accompanied by profiles of campus partnerships that ensured the success and sustainability of these initiatives. Finally, the authors consider the challenges and benefits of constructing and maintaining campus partnerships to improve access and affordability for students and the components of effective campus partnerships.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"22 1","pages":"241 - 257"},"PeriodicalIF":1.2,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89661277","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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