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Compiled and annotated by Kim Wobick and Beth Tumbleson, members of the DLS Research and Publications Committee.
Fall is here, the semester has begun and our thoughts revolve around reference and information literacy! These articles report on some great ideas and research on different ways to meet with students and raise awareness of your library’s resources that you can try out.
Bezet, A., Duncan, T., & Litvin, K. (2018). Implementation and evaluation of online, synchronous research consultations for graduate students. Library Hi Tech News.
Librarians at Northcentral University (NCU) identified the opportunity to assess their online synchronous research consultations for students, to both distinguish these consultations as a distinct library service as well as to measure the impact of these consultations on students’ learning and success. Almost 100% of the research consultations are provided to students at the graduate and doctoral level, with students actively working on their dissertations. Users requesting this type of appointment fill out a form on the library web site, with the option to choose a specific librarians. It is also required that all students view or attend the Searching 101 workshop before the appointment, so that the focus of the meeting is more advanced searching techniques. To assess the quality of the instruction and value of the information in these sessions, a post-survey was sent to both the student and their dissertation chair. The results of these surveys indicated high levels of satisfaction from both the student and faculty members.
Compiled and annotated by Lindley Homol, Stephanie Weiss, and Denyse Rodrigues
Happy spring/early summer! It is the time of year many of us work on projects that take a bit more time and thought than typically available during the fall and winter terms. To inspire your work, we offer you a selection of articles on the accessibility of library tutorials, library websites, learning environments, and accessibility conversion processes for library collections.
Clossen, A., & Proces, P. (2017). Rating the accessibility of library tutorials from leading research universities. Portal: Libraries and the Academy, 17(4), 803–823. Retrieved from https://muse.jhu.edu/article/672185
The authors selected a random sample of public-facing library tutorial materials from 71 public universities with the Carnegie Classification “Highest Research Activity” or R1. They describe the state of accessibility of these materials and identify common pitfalls in library-related accessible design. The team classified the materials into two categories – videos and web-based tutorials (continuous play vs. click-through) – and assessed them using a rubric focused on usability from the perspective of a disabled person. The team manually evaluated videos for five elements – type, captions, screen-audio coordination, link context, and length. With the help of two tools, AInspector and Functional Accessibility Evaluator, they evaluated web-based tutorials for six elements – headings, alternative text for images, skip-to-content links, tables, text chunking, and findability. Although guides such as Springhare’s LibGuides and similar in-house creations were excluded, the authors suggest that such reviews would be welcome additions to the literature.
Compiled and annotated by Hui-Fen Chang and Beth Tumbleson.
Abrizah, A., I., Samaila, & Afiqah-Izzati, N. (2016). Systematic literature review informing LIS professionals on embedding librarianship roles. Journal of Academic Librarianship, 42(6), 636–643. doi:10.1016/j.acalib.2016.08.010
The authors presented a systematic literature review of LIS literature on the roles of embedded librarianship. Fifty-six articles were selected for review. A significant proportion of the literature reported embedded librarians’ experiences in distance and online learning, including offering access to electronic resources and virtual reference services, conducting online information literacy instruction, monitoring a discussion board, among other services. Embedded librarians also played an important role in information literacy instruction, in particular, the librarians’ partnership with academic departments to design writing assignments. Several papers reported academic librarians serving as collaborators with the academic faculty on research projects.
This paper offers an excellent reference list of selected articles on embedded librarianship. The various roles reported in this paper offer valuable insights to inform practicing academic librarians who are considering embedding practices. This paper also serves as an example of using a systemic literature review as a method in analyzing LIS literature, and thus is recommended to those who are interested in using the same method to conduct a literature review.
Becnel, Kim, M., Robin A., & Pope, Jon C. (2016). Powerful Partnerships: The worth of embedding masters level library science students in undergraduate classes. Journal of Education for Library & Information Science, 57(1), 31-42. doi:10.12783/issn.2328-2967/57/1/3
All three authors teach at Appalachian State University, NC and were involved in a teaching and learning LMS embedded librarianship project. Online library science graduate students, preparing to be school media specialists or public librarians, embedded in undergraduate composition classes in Moodle for six weeks. During that time, they provided reference and information literacy instruction to five students each. Composition undergraduates needed six to eight sources for an essay assignment, while the LIS students needed to build 2 bibliographic instruction tools and provide reference services. The LIS students gained real-world experience while the control group of graduate students relied on role play.
by Erin Cassity and Rebecca Renirie
Happy New Year! As open educational resources (OERs) continue to gain traction in distance and online education, we chose to take a look at the top five recent articles covering these resources from a library perspective. This is an emerging topic, so we expect to see much more research exploring OERs in distance librarianship in 2018.
As a reminder, to view the entire bibliography the Research and Publications Committee has assembled so far (2014 to present), please visit our Zotero library.
Elliott, C., & Fabbro, E. (2015). The Open Library at AU (Athabasca University): Supporting open access and open educational resources. Open Praxis, 7(2), 133-140.
Librarians at Athabasca University (AU), an institution in Canada that focuses on online and distance education, describe how they developed a stand-alone open-content website called The Open Library. The article begins with an introduction on openness in higher education, including the use of open access materials, OERs, and the advent of MOOCs (Massively Open Online Courses). MOOC users in particular, who generally do not have a login to the institution hosting the course, would greatly benefit from a library website that is both easy to navigate and has resources accessible to them. The librarians would benefit from this arrangement as well, not only because of the cost savings of using open and free materials, but also in the opportunities to teach information literacy to users – to stress to both faculty and students the need to analyze and evaluate the resources they find.
To that end, librarians created a website distinct from the main library homepage featuring content that was exclusively open or free, and could be used by any user whether affiliated with AU or not. As the main library site was based on a modular display and tagging system, this Open Library site was able to exist as a sub-site of the main page that uses only that content tagged as “open” (the main website also contains the library’s licensed content). In addition, the website features not only open and free resources but tutorials instructing users in finding and using these materials. At the time this article was published the site was still being created, so it may look very different today; however, providing not only access to OERs but creating an entire website based around them shows the library’s dedication to helping its distance students succeed and reducing the cost of research materials.
- The use of open and free resources helps not only students of an institution, but also anyone out there who would like to learn.
- Use faculty suggestions for adding open and free content to a library’s suite of resources, to be sure it is aligned with course goals.
- Beyond simply providing a list of resources for students to use, adequate description of those resources and other metadata is essential both for discoverability of the content and its evaluation by users.
- Information literacy instruction matters with OERs, to help users find the resources they need and to understand what to look for in a quality source.
Miller, R., & Homol, L. (2016). Building an online curriculum based on OERs: The library’s role. Journal of Library and Information Services in Distance Learning, 10(3-4), 349-359. http://dx.doi.org/10.1080/1533290X.2016.1223957
This article discusses a project from University of Maryland University College (UMUC), in which librarians took part in a team process to embed OERs and library materials into the undergraduate curriculum. (more…)
By Kim Wobick and Carrie Girton
With the start of a new school year, many of us are or will soon be creating and updating learning objects for our students. Whether you’re working on tutorials, infographics, or modules, these articles have great tips to get you started and help you create captivating and helpful learning objects.
To view the entire bibliography we have compiled, visit the DLS Zotero library.
Please note: this list contains items that have been published since the last DLS Bibliography. Our post from May 10, 2017 provides more detail and explanation of the new format.
Ferrance, C., & West, P. J. (2017). Standardizing and managing online tutorials for improved learning. In ACRL 2017 Proceedings (pp. 656–661). Baltimore, MD: ACRL. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/StandardizingandManagingOnlineTutorials.pdf
This paper outlines the challenges faced by the George Mason University libraries to assess and organize the varied collection of library-created tutorials that had been produced over time, with the goal of unifying the look and feel of the tutorials as well as making them easier to locate by all users. This project was assisted by the creation of an Instructional Design Librarian position, as well as the Learning Technologies Lab, which provides the software and hardware needed to create tutorials in one central place.
A working group was formed to formally evaluate existing tutorials, organize the storage of these objects, and design a template that would be utilized for all future products. Tutorial content is also mapped to both the ACRL information literacy framework as well as the Mason instructional learning outcomes, assisting in forward planning for tutorial creation. It took three years for the goal of a unified bank of tutorials to be achieved, working through challenges such as web site redesign, negotiations for server space and equipment, and bureaucracy. The end result produced a bank of 120 uniformly branded tutorials which were more easily accessed by users.
- Partnerships within both the library and the institution are important. Having buy-in and assistance from librarians, faculty, as well as the IT department is critical to achieving project goals.
- Maintenance of storage and backup processes and spaces ensure that tutorials don’t get lost in the shuffle and are easily retrieved by creators for editing and revision when needed.
- As with any major project, the ability to be flexible and patient with every aspect of the work is critical.