EN:

Objective – This article describes the construction and use of a low cost tool for capturing user demographics in a physical library.

Methods – At the Health Sciences Library of Columbia University Irving Medical Center, we created the Tap In/Tap Out tool to learn about the demographic details of our library visitors, such as their status, school affiliation, and department. The Tap In/Tap Out tool was implemented twice for two weeks in 2013 and 2017, with users voluntarily tapping their campus ID when entering and leaving the library. We checked campus ID numbers against university databases to fill in demographic details of the library users.

Results – We constructed the Tap In/Tap Out tool using a Raspberry Pi and RFID card readers mounted on a foam board poster and placed near the library entrance. Participation in the Tap In/Tap Out tool ranged from 5-7% of the library gate count numbers during the survey periods. Though low, this participation provided a useful indication of user demographics that helped to strengthen library discussions with university administration. The 2013 survey results, which showed that the library space was actively used by students from all the constituent Medical Center schools, were used to support funding justifications. The 2017 survey results, which showed continued library usage, were used to illustrate the value of the library to the Medical Center community.

Conclusion – The Tap In/Tap Out tool was inexpensive to implement and provided more information about library visitors than gate counts alone. Findings from the Tap In/Tap Out results were used to demonstrate library usage and justify funding. We describe how other libraries might create and implement the tool to capture greater levels of detail about the users visiting their spaces.

EN:

Objective – This article reports on a pilot research project that gathered usage statistics in specifically designated library learning spaces using a Web-based Geographic Information System (GIS). These learning spaces were then mapped to expected learning activities that would occur in these areas based on its intention or design. In this way, the library could begin to associate the usage of a space with different types of learning. The researchers then mapped these learning activities to campus learning outcomes to create learning impact statements.

Methods – The researchers used observation data gathered with a Web GIS tool to examine space usage within the library’s curriculum center.

Results – The pilot study found that student usage of the curriculum center was mainly associated with two campus learning outcomes: (1) Communicate and (2) Learning and Integrate. The evidence also indicated possible design improvements that may make the curriculum centers spaces more functional for students.

Conclusions – The Web GIS tool proved to be a useful tool to gather evidence of student space usage within the library environment. The mapping of individual spaces to learning activities further enhanced the usefulness in interpreting how students are using library spaces. Leveraging the space usage data within learning outcomes statements created another means for the library to communicate its learning impact with campus stakeholders.

EN:

Objective – Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&M University Libraries, subject librarians use research consultations to teach information literacy to upper-division engineering student teams working on a technical paper project. This paper describes an action research project designed to evaluate which assessment method for consultations with student teams would provide the most actionable data about the instruction and the consultation logistics as well as optimize librarian time.

Methods – For three semesters, we simultaneously used up to four consultation assessment methods: one-minute papers, team process interviews, retrospective interviews, and questionnaires. We followed the action research cycle to plan the assessments, implement the assessments, reflect on the data collected and our experiences implementing the assessments, and revise the assessments for the next semester. Each assessment method was distributed to students enrolled in an engineering course at a different point in the technical paper project. The one-minute paper was given immediately after the consultation. The team process interviews occurred after project deliverables. The questionnaire was distributed in-person on the last day of class. Focus groups were planned for after the assignment was completed, but low participation meant that instead of focus groups we conducted retrospective interviews. We used three criteria to compare the assessments: information provided related to the effectiveness of the instruction, information provided about the logistics of the consultation, and suitability as an assessment method in our context. After comparing the results of the assessment methods and reflecting on our experiences implementing the assessments, we modified the consultation and the assessment methods for the next semester.

Results – Each assessment method had strengths and weaknesses. The one-minute papers provided the best responses about the effectiveness of the instruction when questions were framed positively, but required the most staff buy-in to distribute. The team process interviews were time intensive, but provided an essential understanding of how students think about and prepare for each progress report. Recruiting for and scheduling the focus groups required more time and effort than the data collected about the instruction and logistics warranted. The questionnaire provided student perspectives about their learning after the assignment had been completed, collected feedback about the logistics of the consultations, was easy to modify each semester, and required minimal librarian time.

Conclusion – Utilizing multiple assessment methods at the same time allowed us to determine what would work best in our context. The questionnaire, which allowed us to collect data on the instruction and consultation logistics, was the most suitable assessment method for us. The description of our assessment methods and our findings can assist other libraries with planning and implementing consultation assessment.

EN:

Objective – Reflective assessment is an effective method of teacher evaluation, serving as an approach for assessing teaching practices, generating insights, and connecting with colleagues, ultimately supporting meaningful transformation of teaching practice. In this paper, three librarians model a reflective assessment approach in evaluating and improving their experiences implementing learner-driven teaching practices in credit-bearing courses in topics related to library and information studies.

Methods – Following a model of reflective assessment, we asked ourselves how our practice can better support learner-driven teaching practices, thus assessing and improving our own teaching and improving students’ learning experiences. Our process involved five steps: cohere around shared viewpoints, identify teaching practices for reflection, conduct reflection, discuss and analyze reflections to produce insights, and apply insights to improve teaching.

Results – We reflect on five different learner-driven teaching practices: co-creative syllabus design, learner-defined personal learning goals, soliciting and responding to learner feedback, interdisciplinary discussions and exercises, and self-evaluation. We discuss improvements and refinements that we implemented in response to our reflective assessment, including more frequent checking in with students; more clarity regarding self-evaluation and grading; one-on-one meetings with all students; allowing students to negotiate, discuss, and determine assignment deadlines and dates; more flexibility with students’ work products; and increased pedagogical transparency. As a further result, our reflective process models an approachable framework for engaging in reflective assessment.

Conclusion – This paper presents a model for reflective assessment of teaching in an academic library. We present a discussion of learner-driven teaching practices, and we offer a practical pathway for other teachers and practitioners to assess their teaching. We find that reflective assessment is an effective and insightful approach for understanding and improving learner-driven teaching practices.

EN:

Objective - To collect and share information about the prevalence of precarious work in libraries and the factors associated with it.

Methods - The authors collected and coded job postings from a nationwide job board in Canada for two years. Descriptive and inferential statistics were used to explore the extent of precarity and its relationship with job characteristics such as job type, institution type, education level, and minimum required experience.

Results - The authors collected 1,968 postings, of which 842 (42.8%) were coded as precarious in some way. The most common types of precarious work were contracts (29.1% of all postings) and part-time work (22.7% of all postings). Contracts were most prevalent in and significantly associated with academic libraries and librarian positions, and they were most often one year in length. Both on-call and part-time work were most prevalent in school libraries and for library technicians and assistants, and they were significantly associated with all institution types either positively or negatively. Meanwhile, precarious positions overall were least prevalent in government and managerial positions. In terms of education, jobs requiring a secondary diploma or library technician diploma were most likely to be precarious, while positions requiring an MLIS were least likely. The mean minimum required experience was lower for all types of precarious positions than for stable positions, and the prevalence of precarity generally decreased as minimum required experience increased.

Conclusion - The proportion of precarious positions advertised in Canada is substantial and seems to be growing over time. Based on these postings, employees with less experience, without advanced degrees, or in library technician and assistant roles are more likely to be precarious, while those with managerial positions, advanced degrees, or more experience, are less likely to be precarious. Variations in precarity based on factors such as job type, institution type, education level, and minimum required experience suggest that employees will experience precarity differently both within and across library systems.

EN:

Objective - Over the last decade, many academic libraries have hired data professionals to offer research data services. As these positions often require different types of experience than traditional librarian positions, there is an increased interest in hiring professionals from outside the typical library and information science (LIS) pipeline. More broadly, there has also been an increased interest in academic libraries and higher education to incorporate the principles and practices of diversity, equity, inclusion, and accessibility (DEI&A) into their work. These phenomena allow an opportunity to examine the growing area of data professionals and library hiring practices through the lens of DEI&A. Data was collected from 180 data professional job positions, including education, experiences, and skills, to better understand the evolving and complex landscape of data professionals and to provide evidence based recommendations regarding how the profession can enact meaningful and lasting change in the areas of DEI&A.

Methods - The qualifications and responsibilities listed in data professional job postings from 2013 to 2018 were examined. Prior to analyzing the job postings, a codebook of 43 variables was developed. The 177 data professional job postings (corresponding to 180 positions) were independently analyzed, noting the presence of each variable, including the locations and the degrees of complexity sought. After coding, discrepancies were mutually resolved. Overall, the coding process had 94% intercoder agreement, which indicates a high level of agreement.

Results - Over one-third of postings (n = 63, 35%) did not use the word “librarian” in the job title. Eighty-eight percent (n = 159) required a Master’s in LIS degree, but 67% (n = 119) also accepted an equivalent degree. Over half of the positions (n = 108, 60%) were also looking for an additional degree, most frequently a graduate degree. The median salary of the positions listing a quantitative value was $57,000; however, this value may not be accurate because only 26% of job positions (n = 47) gave a quantitative salary. From the research data management skills mentioned, general data management (n = 155, 86%), data repositories (n = 122, 68%), and data curation (n = 101, 56%) appeared most frequently. Libraries were also looking for traditional LIS skills and experiences, including instruction (n = 138, 77%), consultation (n = 121, 67%), and a public services perspective (n = 69, 38%).

Conclusion - The results show that academic libraries are trying to recruit candidates from outside the traditional academic library pipeline. Research data activities (a non-traditional area for LIS) and traditional LIS areas were both frequently mentioned. Overall, these job positions should be written through a more intentional lens of DEI&A. This would help to make data professional positions more diverse and inclusive, while also helping academic libraries to reach their goal of recruiting outside of LIS. A set of concrete DEI&A recommendations are provided that are applicable for writing all library positions, so that readers can put these results into action and enact meaningful change within the profession.

EN:

Objective – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students.

Methods – The researchers recruited 100 health professions students in April 2017 from Hunter College, a senior college within the City University of New York system. Participants were asked to complete a paper survey to ascertain their use, perceptions, and awareness of Springhare’s LibGuides.

Results – Nearly two-thirds of study participants were not aware of library-created LibGuides and 68% had never used this tool. Compared to undergraduates, graduate students were more likely to be aware of LibGuides. The use of LibGuides was higher among graduate respondents (43%) than their undergraduate counterparts (30%). The study found low awareness and use of LibGuides among health professions students overall, regardless of age, gender, academic level, and health sciences concentration. Physical therapy students were more likely to use and be familiar with LibGuides than nursing, medical laboratory sciences, and speech-language pathology and audiology students. Participants reported using general subject guides more than course-specific guides, and the most commonly used page was the Databases guide. Of those participants who had used LibGuides, the vast majority (97%) said they found them useful in their studies.

Conclusion – This study demonstrates low usage and awareness of LibGuides among health professions students at a large urban public college. Findings suggest a need for academic libraries serving such students to develop and implement strategies to promote awareness and increase usage of online research guides. The researchers recommend instructing with LibGuides during information literacy sessions and demonstrating their usefulness during reference consultations. Additional strategies include linking LibGuides to course sites through learning management systems such as Blackboard and collaborating with faculty members to better inform students about the guides.