Browse
Recent Submissions
Item Tell Us What You Really Think: Implementing a Mixed-methods Approach to Library User Assessment(2023) Grote, Lidiya; Dill, Emily; Hardin, JenniferThis article presents an analysis of student feedback received via formal biennial survey and informal post-it notes assessment, and advocates for the use of informal assessment methods to supplement formal methodologies. A biennial satisfaction survey and an informal post-it notes assessment were employed to collect data from library users and yielded comprehensive, timely, and actionable feedback from the students, faculty, and staff. Feedback received from the two assessment methods allowed the University Library of Columbus (ULC) to gain a greater understanding of user needs and preferences which was used to improve library spaces, resources, and services to increase user satisfaction. While each method has advantages and disadvantages, combining varied assessment methods helped the ULC to gain a more holistic understanding of its users and provided a rich set of actionable data. Furthermore, student feedback is a valuable tool for library advocacy and outreach to both the university community at large and administrators.Item Preparing for a More Equitable Future: An Examination Of EDI-Focused Courses In LIS Curricula(2023-03-16) Dill, Emily; Grote, Lidiya; Hardin, JenniferIn recent years many professions, including the field of librarianship, have seen a much-needed increase in their focus on issues related to equity, diversity, and inclusion (EDI). For example, in January 2022, ACRL’s Board of Directors added a strategic goal area dedicated to EDI. Because Library and Information Science (LIS) education lays a foundation for and greatly impacts librarians’ professional identity and practice, it is important to understand how they approach EDI issues in their courses. The current exploratory study aims to survey how LIS programs incorporate EDI into their curricula by examining the language used in online course descriptions. Course descriptions are often the first contact prospective and new students have with a school’s curriculum and also serve to broadcast what a program values and what its curricular priorities are. This study examines the EDI foci across ALA-accredited library science programs by analyzing their online, publicly available course descriptions’ use of EDI terminology. Emergent themes uncovered are discussed.Item Disciplinary Differences in Scholarly Communication: Awareness, Attitudes, and Practices(2018-03-02) Dill, Emily; Odell, Jere D.Item Faculty Attitudes toward Open Access and Scholarly Communications: Disciplinary Differences on an Urban and Health Science Campus(2017-11-07) Odell, Jere D.; Palmer, Kristi L.; Dill, Emily; University LibraryThe Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.Item Survey Instrument for Survey of IUPUI Faculty Attitudes About Scholarly Communication(2016) Odell, Jere D.; Palmer, Kristi L.; Dill, EmilyThis is the survey instrument used in a 2013 survey of IUPUI faculty regarding attitudes about scholarly communication.Item The Indiana Librarian Leadership Academy: Perspectives of Four Academic Librarians(Indiana Library Federation, 2015-11-28) Bishop, Chanitra; Kwong, Vinnci; Reel, Brad; Washington, MadelynThe Indiana Library Leadership Academy (InLLA) was established in 2012 by the Professional Development Committee of the Indiana State Library (ISL). Modeled after the American Library Association (ALA) Emerging Leaders program, the InLLA brings together librarians accepted into the program from public, school, academic, and special libraries throughout Indiana. A new cohort of librarians is invited each year to a week-long workshop in July, where participants are divided into teams to work on a year-long capstone project and facilitate InLLA group meetings via webinar. This paper chronicles experiences of four academic librarians from the 2013 cohort of the InLLA. It will highlight four different capstone projects for which each of the academic librarians contributed, respectively, with their fellow group members. This paper will identify the greatest challenges each respective group faced during their year-long collaboration, as well as the learning experiences of each author’s participation in InLLA.Item Cobarde Mil Veces(Aerie Records/ California State University, Los Angeles, 2015) Hoyos, ConcepcionThe Afro Latin Ensemble under the direction of Dr. Paul De Castro, the Cal State LA Afro Latin ensemble provides graduate and undergraduate students the opportunity to study and perform music from the rich traditions of Salsa and Afro latin music. This CD is the culmination of years of hard work and features students and alumni of the Master of Music in Afro latin Music at California State University, Los Angeles. Special guests on this recording include Calixto Oviedo (percussion), Madelyn Washington (vocals) and Josiel Perez (trumpet).Item Evaluating Peers in Cyberspace: The Impact of Anonymity(2016) Christie, Charlene; Dill, EmilyThis research examined the question of whether the anonymity found in most types of computer-mediated communication (CMC) impacted individual reactions to people who agreed or disagreed with their own opinions. Participants (N = 256) evaluated other respondents who voiced an attitude that was either similar or dissimilar to the one they endorsed. The social identity model of deindividuation effects (SIDE; Reicher, Spears, & Postmes, 1995), suggests that anonymous group members will experience a heightened sense of social identity and show an increased likelihood of protecting that group by disparaging those who disagree with their beliefs. However, in the absence of a salient ingroup, we fail to find support for this. In contrast, we provide evidence that the impact of anonymity on interpersonal evaluations of peers is moderated by individual difference factors. Only those participants with high self-esteem, low levels of social anxiousness, or an elevated sense of autonomy evaluated targets more negatively when anonymous rather than identifiable. The current research suggests that any models used to understand anonymity's effects in CMC situations will need to carefully consider both social and personal identity characteristics.Item Scholarly Communications: Are the Health and Life Sciences Pulling the Train or Slowing It Down?(Midwest Chapter, Medical Library Association, 2014-10-12) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.One could make the case that recent changes in scholarly communications (including publishing, sharing and peer review) have been driven in large part by the health and life sciences. For example, the adoption of the NIH Public Access Policy (2008) and the launch of Public Library of Science (2003) have done much to move the exchange of scholarship beyond the subscription-only model. One might assume that scholars publishing in the health sciences would be more familiar and more accepting of these relatively new approaches to dissemination. To test this assumption and to explore other attitudes and actions related to open access publishing, self-archiving and peer review, we conducted a faculty survey on the IUPUI campus (including the Schools of Medicine, Dentistry, Nursing and Public Health). In this paper presentation we report on disciplinary differences in attitudes toward scholarly communications. In addition, our results are compared to similar surveys conducted at University of California (2006) and University of Toronto (2010). The results may be used in guiding education and outreach efforts at academic libraries with an interest in scholarly communication, open access and public access services.Item Open access policies: a survey of IUPUI faculty attitudes(IUPUI, 2014-03-28) Odell, Jere D.; Dill, Emily; Palmer, Kristi L.In the Fall semester of 2013 we conducted a campus-wide survey of IUPUI faculty attitudes toward changes in scholarly communications. Here we report preliminary results pertaining to open access repositories, policies and mandates. These results are compared to earlier versions of the same survey conducted in 2006 at the University of California and in 2010 at the University of Toronto. On the IUPUI campus most faculty respondents (55%) were unaware of the institutional repository, IUPUIScholarWorks. Likewise, the majority (72%) were unfamiliar with institutional open access policies such as those at Harvard, MIT, Duke and Kansas. When asked, however, if IUPUI should consider implementing a similar policy, 52% were unsure, 39% were supportive and only 9% disagreed. With increased outreach and information on the topic, we believe that IUPUI faculty would be willing to consider a campus-wide, opt-out open access policy.
- «
- 1 (current)
- 2
- 3
- »