Evidence Based Library and Information Practice https://journals.library.ualberta.ca/eblip/index.php/EBLIP University of Alberta Library en-US Evidence Based Library and Information Practice 1715-720X <p>The <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International</a> applies to all works published by <em>Evidence Based Library and Information Practice</em>. Authors will retain copyright of the work.</p> Rubrics May Be a Useful Tool for Assessing MLIS Student Learning Experiences https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30109 <p><strong>A Review of:</strong></p> <p>Adkins, D., Buchanan, S. A., Bossaller, J. S., Brendler, B. M., Alston, J. K., &amp; Moulaison Sandy, H. (2021). Assessing experiential learning to promote students’ diversity engagement. <em>Journal of Education for Library and Information Science</em>, <em>62</em>(2), 201–219. <a href="https://doi.org/10.3138/jelis.2019-0061">https://doi.org/10.3138/jelis.2019-0061</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To develop a rubric to assess diversity awareness and professional socialization through in-person or online experiential learning for online MLIS students.</p> <p><strong>Design </strong>– Exploratory case study.</p> <p><strong>Setting </strong>– School of Information Science &amp; Learning Technologies, University of Missouri.</p> <p><strong>Subjects </strong>– Six experiential learning projects designed to promote diversity and professional socialization for online MLIS students.</p> <p><strong>Methods </strong>– The authors developed a rubric in order to evaluate the characteristics of several experiential learning projects. The major themes that were measured in the rubric were identified through a comprehensive literature search, and these included Professional Socialization, Service Orientation, Values Orientation, and Diversity &amp; Inclusion. The authors also added three original accessibility factors that they considered relevant from a practical approach: time, money, and geographic mobility.</p> <p><strong>Main Results </strong>– The rubric was successfully applied to several ongoing experiential learning projects, as well as to a new project. The authors concluded that it provided a useful framework for assessing the accessibility and estimated value of these experiences.</p> <p><strong>Conclusion </strong>– The rubric seems to be a useful start to assessing experiential learning. However, more research is needed to ensure that it is actually measuring the domains that it is intended to measure. This study only focused on whether the rubric could be applied, whereas future studies should assess its accuracy. The rubric may be useful for curriculum evaluation and planning, accreditation, tenure/promotion, and instructor self-assessment.</p> Jessica Koos Copyright (c) 2022 Jessica Koos https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 114 116 10.18438/eblip30109 How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30112 <p><strong>A Review of:</strong></p> <p>Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. <em>College &amp; Research Libraries, 80</em>(7), 1036–1050. <a href="https://doi.org/10.5860/crl.80.7.1036">https://doi.org/10.5860/crl.80.7.1036</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices.</p> <p><strong>Design</strong> – Semi-structured interview, grounded theory.</p> <p><strong>Setting</strong> – Academic libraries in the Greater Western Library Alliance consortium.</p> <p><strong>Subjects</strong> – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US.</p> <p><strong>Methods</strong> – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour.</p> <p><strong>Main Results </strong>– The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback.</p> <p><strong>Conclusion</strong> – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices. <strong> </strong></p> Eugenia Opuda Copyright (c) 2022 Eugenia Opuda https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 117 119 10.18438/eblip30112 Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30114 <p><strong>A Review of:</strong></p> <p>Steele, J.E. (2021). The role of the academic librarian in online courses: A case study. <em>Journal of Academic Librarianship</em>, <em>47</em>(5), 102384. <a href="https://doi.org/10.1016/j.acalib.2021.102384">https://doi.org/10.1016/j.acalib.2021.102384</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> – To examine the role of academic librarians in online courses in a university setting.</p> <p><strong>Design</strong> – Survey questionnaire.</p> <p><strong>Setting </strong>– A multi-campus university in the southern United States.</p> <p><strong>Subjects</strong> – Students, faculty, and librarians who had taken, taught, or assisted in fully online courses.</p> <p><strong>Methods</strong> – Email addresses for potential survey participants were provided by the university office of institutional research. The researchers tailored survey questions weto specific subject groups. The surveys took roughly 15 minutes to complete and were open for 1 week following the original email. Surveys included 12 – 16 questions, depending on the version, and included questions relating to the use of librarians in online courses, the type of assistance they provided, and how assistance was provided (e.g., in person, email, live chat). Question types included yes/no, check-all-that-apply, and open-ended-answer.</p> <p><strong>Main Results</strong> – Of the student responders, 23.24% reported asking a librarian for help with research or an assignment. This help included finding resources (34.48%), database searching (28.57%), and searching the library catalog (20.69%). Help was given over email (28.03%), live chat (31.82%), and in person (17.42%), which was reported to be most helpful by several students. Only 10.61% reported using video-conferencing software such as Zoom.</p> <p>Only 5.88% of faculty reported including a librarian for synchronous instruction in online courses, while 19.12% made use of asynchronous tutorials created by a librarian. The majority of respondents (93.1%) had not worked with an embedded librarian in their courses, and many reported not knowing that it was an option. Instead, faculty perceived librarians to be an outside resource.</p> <p>Both faculty members and students reported a desire for more video tutorials from librarians. Several faculty mentioned wanting a library module that could serve as an introduction to the library, library resources, and basic instruction topics such as citation styles.</p> <p><strong>Conclusion</strong> – While some students and faculty have worked with librarians in online courses and welcomed their involvement, there is room for improvement in library outreach, including how the library communicates with and supports this growing population.</p> Kimberly MacKenzie Copyright (c) 2022 Kimberly MacKenzie https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 120 122 10.18438/eblip30114 Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30115 <p><strong>A Review of:</strong></p> <p>Burress, T., Mann, E., &amp; Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. <em>Journal of Academic Librarianship</em>, <em>46</em>(1). <a href="https://doi.org/10.1016/j.acalib.2019.102076">https://doi.org/10.1016/j.acalib.2019.102076</a> </p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To describe a librarian-lead faculty learning community (FLC) focused on data literacy.</p> <p><strong>Design</strong> – Case study.</p> <p><strong>Setting</strong> – A public university in Florida.</p> <p><strong>Subjects </strong>– 10 participants in the FLC.</p> <p><strong>Methods</strong> – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution.</p> <p><strong>Main Results</strong> – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum.</p> <p><strong>Conclusion</strong> – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction.</p> Jennifer Kaari Copyright (c) 2022 Jennifer Kaari https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 123 125 10.18438/eblip30115 Academic Librarians Develop Their Teaching Identities Differently Depending on Their Years of Instructional Experience https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30118 <p><strong>A Review of:</strong></p> <p>Nichols Hess, A. (2020). Instructional experience and teaching identities: How academic librarians' years of experience in instruction impact their perceptions of themselves as educators. <em>Communications in Information Literacy, 14</em>(2), 153–180. <a href="https://doi.org/10.15760/comminfolit.2020.14.2.1%0d">https://doi.org/10.15760/comminfolit.2020.14.2.1</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To examine how an academic librarian’s years of instructional experience impacts how they think of themselves as instructors.</p> <p><strong>Design </strong>– Survey questionnaire.</p> <p><strong>Setting </strong>– American academic library profession.</p> <p><strong>Subjects </strong>– 353 participants selected from 501 respondents.</p> <p><strong>Methods </strong>– A Qualtrics survey was sent via email to members of several American Library Association discussion lists. The author selected a subset of respondents for further analysis based on how they answered key questions on the survey. Selected participants were those who believed they had experienced perspective transformation around their teaching identities. The author used principal component analysis and confirmatory factor analysis to identify twelve transformative constructs across three sub-themes: relational, experiential, and professional inputs. The author then labelled each construct based on its respective component parts. One-way analysis of variance (ANOVA) tests were then conducted using SPSS.</p> <p><strong>Main Results </strong>– Statistically significant differences were found between experienced and inexperienced instructional librarians. Participants with <em>more</em> instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors:</p> <ul> <li>Interpersonal relationships</li> <li>Feedback from colleagues outside of librarianship</li> <li>Self-directed learning opportunities</li> </ul> <p>Participants with <em>less</em> instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors:</p> <ul> <li>Feedback from those within librarianship</li> <li>Library-centric inputs such as their formal library studies</li> </ul> <p><strong>Conclusion </strong>– Different types of professional development opportunities will appeal to different librarians based on their level of instructional experience. Less experienced librarian instructors may find mentoring and informal collegial relationships within the library to be beneficial. More experienced librarian instructors may prefer to seek out relationships with colleagues outside the library to further develop their teaching identities.</p> Michelle DuBroy Copyright (c) 2022 Michelle DuBroy https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 126 128 10.18438/eblip30118 Iranian Public Libraries Can Improve Self-Efficacy in Information Literacy, Especially When School Library Instruction Is Not Preparing Students for Lifelong Learning Readiness https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30119 <p><strong>A Review of:</strong></p> <p>Leili, S., Maryam, H., &amp; Mohsen, A. (2020). The effect of information literacy instruction on lifelong learning readiness<em>. IFLA Journal</em>, 46(3), 259-270. <a href="https://doi.org/10.1177/0340035220931879">https://doi.org/10.1177/0340035220931879</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To examine the efficacy of information literacy skills instruction on the lifelong learning readiness skills of Iranian public library users.</p> <p><strong>Design </strong>– Pre- and post-test experiment.</p> <p><strong>Setting </strong>– Two public libraries in Iran.</p> <p><strong>Subjects </strong>– Thirty (30) high school students who were active users of two Iranian public libraries.</p> <p><strong>Methods </strong>– Thirty (30) participants were randomized into two groups, one of which received information literacy training for seven weeks, while the other group acted as a control. Participants were assessed via three instruments in information literacy and readiness for lifelong learning prior to and at the completion of the training program. The workshops included basic library skills, recognizing needed information skills, information source skills, Internet skills, Internet searching skills, resource instruction, database skills, and general searching skills. Results of pre- and post-test assessments were analyzed with analysis of covariance (ANCOVA).</p> <p><strong>Main Results </strong>– The group that received information literacy instruction showed increased readiness for self-directed learning, readiness to overcome deterrents to participation, and improved information literacy. The control group did not show an increase in readiness to respond to triggers for learning or an overall increase in lifelong learning readiness.</p> <p><strong>Conclusion </strong>– Information literacy instruction can improve elements of lifelong learning readiness in regular library users. Public libraries in Iran should begin long-term planning to implement this training.</p> Samantha J. Kaplan Copyright (c) 2022 Samantha J. Kaplan https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 129 131 10.18438/eblip30119 Evidence Summary Theme: Education https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30161 Heather MacDonald Copyright (c) 2022 Heather MacDonald https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 1 2 10.18438/eblip30161 Syntheses Synthesized: A Look Back at Grant and Booth's Review Typology https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30093 <p><strong>A Review of:</strong></p> <p>Grant, M. J., &amp; Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. <em>Health Information and Libraries Journal</em>, <em>26</em>(2), 91–108. <a href="https://doi.org/10.1111/j.1471-1842.2009.00848.x">https://doi.org/10.1111/j.1471-1842.2009.00848.x</a></p> <p><strong> Abstract</strong></p> <p><strong>Objective </strong>– The article, published in 2009, aims to provide a descriptive analysis of common review types to dispel confusion and misapplication of terminology.</p> <p><strong>Design </strong>– An examination of terminology and methods applied in published literature reviews.</p> <p><strong>Methods </strong>– Grant and Booth preliminarily performed a scoping search and drew on their own experiences in health and health information theory and practice. Using literature reviews from the <em>Health Information and Libraries Journal</em> review feature and reviews identified in a previously published evaluation of methods in systematic reviews and meta-analyses (Ankem, 2008), Grant and Booth examined characteristics of literature reviews. They subsequently identified variations in literature review methodologies and correlating vocabulary. After arriving at the conclusion that probing the review titles and descriptions—or alternatively, examining review workflow and timeframe processes—were not accurate for classifying review types, the authors chose to apply an analytical framework called Search, AppraisaL, Synthesis, and Analysis (SALSA). By examining the scope of the search, the method of appraisal, and the nature and characteristics of the synthesis and analysis, SALSA helped the authors describe and characterize the "review processes as embodied in the description of the methodology" (Grant &amp; Booth, 2009, p. 104). By employing an objective technique to categorize literature review types, the authors generated a descriptive typology.</p> <p><strong>Main Results </strong>– The authors provided a descriptive typology for 14 different literature reviews: critical review, literature review, mapping review/systematic map, meta-analysis, mixed studies review/mixed methods review, overview review, qualitative systematic review/qualitative evidence synthesis, rapid review, scoping review, state-of-the-art review, systematic review, systematic search and review, systematized review, and umbrella review. With the application of the SALSA framework, the literature review types were defined and narratively described and summarized, along with perceived strengths, weaknesses, and a previously published example provided for comparison. Two tables supplied a quick reference for comparing literature review types and examining selected reviews. A breakdown of review types was followed by a discussion of using and developing reviews in the library and health information science domain.</p> <p><strong>Conclusion </strong>– Inconsistency in nomenclature and methods across literature reviews perpetuates significant confusion among those involved in authoring or deciphering literature reviews. Grant and Booth noted the lack of an internationally agreed-upon set of review types, the formulation of which would set a precedent for a better understanding of what is expected and required of such publications. In supplying a historical context of the literature review (detailing both its importance as a synthesis of primary research and its value to users), Grant and Booth provided a useful narrative and typology to "inform how LIS workers might approach the appraisal or development of a health information review" (p. 106).</p> Carrie Price Copyright (c) 2022 Carrie Price https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 132 138 10.18438/eblip30093 Charting the Future of the Ginans: Needs and Expectations of the Ismaili Youth in the Western Diaspora https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30055 <p><strong>Objective</strong> – The heritage of <em>ginans</em> of the Nizari Ismaili community comprises hymn-like poems in various Indic dialects that were transmitted orally. Despite originating in the Indian subcontinent, the ginans continue to be cherished by the community in the Western diaspora. As part of a study at the University of Saskatchewan, an online survey of the Ismaili community was conducted in 2020 to gather sentiments toward the ginans in the Western diaspora. This article presents the results of the survey to explore the future of the ginans from the perspective of the English-speaking Ismaili community members.</p> <p><strong>Methods</strong> – An online survey was developed to solicit the needs of the global Ismaili community using convenience sampling. The survey attracted 515 participants from over 20 countries around the world. The English-speaking members of the Ismaili community between 18 to 44 years of age living in Western countries were designated as the <em>target group</em> for this study. The survey responses of the target group (n = 71) were then benchmarked against all other respondents categorized as the <em>general group</em> (n = 444).</p> <p><strong>Results </strong>– Overall, 85% of the respondents of the survey were from the diaspora and 15% were from the countries of South Asia including India, Pakistan, and Bangladesh. The survey found that 97% of the target group respondents preferred English materials for learning and understanding the ginans compared to 91% in the general group. Having access to online ginan materials was expressed as a dire need by respondents in the two groups. The survey also revealed that over 90% of the respondents preferred to access private and external ginan websites rather than the official community institutional websites. In addition, the survey validated the unified expectations of the community to see ginans become an educational and scholarly priority of its institutions.</p> <p><strong>Conclusion</strong> – Based on the survey results, it can be concluded that the respondents in the target group are educated citizens of English-speaking countries and regard the heritage of ginans to be an important part of their lives. They value the emotive and performative aspects of the tradition that help them express their devotion and solidarity to the Ismaili faith and community. They remain highly concerned about the future of the ginans and fear that the teachings of the ginans may be lost due to lack of attention and action by the community institutions. The development and dissemination of curriculum-based educational programs and resources for the ginans emerged as the most urgent and unmet expectation among the survey respondents. The article also identifies actions that the community institutions can take to ensure continued transmission and preservation of the ginans in the Western diaspora.</p> Karim Tharani Copyright (c) 2022 Karim Tharani https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 3 24 10.18438/eblip30055 Enhancing Users’ Perceived Significance of Academic Library with MOOC Services https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30016 <p><strong>Objective </strong>– Academic libraries have been impacted by the tremendous changes taking place in higher education due to the arrival of the internet and web-based technologies. Several articles have shown the decline in library usage and user need for electronic resources. The entry of MOOCs into higher education has repurposed the library’s roles and services. This research aims to explore the possible MOOC services of academic libraries and their effect on the user perception towards the significance of academic libraries.</p> <p><strong>Methods </strong>– The academic library’s MOOC services are derived from the extensive literature review and subsequently a research model based on extant literature has been developed to evaluate user behaviour. The research model is evaluated using confirmatory factor analysis methods.</p> <p><strong>Results </strong>– The academic library’s services for MOOCs have been categorized as, (a) user support services, (b) information services, and (c) infrastructure services. The study shows that each of these service categories have a positive impact on the library usage intention of the users. This in turn has a positive effect on the library’s perceived significance.</p> <p><strong>Conclusion </strong>– The library services for MOOC users defined in this research and the findings are useful for librarians to develop new service strategies to stay relevant for the user.</p> Flora Charles Lazarus Rajneesh Suryasen Copyright (c) 2022 Flora Charles Lazarus, Rajneesh Suryasen https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 25 47 10.18438/eblip30016 Audio Feedback Project: A Project to Increase Social Presence in a Virtual Library and Knowledge Service https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30006 <p><strong>Objective </strong>– This research project sought to determine if audio feedback in literature searches can increase the social presence of the library and create a positive view of the library service. It also explored the process of recording and sending audio feedback; tested its practicality, sustainability, and accessibility; and ascertained whether audio feedback enhanced the library’s communication, thereby creating a positive attitude toward the library and its services.</p> <p><strong>Methods</strong> – The research was conducted in a small virtual library and information service. The research sample consisted of all library users and clinicians who requested a mediated literature search between July 2019 and July 2020. All participants were sent an audio commentary on their search results, recorded by the librarian, and were asked to respond to an online questionnaire. The questionnaire consisted of five statements. The study participants indicated their agreement or disagreement with each statement on a five-point Likert scale.</p> <p><strong>Results</strong> – The researcher sent out 96 audio commentaries, generating 31 responses to the questionnaire. The results indicated that users felt the audio feedback improved their understanding of the results of their inquiry, made them feel more comfortable about using the library, enhanced their experience of communicating with the library and provided a better experience than just receiving an email. The responses broadly supported the contention that audio commentaries created social presence and generated a positive view of the library.</p> <p><strong>Conclusion</strong> – The researcher found that delivering audio feedback was both practical and sustainable. Some consideration was given to individual learning styles and how these made audio or text feedback more or less effective. Specifically, audio feedback enhanced communications better than an email alone.</p> Matt Holland Copyright (c) 2022 Matthew John Holland https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 48 60 10.18438/eblip30006 Assessing the Impact of an Information Literacy Course on Students' Academic Achievement: A Mixed-Methods Study https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30090 <p><strong>Objective </strong>– The aim of this study is to demonstrate the impact of a stand-alone, credit-bearing information literacy course on retention and GPA for students at an open access urban college.</p> <p><strong>Methods </strong>– Researchers conducted a mixed-methods study with a two-part focus. The first examined the impact of a credit-bearing course using propensity score matching (PSM) techniques to compare academic outcomes for students who participated in the course versus outcomes for similar students who did not enroll in the course. Multiple regression analyses were conducted to measure impact on GPA and performance in 100-level introductory English general education courses. Logistic regression analysis was used to determine persistence one year after enrolling in the course. The second part utilized a questionnaire to survey students of this targeted group to determine impact of the course on their information-seeking behaviour in subsequent academic courses and for non-academic purposes.</p> <p><strong>Results </strong>– The quantitative analyses showed: (a) a higher GPA, though slight, for students who have taken the course over the matched comparison group; (b) an increase in persistence for students who have taken the course over the matched comparison group after one year of taking the course; but (c) lower performance in 100-level introductory English courses by students who have taken the course in contrast to the matched comparison group. Qualitative data provided through the questionnaire revealed positive and substantive reflective statements that support learning outcomes of the course.</p> <p><strong>Conclusion </strong>– The findings in this study underscored the importance of a stand-alone, credit-bearing information literacy course for undergraduate students, particularly for first-generation students attending an open access urban institution. The findings also demonstrate the academic library’s contribution to institutional retention efforts in support of students’ academic success.</p> Wilma L. Jones Tara Mastrorilli Copyright (c) 2022 Wilma L. Jones, Tara Mastrorilli https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 61 87 10.18438/eblip30090 An Assessment of Information Control: Understanding Library Service Quality from Users’ Perspectives https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29916 <p><strong>Objective</strong> – This study aims to measure library users’ perceptions of the quality of information control using LibQual, a survey instrument that measures library users’ minimum perceived and desired levels of service quality across three dimensions: Effect of Service, Library as Place, and Information Control. Numerous studies using LibQual have emphasized the service aspect, while quality of information control has received less attention. Previous studies have reported low quality of information control in academic libraries.</p> <p><strong>Methods</strong> – A descriptive survey was conducted at the library of the Universitas Islam Negeri Sumatera Utara (UINSU), Medan, Indonesia, where active members of the library total 49,892. Using proportional random sampling, 100 completed surveys were obtained from a total population of 49,892.</p> <p><strong>Results</strong> – This study shows that the quality of information control in the library of UINSU Medan does not meet minimum user expectations. Nevertheless, ease of navigation of information was perceived as acceptable. The study also reveals that the library has promoted information services through exhibition activities, user education activities, and social media.</p> <p><strong>Conclusion</strong> – The findings suggest the need for libraries to improve the quality of information services, including content of information, access protocols, search time, ease of navigation, interface, and access from outside the campus. Further, libraries need to conduct continuous service quality evaluation on a regular basis (using tools such as LibQual) to understand the needs of users in terms of information control better. The results from the present study provide strong evidence to support a recommendation that, in general, universities should provide required resources and funding for libraries to improve information services to ensure that the libraries meet quality standards.</p> Retno Sayekti Muhammad Aditya Nurhayani Tessa Simahate Yusniah Rina Devianty Copyright (c) 2022 Mrs. Retno Sayekti, MLIS., Muhammad Aditya, Nurhayani, Tessa Simahate, Yusniah, Rina Devianty https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 88 108 10.18438/eblip29916 EBLIP Seeks Writing Assistants https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30170 Editorial Team Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 139 140 10.18438/eblip30170 Fostering Evidence-Grounded Dialogue in a Multi-Institutional Digital Library https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30139 Leah Duncan Elizabeth Joan Kelly Sophia Ziegler Copyright (c) 2022 Leah Duncan, Elizabeth Joan Kelly, Sophia Ziegler https://creativecommons.org/licenses/by-nc-sa/4.0 2022-06-15 2022-06-15 17 2 109 113 10.18438/eblip30139