Evidence Based Library and Information Practice https://journals.library.ualberta.ca/eblip/index.php/EBLIP University of Alberta Learning Services 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> Editorial Responsibilities https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29456 <p>No abstract.</p> . . ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 1 1 10.18438/eblip29456 Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29402 Abstract<br> <br> Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes. <br> <br> Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporting tool was used to query and extract student-level retention and grade data based upon whether the student had visited the reference desk or attended a library instruction class. Chi-square and Fisher’s exact tests were used to discern any statistical difference in retention rates and grades between students that engaged a librarian through reference or instruction and the general student population. <br> <br> Results – When comparing fall-to-fall retention for all degree-seeking students, students that visited the reference desk or attended a library instruction class had a statistically higher rate of retention. When comparing fall-to-fall retention within low-retention student cohorts, students that visited the reference desk or attended a library instruction class had higher rates of retention among all low-retention cohorts. Eight of 10 cohorts were statistically higher for library instruction and 6 of 10 cohorts were statistically higher for reference visits. With respect to course grades, only 1 of 5 high enrollment courses showed a higher grade average for students that attended a library instruction class. None of the differences in average grades between students that attended a library instruction class and all students in the five courses were statistically significant. For the impact of a reference visit upon a course grade, all five courses showed a higher average grade average for students that visited the reference desk for a question related to their course than all students in the course. Four of the 5 differences were statistically significant.<br> <br> Conclusions – The data collected by systematically tracking students that interact with community college librarians suggests that reference desk visits and attendance of library instruction classes both have a positive, statistically significant impact upon student retention. When looking at course grades, the data does not indicate a statistically significant positive or negative impact for library instruction. The impact of visiting the reference desk upon course grades does suggest a strong, statistically significant positive correlation. Dennis Krieb ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 2 12 10.18438/eblip29402 The Socioeconomic Profile of Well-Funded Public Libraries: A Regression Analysis https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29332 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– This study aimed to explore the well-established link between public library funding and activity, specifically to what extent socioeconomic factors could explain the correlation.</p> <p><strong>Methods </strong>– State-level data from the Massachusetts Board of Library Commissioners were analyzed for 280 public libraries using two linear regression models. These public libraries were matched with socioeconomic data for their communities.</p> <p><strong>Results </strong>– Confirming prior research, a library’s municipal funding correlated strongly with its direct circulation. In terms of library outputs, the municipal funding appeared to represent a library’s staffing and number of annual visitations. For socioeconomic factors, the strongest predictor of a library’s municipal appropriation was its “number of educated residents.” Other socioeconomic factors were far less important.</p> <p><strong>Conclusion </strong>– Although education correlated strongly with library activity, variation within the data suggests that public libraries are idiosyncratic and that their funding is not dictated exclusively by the community’s socioeconomic profile. Library administrators and advocates can examine what libraries of similar socioeconomic profiles do to receive additional municipal funding.</p> Michael Carlozzi ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-29 2018-05-29 13 2 13 26 10.18438/eblip29332 A Comparative Analysis of the Use of GitHub by Librarians and Non-Librarians https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29291 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– GitHub is a popular tool that allows software developers to collaborate and share their code on the web. Librarians have adopted GitHub to support their own work, sharing code in support of their libraries. This paper asks: How does librarians’ use of GitHub compare to that of other users?</p> <p><strong>Methods </strong>– To retrieve quantitative data on GitHub users, we queried the GitHub APIs (application programming interfaces). By assembling data on librarians’ use of GitHub, as well as on a comparison group, we provided preliminary comparisons of these two samples. We analyzed and visualized this data across a number of variables to offer salient insights as to how librarians compare to randomly selected GitHub users.</p> <p><strong>Results </strong>– Librarians regularly use a more diverse range of programming languages than the comparison group, hinting at a broad range of possible uses of code in libraries. While the librarians’ sample group did not demonstrate statistically significant differences from the comparison group on most measures of activity and popularity, they scored significantly higher in reach and productivity than the comparison group. This could be due to librarians’ greater longevity on GitHub, as well as their greater investment in GitHub as a tool for sharing.</p> <p><strong>Conclusion </strong>– Our data suggest that librarians are actively building their libraries with code and sharing the results. While it was unclear whether librarians were more active or popular on GitHub than the comparison group, it was clear that they demonstrated statistically significant outperformance in terms of reach and productivity. To explain these findings, we hypothesized that librarians’ embrace of GitHub is in line with widely held values of “openness” in the library profession.</p> Mark Edward Eaton ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-29 2018-05-29 13 2 27 47 10.18438/eblip29291 Organizational Factors as Predictors of Knowledge Management Practices in Federal University Libraries in Nigeria https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/28601 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– University libraries in Nigeria are facing challenges arising from poor funding, increasing user demands, and a competitive information environment. Knowledge management has been accepted by information professionals as a viable management tool, but issues surrounding its application require empirical investigation. The aim of this study is to determine the organizational factors that are correlates and predictors of knowledge management practices in federal university libraries in Nigeria.</p> <p><strong>Methods </strong>– The study was based on a correlational research design. Twenty heads of university libraries in Nigeria responded to a structured questionnaire developed by the researcher. The questionnaire was validated by experts and its internal reliability was 0.78 obtained through Cronbach’s alpha procedures. The data collected were analyzed using Mean, Standard Deviation, One-Way ANOVA, Pearson’s Product Moment Correlation Coefficient, and regression analysis.</p> <p><strong>Results </strong>– The study found that management support and collaboration were the most significant predictors of knowledge management practices in federal university libraries in Nigeria.&nbsp; Even though human resources policy and rewards systems had positive correlations with knowledge management practices, their correlation coefficients were not significant.</p> <p><strong>Conclusion </strong>– The success of knowledge management in university libraries in Nigeria depends on some contextual factors such as the support given by the management staff and the extent of collaboration among staff.</p> Cyprian Ifeanyi Ugwu ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 48 69 10.18438/eblip28601 Sharing Success: A Review of Strategic Planning, Annual Reports, and Publicly Available Information from Academic Libraries https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29316 <p><strong>Objective – </strong>This paper reports on a study which explored web-based information sharing practices in North American academic libraries. This study specifically focused on how selected academic libraries use data, reports, and other strategic planning documents to communicate success and demonstrate impact to stakeholders, administrators, and peers.</p> <p><strong>&nbsp;</strong></p> <p><strong>Methods – </strong>An environmental scan was conducted to explore the assessment programs and communication practices of 97 North American academic libraries. The population for this study was identified on the basis of several metrics: consortial membership, Association of Research Libraries (ARL) ranking on various criteria, and institutional attendance at the 2014 and 2016 Library Assessment Conferences (LAC). Researchers conducted content analyses on the websites of the 97 libraries to identify measures of institutional support for assessment and to explore the range, depth, and quality of data made available. These iterative analyses were supported by the use of a rubric developed based on emergent criteria observed during multiple phases of review.</p> <p><strong>&nbsp;</strong></p> <p><strong>Results – </strong>Of the libraries reviewed, 57% made some form of data available to the public. The most robust and effective use of data observed in this study involved the use of data to tell stories about the library and its impact. While this study found a positive correlation between libraries with clear investments in assessment and their use of data in public documents, it found that other factors such as an institution’s consortial memberships or funding model may more strongly influence a library’s decision to make data available.</p> <p><strong>&nbsp;</strong></p> <p><strong>Conclusions – </strong>While observations gleaned from this study may serve as a benchmark for evaluating communication practices in academic libraries, further research is necessary to understand how factors within an academic library, its parent institution, or the profession at large may contribute to this decision making process.</p> Kaitlin Springmier Elizabeth Edwards Michelle B Bass ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 70 82 10.18438/eblip29316 Terminology for Librarian Help on the Home Page https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29405 A usability study was run to validate terminology (labels) for seeking librarians from the UTA Libraries homepage. Seven new labels were proposed by librarians. They hoped these labels would help users in finding them and discovering librarians various skills to meet users' needs. <br> <br> Students were presented with a paper prototype of the library's homepage that included the seven proposed labels. They were asked to find information using two search goals as it related to seeking assistance from a librarian. Leni Matthews ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 83 88 10.18438/eblip29405 Collect with Intent: Craft Meaningful Questions that Drive Evidence Based Assessment Strategies https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29410 <p>Data analysis is a relatively new skill sets required of librarians. Many articles published over the past several years focused on the fact that training opportunities are not widely available, and this disparity has prevented the standardization of assessment practices within the profession. I propose that the key to developing sustainable assessment strategies is to first uncover the correct questions to guide investigations. The inquiry process provides a focus to assessment work, ensures that the proper data is collected, and dictates how to conduct analysis activities in order to arrive at answers that support collection decisions. When librarians locate the central questions at the heart of evidence-based collection assessment, they create a roadmap that leads to correct answers and essentially, guides efforts to standardize assessment practices across the professional community as a whole.</p> Melissa Goertzen ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 89 93 10.18438/eblip29410 Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29419 <p><strong>A Review of:</strong><br> Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 <br> <br> <strong>Abstract</strong><br> <br> <strong>Objective</strong> – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians.<br> <br> <strong>Design</strong> – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach.<br> <br> <strong>Setting</strong> – Public and private colleges and universities in the United States of America. <br> <br> <strong>Subjects</strong> – 10 academic librarians.<br> <br> <strong>Methods</strong> – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. <br> <br> <strong>Main Results</strong> – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes.<br> <br> <strong>Conclusion</strong> – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations.<br> On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development.<br> The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection.</p> Hilary Bussell ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 94 96 10.18438/eblip29419 The Role of Reading Classic Fiction in Book Groups for People with Dementia is Better Understood through Use of a Qualitative Feasibility Study https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29417 <p><strong>A Review of:</strong></p> <p>Rimkeit, B.S. and Claridge, G. (2017). Peer reviewed: literary Alzheimer’s, a qualitative feasibility study of dementia-friendly book groups. <em>New Zealand Library &amp; Information Management Journal,</em> <em>56</em>(2), 14-22. <a href="https://figshare.com/articles/Literary_Alzheimer_s_A_qualitative_feasibility_study_of_dementia-friendly_book_groups/5715052/1">https://figshare.com/articles/Literary_Alzheimer_s_A_qualitative_feasibility_study_of_dementia-friendly_book_groups/5715052/1</a></p> <p>&nbsp;</p> <p><strong>Abstract</strong></p> <p><strong>Objective –</strong> To explore how people living with dementia experience reading classic fiction in book groups and what benefits this intervention provides.&nbsp;</p> <p><strong>Design –</strong> Qualitative feasibility study.</p> <p><strong>Setting –</strong> Day centre within a care home in the North Island of New Zealand.</p> <p><strong>Subjects –</strong> Eight participants with a medical diagnosis of dementia – four community dwellers who attend day centers, and four residents of a secure dementia unit in a care home.</p> <p><strong>Methods – </strong>Investigators used surveys, focus groups, and interpretative phenomenological analysis (IPA), for ideographic analysis of the data.&nbsp;</p> <p><strong>Main results – </strong>Following analysis of the focus book group data, three superordinate, with related subordinate, themes were found: 1) the participant as a lively reader. The participants shared childhood memories of reading and when they became adults, how they encouraged reading within the household and with their own children. Subordinate themes included: recall, liveliness of discussion, and interest in reading and book clubs; 2) the participant as guardian of the voice of Dickens. Participants believed that, when the language is simplified, the beauty and rich imagery of Dickens is lost. Subordinate themes included: oversimplifying “loses the voice of Dickens”, familiarity, and continued play on words; and 3) the participant as a discerning book reviewer. The participants offered a number of ‘dementia-friendly’ suggestions, including the use of memory aids and simplifying text. Subordinate themes were expressed as four recommendations: use cast of characters; illustrations pick up the energy of the story, but balance quantity with risk of being childish; the physical quality of the text and paper; and chunk quantity of text while keeping the style of the original author. The choice of using classic fiction that was already well known was validated by the participants, who had some preconceptions about Ebenezer Scrooge, and described him by using epithets such as mean, an old bastard, and ugly. The participants found the investigators’ adapted version to be oversimplified, as short excerpts of the original Dickens seemed to evoke emotional and aesthetic responses of appreciation. Therefore, when creating adaptations, it is important to preserve the beauty of the original writing as much as possible.</p> <p><strong>Conclusion – </strong>This qualitative feasibility study has provided a better understanding of how people living with dementia experience classic fiction in shared book groups. For individuals with Alzheimer’s disease, language skills may be well-preserved until later in the disease course. For example, the focus group participants demonstrated an appreciation and command of language, as well as enthusiasm and excitement in the sharing of the original Dickens with others. They suggested the use of memory aids, such as including a cast of characters, and repeating the referent newly on each page. Participants also suggested that the adapted version be shortened, to use a large font, and to include plenty of pictures. The choice of using classic fiction was validated by the participants, as they found these tales comforting and familiar, particularly when they included such colorful characters as Ebenezer Scrooge. Finally, people living with dementia should be encouraged to enjoy books for the same reason other adults love to read – primarily for the creative process. Classic fiction may be adapted to enhance readability, but the adaptation must be done in a thoughtful manner. While memory deficits occur in Alzheimer’s disease, an appreciation of complex language may be preserved until the later disease stages.</p> Joanne Marie Muellenbach ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 97 99 10.18438/eblip29417 Students May Demonstrate Information Literacy Skills Following Library Instruction https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29422 <p><strong>A Review of:</strong></p> <p>Luetkenhaus, H., Hvizdak, E., Johnson, C., &amp; Schiller, N. (2017). Measuring library impacts through first year course assessment. <em>Communications in Information Literacy,</em> <em>11</em>(2), 339-353. <a href="http://comminfolit.org/index.php">http://comminfolit.org/index.php</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To determine whether there is a correlation between information literacy skill development and participation in one or more library instruction sessions.</p> <p><strong>Design</strong> – Learning outcomes assessment.</p> <p><strong>Setting</strong> – A public research institution with multiple campuses.</p> <p><strong>Subjects</strong> – 244 first-year undergraduates enrolled in a compulsory general education course during the 2014-2015 academic year. All subjects completed a series of library research assignments, followed by a final research paper. 65% of subjects participated in at least one library instruction session as part of the course, and 35% did not.</p> <p><strong>Methods</strong> – The researchers convened six librarians and six instructors/faculty to score 244 research papers using a rubric designed to measure six possible information literacy learning outcomes. Evaluators established inter-rater reliability through a norming session, and each artifact was scored twice. The authors analyzed rubric scores using Ordinary Least Squares regression modeling.</p> <p><strong>Main Results</strong> – Participation in a library instruction session correlated with higher rubric scores in three information literacy learning outcomes: argument building; source type integration; and ethical source citation.</p> <p><strong>Conclusion</strong> – Students may achieve greater information literacy learning outcomes when they participate in course-integrated library instruction.</p> Robin Elizabeth Miller ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 100 102 10.18438/eblip29422 Older Adults’ Internet Use Is Varied, Suggesting the Need for Targeted Rather Than Broadly Focused Outreach https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29420 <p><strong>A Review of:</strong></p> <p>van Boekel, L.C., Peek, S. T., &amp; Luijkx, K.G. (2017). Diversity in older adults’ use of the Internet: Identifying subgroups through latent class analysis. <em>Journal of Medical Internet Research, 19</em>(5:e180), 1-10. doi: 10.2196/jmir.6853</p> <p><strong>Abstract</strong></p> <p><strong>Objective – </strong>To determine the amount and types of variation in Internet use among older adults, and to test its relationship to social and health factors.</p> <p><strong>Design – </strong>Representative longitudinal survey panel of households</p> <p><strong>Setting – </strong>The Netherlands</p> <p><strong>Subjects –</strong> A panel with 1,418 members who were over 65 years of age had answered the survey questionnaire that included Internet use questions, and who reported access to and use of the Internet.</p> <p><strong>Methods –</strong> Using information about the Internet activities the respondents reported, the authors conducted latent class analysis and extracted a best-fitting model including four clusters of respondent Internet use types.&nbsp; The four groups were analyzed using descriptive statistics and compared using ANOVA and chi-square tests.&nbsp; Analysis and comparisons were conducted both between groups, and on the relationship of the groups with a range of social and health variables.</p> <p><strong>Main Results –</strong> The four clusters identified included: 1) practical users using the Internet for practical purposes such as financial transactions; 2) social users using the Internet for activities such as social media and gaming; 3) minimizers, who spent the least time on the Internet and were the oldest group; and 4) maximizers, who used the Internet for the widest range of purposes, for the most time, and who were the youngest group.&nbsp; Once the clusters were delineated, social and health factors were examined (specifically social and emotional loneliness, psychological well-being, and two activities of daily living (ADL) measures).&nbsp; There were significant differences between groups, but the effect sizes were small.&nbsp; Practical users had higher psychological well-being, whereas minimizers had the lowest scores related to ADLs and overall health (however, they were also the oldest group).</p> <p><strong>Conclusions – </strong>The establishment of four clusters of Internet use types demonstrates that older adults are not homogeneous in their Internet practices.&nbsp; However, there were no marked findings showing differences between the clusters in social and health-related variables (the minimizers reported lower health status, but they were also the oldest group).&nbsp; Nevertheless, the finding of Internet use heterogeneity is an important one for those who wish to connect with older adults through Internet-based programming.&nbsp; The different patterns evidenced in each cluster will require differing outreach strategies. It also highlights the need for ongoing longitudinal research, to determine whether those who are currently younger and more technologically savvy will age into similar patterns that these authors found, or whether a new set of older adult Internet use profiles will emerge as younger generations with more Internet experience and affinity become older.</p> Ann Glusker ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 103 105 10.18438/eblip29420 European Academic Libraries Offer or Plan to Offer Research Data Services https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29416 <p><strong>A Review of:</strong></p> <p>Tenopir, C., Talja, S., Horstmann, W., Late, E., Hughes, D., Pollock, D., … Allard, S. (2017). Research data services in European academic research libraries. <em>LIBER Quarterly</em>, <em>27</em>(1), 23-44. <a href="https://doi.org/10.18352/lq.10180">https://doi.org/10.18352/lq.10180</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– To investigate the current state of research data services (RDS) in European academic libraries by determining the types of RDS being currently implemented and planned by these institutions.</p> <p><strong>Design – </strong>Email survey.</p> <p><strong>Setting – </strong>European academic research libraries.</p> <p><strong>Subjects – </strong>333 directors of the Association of European Research Libraries (LIBER) academic member libraries.</p> <p><strong>Methods – </strong>The researchers revised a survey instrument previously used for the DataONE survey of North American research libraries and conducted pilot testing with European academic library directors. The survey instrument was created using the Qualtrics software. The revised survey was distributed by email to LIBER institutions identified as academic libraries by the researchers and remained open for 6 weeks. Question topics included demographics, RDS currently offered, RDS planned, staffing considerations, and the director’s opinions on RDS. Libraries from 22 countries participated and libraries were grouped into 4 regions in order to compare regional differences. Data analysis was conducted using Excel, SPSS or R software University of Tennessee, University of Tampere, and University of Göttingen.</p> <p><strong>Main Results – </strong>119 library directors responded to more than one question beyond basic demographics, for a response rate of 35.7%. Among the libraries surveyed, more libraries offer consultative services than offered technical support for RDS, although a majority planned to offer technical services in the future. Geographically, libraries in western Europe offer more RDS compared with other regions. More libraries have reassigned or plan to reassign current staff to support RDS services, rather than hire new staff for these roles. Regardless of whether or not they currently offer RDS, library directors surveyed strongly agree that libraries need to offer RDS to remain relevant.</p> <p><strong>Conclusion – </strong>The authors determine that a majority of library directors recognize that data management is increasingly important and many libraries are responding to this by implementing RDS and collaborating across their institutions and beyond to help meet these needs. Future research is suggested to track how these services develop over time, how libraries respond to the staffing challenges of RDS, and whether consultative rather than technical services continue to be primary forms of RDS offered.</p> Jennifer Kaari ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 106 108 10.18438/eblip29416 Social Scientists’ Data Reuse Principally Influenced by Disciplinary Norms, Attitude, and Perceived Effort https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29415 <p><strong>A Review of:</strong></p> <p>Yoon, A. &amp; Kim, Y. (2017). Social scientists’ data reuse behaviors: Exploring the roles of attitudinal beliefs, attitudes, norms, and data repositories. <em>Library &amp; Information Science Research</em>, <em>39</em>(3), 224–233. <a href="https://doi.org/10.1016/j.lisr.2017.07.008">https://doi.org/10.1016/j.lisr.2017.07.008</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> – To propose and test a model grounded in constructs from psychology and information systems to explain data reuse behaviours and practices in the social sciences.</p> <p><strong>Design</strong> – Electronic survey.</p> <p><strong>Setting</strong> – ProQuest’s <em>Community of Science Scholars</em> database.</p> <p><strong>Subjects</strong> – Included 2,193 randomly selected social scientists associated with U.S. academic institutions.</p> <p><strong>Methods</strong> – An electronic survey was distributed to a random sample of U.S.-based social science scholars from ProQuest’s <em>Community of Science Scholars</em> database. The survey adapted 21 measurement items for constructs taken from the theory of planned behaviour (TPB) and the technology acceptance model (TAM), including perceived usefulness, perceived effort, and the subjective norm surrounding data reuse.</p> <p><strong>Main Results</strong> – There were 292 valid responses received, giving a response rate of 14.91%. Survey data largely validated the authors’ theoretical model. Attitudinal, normative, and resource factors all influence social scientists’ intended data reuse. In particular, perceived usefulness of reusing data and subjective norms surrounding data reuse in one’s discipline positively correlate with intentions to reuse data, and perceived concern of reusing data negatively correlate with intentions to reuse data.</p> <p><strong>Conclusion</strong> – Data reuse in the social sciences is influenced by the perceptions and beliefs held by social scientists. Social scientists reuse others’ data when they perceive that doing so would improve their research productivity and when their discipline has strong norms of data reuse. They avoid reusing others’ data when they believe that doing so is problematic (e.g., if they believe reusing infringes on copyright). Supporters of data sharing, including librarians, are encouraged to apply these findings by proactively educating researchers on the benefits, potential obstacles, and methods of data reuse.</p> Scott Goldstein ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 109 111 10.18438/eblip29415 Undergraduate Students Can Provide Satisfactory Chat Reference Service in an Academic Library https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29414 <p><strong>A Review of:</strong></p> <p>Keyes, K., &amp; Dworak, E. (2017). Staffing chat reference with undergraduate student assistants at an academic library: A standards-based assessment. <em>Journal of Academic Librarianship</em>, <em>43</em>(6), 469–478. <a href="https://doi.org/10.1016/j.acalib.2017.09.001">https://doi.org/10.1016/j.acalib.2017.09.001</a></p> <p><strong>Abstract </strong></p> <p><strong>Objective – </strong>To determine whether undergraduate students can provide quality chat reference service.</p> <p><strong>Design – </strong>Content analysis of undergraduate student, professional librarian, and paraprofessional staff responses in chat reference transcripts.</p> <p><strong>Setting – </strong>Academic library.</p> <p><strong>Subjects – </strong>451 chat reference transcripts.</p> <p><strong>Methods – </strong>Chat reference transcripts from May 2014–September 2016 were collected. Five categories of answerer were coded: librarian in the reference department (LibR), librarian from another department (LibNR), staff without a Master of Library Science (staff), staff with a Master of Library Science (+staff), and student employee (student). A random sample of 15% of each category of answerer was selected for analysis. The answerer categories were collapsed to librarians, staff, and students for the results section.&nbsp;</p> <p>Four criteria were used to code chat reference transcripts: difficulty of query, answerer behaviour, problems with transcript answer, and comments from coders. Coding for difficulty was based on the READ scale (Reference Effort Assessment Data). Answerer behaviour was based on The RUSA Guidelines (Reference and User Services Association). Behaviours assessed included: clarity, courtesy, grammar, greeting, instruction, referral, searching, sign off, sources, and whether patrons were asked if their question was answered. All coding was done independently between the two researchers, with very good interrater reliability. Data for variables with disagreement were removed from the analysis. The chi-square test was used to analyze the association between variables. Analysis also included patrons’ ratings and comments about their chat experience. Content and tone were assessed for each patron comment.</p> <p><strong>Main Results – </strong>Answerer behaviours showed a significant difference between groups for 3 of the 10 behaviours assessed: courtesy (p=0.031), grammar (p=0.001), and sources (0.041). The difference between groups for courtesy was: staff (88%), librarians (76%), and students (73%). Grammar was correct in most transcripts, but there was a significant difference between the answerer groups: librarians (98%), staff (90%), and students (73%). There was a significant difference between groups that offered sources: librarians (63.8%), staff (62.5%), and students (43.8%).&nbsp;</p> <p>There was no significant difference between the answerer groups for the other seven behaviours. Overall, 31% of transcripts showed that answerers asked if a patron’s query was answered or if they needed further help. The analysis showed that 79% of transcripts were coded as clear or free of jargon. Greetings were found in 65% of transcripts. Instruction was indicated in 59% of transcripts. Referrals were offered in 27% of all transcripts. Of the transcripts where searching was deemed necessary, 82% showed evidence of searching. A sign off was present in 56% of all transcripts. Transcripts with noted problems were deemed so because of lack of effort, being incomplete or incorrect, having no reference interview, or the answerer should have asked for help. There was no significant difference between answerer groups with respect to problem questions.</p> <p>Of the 24% of patrons who rated their chat experience, 90% rated it as good or great, and no significant difference was found between answerer groups. Question difficulty was coded 50% at level 0-2 (easier), 39% at level 3 (medium difficulty), and 11% at level 4-5 (more difficult).</p> <p><strong>Conclusion – </strong>Undergraduate students are capable of providing chat reference that is similar in quality to that of librarians and staff. However, increased training is needed for students in the areas of referrals, providing sources, and signing off. Students do better than librarians and staff with greetings and are more courteous than librarians. There is room for improvement for staff and librarians offering chat services. Tiered chat reference service using undergraduates is a viable option.</p> Heather MacDonald ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-13 2018-06-13 13 2 112 114 10.18438/eblip29414 Ongoing and Multifaceted Assessment of Academic Library Professional Development Programs Enhances Their Efficacy https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29413 <p><strong>A Review of:</strong></p> <p>Harker, K. R., O'Toole, E., &amp; Sassen, C. (2018). Assessing an academic library professional development program. <em>portal: Libraries and the Academy, 18</em>(1), 199-223. &nbsp;<a href="https://doi.org/10.1353/pla.2018.0010">https://doi.org/10.1353/pla.2018.0010</a></p> <p><strong>Abstract </strong></p> <p><strong>Objective</strong> – To analyze various measures of need, participation, satisfaction, and impact of an academic library professional development program.</p> <p><strong>Design</strong> – Multi-modal; surveys, curriculum vitae (CV) analysis, and attendance statistics.</p> <p><strong>Setting</strong> – Academic library in the United States.</p> <p><strong>Subjects</strong> – Library faculty of all ranks.</p> <p><strong>Methods</strong> – Assessment of the Career Development Program began with an interest survey conducted at the beginning of the fiscal year in which participants ranked their interest in professional development topics. Attendance statistics were collected at all program sessions and participants were emailed post-event surveys comprised of three Likert-scale questions and an open-ended question. Participants in the peer-review service were emailed a survey with two Likert-scale questions and an open-ended question. All programs and surveys were voluntary.</p> <p>An “activities survey” attempted to document counts of scholarly publications and presentations according to geographic scope, format, and peer-review. However, due to low response rates, the activities survey was replaced after two years with an analysis of library faculty member CVs on a publicly-accessible university website. The final assessment was a narrative annual report that drew on and summarized all of the previously conducted assessments.</p> <p><strong>Main Results</strong> – Multi-modal assessment of the professional development program improved its relevance and quality while also documenting its impact.</p> <p><strong>Conclusion</strong> – Continuous and multi-faceted assessment of professional development programs not only leads to improved efficacy, but also provides accountability and details the value of the program to stakeholders. Professional development programs promote scholarly productivity, which has implications for the career satisfaction of academic librarians. Further research should investigate the validity of professional development program assessment instruments and identify which assessment methods are most effective for evaluating professional development programs and measuring the impact of this programming on scholarship.</p> Rachel Elizabeth Scott ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 115 117 10.18438/eblip29413 Evidence Based Library and Information Practice (EBLIP) is Seeking an Editorial Intern https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29454 <p>No abstract.</p> . . ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 118 119 10.18438/eblip29454 EBLIP Article Wins 2018 Jesse H. Shera Award https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29455 <p>No abstract.</p> . . ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-06-05 2018-06-05 13 2 120 120 10.18438/eblip29455 Call for Papers: Library Assessment Conference 2018 (Houston, Texas - December 2018) https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29437 <p>No abstract.</p> . . ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-17 2018-05-17 13 2 121 123 10.18438/eblip29437 Call for Papers: Charleston Conference (South Carolina - November 5-9, 2018) https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29436 <p>no abstract</p> . . ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-sa/4.0 2018-05-17 2018-05-17 13 2 124 125 10.18438/eblip29436