Evidence Based Library and Information Practice https://journals.library.ualberta.ca/eblip/index.php/EBLIP en-US <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> EBLIPjournal@gmail.com (EBLIP Editorial Team) rhinrich@iupui.edu (Rachel Hinrichs, Production Editor) Tue, 15 Sep 2020 07:53:35 -0600 OJS http://blogs.law.harvard.edu/tech/rss 60 Assessment on a Dime: Low Cost User Data Collection for Assessment https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29582 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– This article describes the construction and use of a low cost tool for capturing user demographics in a physical library.</p> <p><strong>Methods</strong> – 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.</p> <p><strong>Results</strong> – 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.</p> <p><strong>Conclusion</strong> – 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.</p> Eric Dillalogue, Michael Koehn Copyright (c) 2020 Eric Dillalogue, Michael Koehn http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29582 Tue, 15 Sep 2020 00:00:00 -0600 Gathering Evidence of Learning in Library Curriculum Center Spaces with Web GIS https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29721 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>–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.</p> <p><strong>Methods </strong>– The researchers used observation data gathered with a Web GIS tool to examine space usage within the library’s curriculum center.</p> <p><strong>Results </strong>– The pilot study found that student usage of the curriculum center was mainly associated with two campus learning outcomes: (1) <em>Communicate</em> and (2) <em>Learning and Integrate</em>. The evidence also indicated possible design improvements that may make the curriculum centers spaces more functional for students.</p> <p><strong>Conclusions </strong>– 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.</p> Rick Stoddart, Bruce Godfrey Copyright (c) 2020 Rick Stoddart, Bruce Godfrey http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29721 Tue, 15 Sep 2020 00:00:00 -0600 An Evaluation of Methods to Assess Team Research Consultations https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29698 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&amp;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.</p> <p><strong>Methods </strong>– 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.</p> <p><strong>Results </strong>– 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.</p> <p><strong>Conclusion </strong>– 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.</p> Ashlynn Kogut, Pauline Melgoza Copyright (c) 2020 Ashlynn Kogut, Pauline Melgoza http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29698 Tue, 15 Sep 2020 00:00:00 -0600 Improving Learner-Driven Teaching Practices through Reflective Assessment https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29729 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>– 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.</p> <p><strong>Methods </strong>– 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.</p> <p><strong>Results</strong> – 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.</p> <p><strong>Conclusion</strong> – 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.</p> Matthew T. Regan, Scott W. H. Young, Sara Mannheimer Copyright (c) 2020 Matthew T. Regan, Scott W. H. Young, Sara Mannheimer http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29729 Tue, 15 Sep 2020 00:00:00 -0600 Factors Associated with the Prevalence of Precarious Positions in Canadian Libraries: Statistical Analysis of a National Job Board https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29783 <p><strong>Abstract</strong></p> <p><em><strong>Objective</strong></em><em> - </em>To collect and share information about the prevalence of precarious work in libraries and the factors associated with it.</p> <p><em><strong>Methods</strong></em><em> - </em>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.</p> <p><em><strong>Results</strong></em><em> - </em>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.</p> <p><em><strong>Conclusion</strong></em><em> - </em>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.</p> Ean Henninger, Adena Brons, Chloe Riley, Crystal Yin Copyright (c) 2020 Ean Henninger, Adena Brons, Chloe Riley, Crystal Yin http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29783 Tue, 15 Sep 2020 00:00:00 -0600 Making Job Postings More Equitable: Evidence Based Recommendations from an Analysis of Data Professionals Job Postings Between 2013-2018 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29674 <p><strong>Abstract</strong></p> <p><strong>Objective </strong>- 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&amp;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&amp;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&amp;A.</p> <p><strong>Methods </strong>- 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.</p> <p><strong>Results </strong>- Over one-third of postings (<em>n</em> = 63, 35%) did not use the word “librarian” in the job title. Eighty-eight percent (<em>n</em> = 159) required a Master’s in LIS degree, but 67% (<em>n</em> = 119) also accepted an equivalent degree. Over half of the positions (<em>n</em> = 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 (<em>n</em> = 47) gave a quantitative salary. From the research data management skills mentioned, general data management (<em>n</em> = 155, 86%), data repositories (<em>n</em> = 122, 68%), and data curation (<em>n</em> = 101, 56%) appeared most frequently. Libraries were also looking for traditional LIS skills and experiences, including instruction (<em>n</em> = 138, 77%), consultation (<em>n</em> = 121, 67%), and a public services perspective (<em>n</em> = 69, 38%).</p> <p><strong>Conclusion </strong>- 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&amp;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&amp;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.</p> Joanna Thielen, Amy Neeser Copyright (c) 2020 Joanna Thielen, Amy Neeser http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29674 Tue, 15 Sep 2020 00:00:00 -0600 Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29653 <p><strong>Abstract</strong></p> <p><strong>Objective</strong> – This study investigated usage, perceptions, and awareness of library research guides created using Springshare’s LibGuides among undergraduate and graduate health professions students.</p> <p><strong>Methods</strong> – 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.</p> <p><strong>Results</strong> – 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.</p> <p><strong>Conclusion</strong> – 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.</p> John Carey, Ajatshatru Pathak, Sarah C. Johnson Copyright (c) 2020 John Carey, Ajatshatru Pathak, Sarah C. Johnson http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29653 Tue, 15 Sep 2020 00:00:00 -0600 But What About Us? Developing an Inclusive Approach to Library Insight https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29704 <p>No abstract.</p> Selena Killick Copyright (c) 2020 Selena Killick http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29704 Tue, 15 Sep 2020 00:00:00 -0600 Professionalism Reconsidered https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29772 <p><strong>A Review of:</strong></p> <p>Bundy, M. L., &amp; Wasserman, P. (1968). Professionalism reconsidered. <em>College &amp; Research Libraries, 29</em>(1), 5-26. <a href="https://doi.org/10.5860/crl_29_01_5">https://doi.org/10.5860/crl_29_01_5</a></p> <p><strong>Abstract<br /><br />Objective – </strong>In their 1968 editorial for <em>College &amp; Research Libraries</em>, Mary Lee Bundy and Paul Wasserman interrogated the nature of librarianship as a profession. They describe what they see as the limits of contemporary practice and offer ways forward for those concerned with the status of librarians.</p> <p><strong>Design – </strong>The article offers an analysis of the question, making use of selected contemporary literature on American librarianship, rather than empirical research or a literature review.</p> <p><strong>Setting – </strong>Bundy and Wasserman locate their critique in the daily work of academic librarians. Their descriptions are based on their own observations.</p> <p><strong>Subjects – </strong>The authors focus on “the real world in which librarians practice” rather than “abstract academic terms” (p. 7). Their subjects are library workers who, by virtue of the MLS, are identified as professionals in the library workplace. Bundy and Wasserman note that these library workers “often spend considerable time being concerned about whether or not they are truly professional” and go on to take up these concerns themselves (p. 5).</p> <p><strong>Methods – </strong>Bundy and Wasserman compare librarianship to “what is customarily considered to constitute professional behavior” (p. 7). Their comparison is structured through an analysis of three categories of professional relationships: librarian to client, librarian to institution, and librarian to professional association. This taxonomy of relationships is their own; the authors do not refer to analyses of professionalism in other disciplines such as nursing, social work, or education, fields where similar questions have arisen. The authors describe each of these professional relationships in turn through their own observations as a professor and Dean of the library program at the University of Maryland.</p> <p><strong>Main Results – </strong>Bundy and Wasserman argue that librarianship does not meet the threshold for professional behaviour in any of these three categories of practice. The relationship between the client and the professional requires expertise: “the professional <em>knows</em>” (p. 8). According to the authors, most reference transactions involve questions that “would not overtax the capacity of any reasonably intelligent college graduate after a minimum period of on-the-job training” while an “essential timidity” prevents them from clearly stating what they do know (p. 8). Given this, the relationship with the client can never be professional: the client knows as much as or more than the librarian. Bundy and Wasserman make an exception for children’s librarians, arguing that their clientele benefits from the “close control of the content of collections to reflect excellence” (p. 9). Otherwise, librarians are “in awe” of both the expanding bibliographic universe and the “growing sophistication of middle-class readers” (p. 9). Unless librarians understand themselves to be experts, and engage as experts with their clients, they cannot be professionals.</p> <p>Professionals also see themselves as superior to their institution, struggling against “institutional authority which attempts to influence [their] behavior and performance norms” (p. 14). The professional resists disciplinary mechanisms that force workers to conform to institutional norms, maintaining authority over their own work. In Bundy and Wasserman’s view, librarians instead display “rigid adherence to bureaucratic ritual” where “the intellectual and professional design is sacrificed upon the altar of economic and efficient work procedures” (p. 15). Librarians focus on the efficient completion of narrowly defined tasks that enable compliance with institutional demands instead of placing their relationships with clients at the center of their professional life. Library administrators encourage this restriction on the status of their employees. The authors argue that the librarian who attempts to maintain a professional relationship “is seen as a prima donna, impatient with necessary work routines, unwilling to help out in emergencies, a waster of time spent in idle conversation with his clientele about their work--renegade and spoiled” (p. 16). Acting “like a professional” is incompatible with the ways librarians normally relate within the larger institution.</p> <p>Finally, professional status requires professional associations. These associations should ensure the quality of education in professional programs while facilitating the growth of connections between professional librarians. Again, librarianship fails: its professional association is guilty of “accrediting and re-accrediting programs of doubtful merit thereby giving its imprimatur to schools very distant from any ideal or even advanced attainment” (p. 21). When it gathers librarians together at annual meetings, those committees “consist of members explaining why they have failed to complete assignments or committees which deliberate weightily the means for perpetuating themselves instead of considering the purpose or program, or still others which consume hour after hour preoccupied with minutiae” in organizations that are reduced to “the associational excesses of the ritual, the routine, and the social” (p. 23).</p> <p><strong>Conclusion – </strong>For Bundy and Wasserman, librarianship fails to qualify as a profession because the field cannot lay claim to a particular area of expertise, slavishly follows the rules of the institutions in which it is embedded, and is governed by professional associations that fail to ensure the rigor of professional education while reducing relationship-building to the reproduction of the association itself. Unless the field works to become more thoroughly professional, they argue, librarianship cannot advance or innovate, doomed to “not only decline rapidly, but ultimately face obsolescence” (p. 25).</p> Emily Drabinski Copyright (c) 2020 Emily Drabinski http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29772 Tue, 15 Sep 2020 00:00:00 -0600 Evidence Based Library and Information Practice (EBLIP) is seeking an Editorial Intern https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29816 <p>No abstract.</p> Copyright (c) 2020 http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29816 Tue, 15 Sep 2020 00:00:00 -0600 Call for Peer Reviewers for Evidence Based Library and Information Practice (EBLIP) https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29815 <p>No abstract.</p> Copyright (c) 2020 . . http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29815 Tue, 15 Sep 2020 00:00:00 -0600 Library Service & Social Wellbeing Data Release https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29778 <p>No abstract.</p> Copyright (c) 2020 . ., . ., . . http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29778 Tue, 15 Sep 2020 00:00:00 -0600 Facet Use in Search Tools is Influenced by the Interface but Remains Difficult to Predict https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29790 <p><strong>A Review of:</strong></p> <p>Dahlen, S. P. C., Haeger, H., Hanson, K., &amp; Montellano, M. (2020). Almost in the wild: Student search behaviors when librarians aren’t looking. <em>Journal of Academic Librarianship</em>, <em>46</em>(1), 102096. <a href="https://doi.org/10.1016/j.acalib.2019.102096">https://doi.org/10.1016/j.acalib.2019.102096</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> <strong>–</strong> To examine the relationship between student search behaviours and the quality of scholarly sources chosen from among library search tools.</p> <p><strong>Design</strong> <strong>–</strong> Unmonitored search sessions in a facilitated library setting.</p> <p><strong>Setting</strong> <strong>–</strong> A mid-sized public university in the United States of America.</p> <p><strong>Subjects</strong> <strong>–</strong> 50 upper-level undergraduate students in the social and behavioural sciences.</p> <p><strong>Methods</strong> <strong>–</strong> Recruited participants were given one of two search prompts and asked to use EBSCO’s Social Science Abstracts and two configurations of ProQuest’s Summon, with one being pre-scoped to exclude newspapers and include subject areas within the social sciences. The search tools were assigned in random order. In each case, the participant was asked to find two of the “best quality” articles (p. 3). A librarian was present in the room but did not observe participants; instead, all sessions were recorded using Camtasia Relay. Afterwards, participants were interviewed about the process they used and their impressions of the search tools. They also completed a survey collecting information on their GPA and whether they had previously had library instruction.</p> <p><strong>Main Results</strong> <strong>–</strong> Facet use differed significantly between the EBSCO database and Summon, though not between the two different configurations of Summon. There was a significant relationship between high use of facets in one platform being connected to high use in the other platforms. In contrast to some previous studies, a non-trivial proportion of participants went beyond the first page of search results. In support of most previous studies, participants infrequently searched on the subject field or changed the default sort order. Summon’s article suggestion feature was noted as being especially helpful, and clicking on suggested articles was significantly correlated with the number of article records viewed.</p> <p><strong>Conclusion</strong> <strong>–</strong> The choice of search tool has a large influence on students’ subsequent search behaviour. Many of the advanced features are still missed by students, although in this study the majority of sources picked were of high quality. The authors note the importance of configuring the interface so that facets and other features deemed worthwhile by librarians are higher up on the page. The researchers reason that the prominent display of facets leads to greater uptake. Despite finding no association between library instruction and facet use, teaching students how to use facets remains an advisable strategy.</p> Scott Goldstein Copyright (c) 2020 Scott Goldstein http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29790 Tue, 15 Sep 2020 00:00:00 -0600 Assisting With Systematic Reviews Can Be Associated With Job-Related Burnout in Information Professionals https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29791 <p>Demetres, M. R., Wright, D. N., &amp; DeRosa, A. P. (2020). Burnout among medical and health sciences information professionals who support systematic reviews: An exploratory study<em>. Journal of the Medical Library Association</em>, <em>108</em>(1), 89–97. <a href="https://doi.org/10.5195/jmla.2020.665">https://doi.org/10.5195/jmla.2020.665</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> <strong>–</strong> This study explored reports of burnout among librarians who assist with systematic review preparation.</p> <p><strong>Design</strong> <strong>–</strong> Electronic survey (Copenhagen Burnout Inventory).</p> <p><strong>Setting</strong> <strong>–</strong> The survey was advertised via three email discussion lists based in the United States of America.</p> <p><strong>Subjects </strong><strong>–</strong> The study surveyed 198 librarians and information specialists who support the systematic review process. Of these, 166 completed the personal burnout scale, 159 completed the work burnout scale, and 151 completed the client burnout scale.</p> <p><strong>Methods</strong> <strong>–</strong> The Copenhagen Burnout Inventory (CBI) is a validated survey that includes three separate scales: personal burnout, work-related burnout, and client-related burnout. The end of the survey addressed demographics, including questions on the respondents’ involvement with systematic reviews. Survey questions use a 0 to 100 rating scale, with 0 indicating Never/To a Low Degree and 100 indicating Always/To a High Degree. The researchers shared the survey to the email discussion lists MEDLIB-L and DOCLINE and advertised it on the Medical Library Association (MLA) News. Survey answers were collected using Qualtrics Survey Software. Once emailed, the survey remained open for one month. Data was coded in Excel and analysis included scoring following the CBI metrics, as well as TukeyHSD and Kruskal-Wallis tests to determine differences in demographic groups.</p> <p><strong>Main Results</strong> <strong>–</strong> Reported burnout levels were significantly lower for those who spend more than 80% of their time helping with systematic reviews compared to those who spend less than 10%. The consistent use of a systematic review support tool was also associated with significantly lower burnout levels. Other comparisons were not significant. The average overall response score for personal burnout was 48.6. The average score for work-related burnout was 46.4 and the average score for client-related burnout was 32.5. Reference librarians reported the highest average total burnout scores (47.1), while research librarians had the lowest (37.7).</p> <p><strong>Conclusion</strong><strong> –</strong> Consistency, either in time spent dedicated to systematic reviews or in the use of a support tool, was associated with lower levels of burnout among librarians and information specialists. The authors suggest that these results could inform ways of improving burnout among those assisting with systematic reviews.</p> Kimberly MacKenzie Copyright (c) 2020 Kimberly MacKenzie http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29791 Tue, 15 Sep 2020 00:00:00 -0600 Survey of Canadian Academic Librarians Outlines Integration of Traditional and Emerging Services https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29789 <p><strong>A Review of:</strong></p> <p>Ducas, A., Michaud-Oystryk, N., &amp; Speare, M. (2020). Reinventing ourselves: New and emerging roles of academic librarians in Canadian research-intensive universities. <em>College &amp; Research Libraries, 81</em>(1), 43–65. <a href="https://doi.org/10.5860/crl.81.1.43">https://doi.org/10.5860/crl.81.1.43</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> <strong>– </strong>To identify new and emerging roles for librarians and understand how those new roles impact their confidence, training needs, and job satisfaction. To understand how librarians conceptualize the impact of these new roles on the academic enterprise.</p> <p><strong>Design</strong> <strong>–</strong> Electronic survey.</p> <p><strong>Setting –</strong> Academic research libraries at Canadian research-intensive universities. </p> <p><strong>Subjects</strong> <strong>–</strong> 205 academic librarians.</p> <p><strong>Methods</strong> <strong>–</strong> An electronic survey was distributed to all librarians working at the 15 research-intensive universities in Canada. Archivists were included in this population, but senior administrators, such as university librarians, deans, and associate administrators, were not included. The 38-question survey was produced in English and French. Five focus areas for emerging skills were drawn from the literature and a review of job postings. Librarians were asked about their participation in particular activities associated with the different focus areas and about their training and confidence in those areas. The survey was sent to 743 librarians and had a 27% response rate with a total of 205 complete responses. Librarians participated from each of the 15 research universities and institutional response rates ranged from 14% to 51%. Survey Monkey was used to distribute the online survey. Cronbach’s alpha was used to measure reliability for each section of the survey and ranged from .735 in the confidence area to .934 in the job satisfaction area, indicating sufficient internal consistency. The data were analyzed using SPSS and RStudio.</p> <p><strong>Main Results</strong> <strong>–</strong> In the general area of research support, a majority (75%) of participants reported that they provided information discovery services like consultations and literature reviews, 28% engaged in grant application support, 27% provided assistance with systematic reviews, 26% provided bibliometric services, and 23% provided data management services. In the teaching and learning area, 78% of participants provided classroom teaching to students, 75% provided one-on-one instruction, 48% created tutorials, 47% taught workshops for faculty, and 43% conducted copyright consultations. Only around half of participants offered digital scholarship services, and copyright consultations were the most frequently offered service in this area, with 36% of participants indicating that they offered this service. The area of user experience had the highest number of respondents, and the top services offered in this area included liaison services for staff and faculty (87%), library services assessment (46%), and student engagement initiatives (41%). In the scholarly communication area, 49% of respondents indicated that they provided consultation on alternative publishing models, including open access, and 41% provided copyright and intellectual property services.</p> <p>The majority of librarians were confident that they could perform their duties in the five focus areas. Teaching and learning had the highest confidence rate, with 75% of respondents indicating that they felt confident or very confident in their roles. Digital scholarship had the lowest confidence rating, with only 50% indicating that they felt confident or very confident about these roles. The survey also asked participants about their training and skills acquisition in the five areas. Most participants indicated that they acquired these skills through professional work experience and self-teaching. Based on the calculations from the survey focusing on participation in new and traditional roles, 13% of librarian participants performed only new roles, 44% performed only traditional roles, and 44% performed some new and some traditional roles. Additionally, 45% of librarians spent the majority of their time delivering traditional services, 19% delivering new services, and 36% dividing their time between new and traditional services. Job satisfaction and new or traditional roles were also examined, and statistically significant results indicated that librarians performing new roles were more satisfied with assigned duties (<em>p</em> = 0.009084), more satisfied with opportunities for challenge (<em>p</em> = 0.02499), and less satisfied with opportunities for independent action (<em>p</em> = 0.02904). Librarians performing new roles perceived a higher impact on scholarly communication (<em>p</em> = 0.02621) and supporting researchers (<em>p</em> = 0.0002126) than those performing traditional roles. Librarians performing new roles perceived a lower impact on contributing to student success (<em>p</em> = 0.003686) and supporting teaching and learning at the classroom level (<em>p</em> = 0.01473) than librarians performing traditional roles.</p> <p><strong>Conclusion</strong> <strong>– </strong>Results demonstrate that librarians are still engaged in traditional roles, but new roles are emerging particularly in the areas of copyright and publishing, bibliometrics, online learning initiatives, and new communication strategies. Job satisfaction and confidence in these roles are similar between traditional and emerging roles. Overall, participants felt that they had a significant impact on the academic enterprise when performing new or traditional roles but that the roles had different areas of impact. This study is meant to be a baseline for future investigations in the trends and developments of roles for Canadian librarians. The survey and data are available from the University of Manitoba’s Dataverse repository: <a href="https://doi.org/10.5203/FK2/RHOFFU">https://doi.org/10.5203/FK2/RHOFFU</a></p> Laura Costello Copyright (c) 2020 Laura Costello http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29789 Tue, 15 Sep 2020 00:00:00 -0600 Cataloguing Remains an Important Skill at Public Libraries in the Modern Metadata Landscape of Norway https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29788 <p><strong>A Review of:</strong></p> <p>Preminger, M., Rype, I., Ådland, M.K., Massey, D., &amp; Tallerås, K. (2020). The public library metadata landscape, the case of Norway 2017–2018. <em>Cataloging &amp; Classification Quarterly, 58</em>(2), 127<strong>–</strong>148. <a href="https://doi.org/10.1080/01639374.2020.1711836">https://doi.org/10.1080/01639374.2020.1711836</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> <strong>–</strong> To understand cataloguing practices in Norwegian public libraries through the analysis of a set of MARC records.</p> <p><strong>Design</strong> <strong>–</strong> Quantitative content analysis.</p> <p><strong>Setting</strong> <strong>–</strong> 2 central cataloguing agencies and 49 public libraries in Norway.</p> <p><strong>Subjects</strong> <strong>–</strong> 21,275 cataloguing agency records and 116,029 public library catalogue records.</p> <p><strong>Methods</strong> <strong>–</strong> The researchers derived a sample set of MARC records from the central cataloguing agencies and public libraries. Matching records from each agency (i.e., records for the same manifestation catalogued separately at each agency) were compared. Then, MARC records exported from public libraries were compared to matching records from the central agencies.</p> <p><strong>Main Results</strong> <strong>–</strong> The two central agencies differed in some cataloguing practices while still adhering to the accepted standards. Public libraries made few changes to records imported from central libraries, and among public libraries, larger libraries were more likely to alter agency-derived MARC records.</p> <p><strong>Conclusion</strong> <strong>– </strong>Current practices indicate that despite the prevalence and efficiency of centralized cataloguing, training in cataloguing remains important in public libraries, particularly in larger libraries.</p> Jordan Patterson Copyright (c) 2020 Jordan Patterson http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29788 Tue, 15 Sep 2020 00:00:00 -0600 The Value of Information in Professional Settings is Experienced through Relationships and Networks https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29766 <p><strong>A Review of:</strong></p> <p>Sharun, S. (2019). Exploring value as a dimension of professional information literacy. <em>Journal of Information Literacy</em>, <em>13</em>(2), 26–40. <a href="https://doi.org/10.11645/13.2.2627">https://doi.org/10.11645/13.2.2627</a></p> <p><strong>Abstract</strong></p> <p><strong>Objective</strong> <strong>–</strong> To critically explore the frame “Information has Value” in a workplace setting.</p> <p><strong>Design</strong> <strong>– </strong>Semi-structured interviews.</p> <p><strong>Setting</strong> <strong>–</strong> Community health centre in Canada.</p> <p><strong>Subjects</strong> <strong>–</strong> Seven health and human services staff members serving vulnerable, urban youth ages 12 to 24.</p> <p><strong>Methods</strong> <strong>– </strong>The researcher employed phenomenography to analyze interviews and to identify categories of information practice.</p> <p><strong>Main Results</strong> <strong>–</strong> Four categories of information practice emerged: resourcing, referring, outsourcing, and advocating. The researcher identified the value of information as central to participants’ experience of information practice in the workplace. Subjects’ understanding of the nature and significance of value was situated within personal relationships and professional networks.</p> <p><strong>Conclusion</strong> <strong>–</strong> The study demonstrated that a specific aspect of information literacy can be successfully investigated to highlight its complexity and to show how it is experienced in a specific setting. A second conclusion was the centrality of interpersonal relationships to how value is experienced in professional information practice. The researcher recommends further study exploring relational value and in the sociocultural practice of information literacy.</p> Rachel E. Scott Copyright (c) 2020 Rachel E. Scott http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29766 Tue, 15 Sep 2020 00:00:00 -0600 Editorial Responsibilities https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29840 <p>no abstract</p> Copyright (c) 2020 http://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29840 Tue, 15 Sep 2020 00:00:00 -0600