Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX最新文献

{"title":"Assessing Transformation: Findings from the Measuring Reuse Project","authors":"Santi Thompson, Liz Woolcott, Caroline Muglia, Genya O’Gara, Ayla Stein Kenfield, E. J. Kelly","doi":"10.29242/lac.2018.50","DOIUrl":"https://doi.org/10.29242/lac.2018.50","url":null,"abstract":"Introduction Cultural heritage and knowledge organizations (CHKOs) have been digitizing analog content and acquiring born-digital materials for decades. Large, complex digital repositories and aggregated websites now make countless historic images, manuscripts, audio/video, research datasets, and other kinds of resources more widely available than ever before. Over time institutions have found multiple benefits for expanding access to rare and unique materials, including enhancing scholarship, promoting preservation, and increasing usage.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125471982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries","authors":"A. Hawk","doi":"10.29242/lac.2018.78","DOIUrl":"https://doi.org/10.29242/lac.2018.78","url":null,"abstract":"Developed by a three-year task force composed of members of the Association of College and Research Libraries’ Rare Books and Manuscripts Section and the Society of American Archivists, the “Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries” report provides these types of institutions—for the first time—with commonly accepted guidelines for quantifying use and measuring impact. In response to the report, Louisiana State University Libraries began efforts to apply the newly approved measures and metrics in the special collections unit. We first evaluated the existing statistical data collected in past years, moving away from paper and pencil tallies toward robust software solutions, primarily through two applications: SpringShare’s LibApps platform and Aeon, a request and workflow management software for special collections. We identified new areas of reporting to implement in 2018. We initiated the changes and launched the final version of the reporting measurements on July 1, 2018, to coincide with the new fiscal year. This paper presents one potential approach to implementing the Standardized Statistical Measures and Metrics task force report.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125586763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacting Student Success: A Practical Guide to Assessing Library Services at the Community College Level","authors":"Faith Bradham","doi":"10.29242/lac.2018.27","DOIUrl":"https://doi.org/10.29242/lac.2018.27","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117196864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Setting Our Cites on Gender: Toward Development of Inclusive Scholarly Support Services for All Faculty","authors":"Laura A. Robinson, A. Newman","doi":"10.29242/LAC.2018.58","DOIUrl":"https://doi.org/10.29242/LAC.2018.58","url":null,"abstract":"Understanding gendered practices and biases in scholarly communication can help librarians develop the right mix of relevant faculty support to encourage diversity, equity, and inclusion on our campuses, while contributing to broader work in strengthening equity in research practices. A number of recent studies explore gender differences and biases in peer-review1 and citation practices,2 which are key issues for librarians to consider when providing services in these areas. This work reports on a study to understand gender-specific faculty practices throughout the research and scholarly lifecycle, with particular focus on awareness of and attitudes toward online research profile development, open access, and citation metrics and practices. We completed brief structured interviews with 20 faculty across disciplines and at varied points on the career trajectory, divided evenly by gender identification, in order to understand the following: Are there differences by gender in what scholarly profiles and social media accounts faculty wish to maintain? Which impact measures are prioritized, and how and why are these profiles and measures used? What motivates faculty to participate in open access publishing, or what are the deterrents? Considering the answers to these questions, how do librarians best market and deliver the appropriate services as we struggle for funding and time? Results showed that our male subjects were more active in the areas we explored while several women indicated hesitancy to engage in scholarly online profile building due to personal security and privacy issues based on being female. Female subjects had direct examples of gender biases they or their colleagues had experienced, whereas several male subjects acknowledged biases but were not aware of particular examples in their disciplines. Few subjects of either gender deemed traditional impact measures as an accurate reflection of the importance of their work, and most subjects suggested measures that would be more meaningful and more customized to illustrate real-world value. This study has illustrated the array of faculty needs on our campus as well as the array of mindsets and gendered experiences that we must consider when providing faculty research services; future work exploring gendered practices by discipline and faculty rank will further elucidate these considerations.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121112066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seating Our Patrons: A Multi-Year Approach to Creating and Assessing User Space","authors":"M. Fain, Jennifer Hughes","doi":"10.29242/lac.2018.18","DOIUrl":"https://doi.org/10.29242/lac.2018.18","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122582147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Smart Data, Smart Library: Assessing Implied Value through Big Data","authors":"Jinlan Guo, Gordon Xu","doi":"10.29242/lac.2018.4","DOIUrl":"https://doi.org/10.29242/lac.2018.4","url":null,"abstract":"The growing expenditure on electronic resources has become a new norm for academic libraries. It is crucial for library administration to measure the impact of such investment consistently and persistently, and then develop collection strategies. Big data technology provides such an arena for management to gain insights through meaningful data and allow libraries to optimize collection operations in real time. The purpose of this study is to assess the implied value of a research library by analyzing Cost per Use with BigQuery a cloud-based data warehouse. The authors developed a systematic approach to process structured data including e-resource usage and interlibrary loan transactions, and then analyzed the data in BigQuery. Google Data Studio was employed to visualize the results. The findings of this study not only manifest the implied and exchange values of the research library but also offer an innovative approach to predict the future collection needs. The methodology employed in the study also provides a new opportunity for libraries to adopt big data technology and artificial intelligence to tackle intricate problems and make smart and informed decisions in this big data era. Introduction Academic libraries have been working tirelessly to sustain library collections to meet the needs of teaching and research. However, the exponential cost increase of electronic resources has surpassed what the library budget can afford. Meanwhile, the open-access movement has made more and more scholarly publications freely available to the public. It is impossible to develop an effective collection strategy without assessing the values that library collections have brought to users. The impact of electronic resources on teaching and research has changed the landscape of collection development. For example, 89% of the overall use of library collections at the University of Massachusetts Amherst happens outside of the library buildings and 53% of the use is to support teaching or class work. In STEM disciplines, 92% of use by graduate engineering students also occurs outside of the libraries and 45% of the use is for their theses or dissertations. Academic libraries have met these requirements by subscribing to electronic resources and creating digital collections over the last decade. Researchers and students have been enjoying convenient access to these rich and diverse resources. However, with the growth of digital resources, subscriptions to online resources have become the primary consumption of the collection budget. It has never been so crucial for libraries to examine their collection strategies critically and seek solutions to this challenge which libraries face today and tomorrow. Measurement It has been 16 years since the COUNTER initiative was launched. The COUNTER Code of Practice provides a mechanism for libraries and publishers to gather usage statistics consistently across publishers and libraries. One of the metrics listed in the code is ","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125378433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Social Value of Library Services at Drake University","authors":"Cameron K. Tuai","doi":"10.29242/lac.2018.59","DOIUrl":"https://doi.org/10.29242/lac.2018.59","url":null,"abstract":"One of the goals of the ACRL’s report, “Value of Academic Libraries,”1 is to provide librarians with the evidence necessary to tell the story of their library’s value. Given the importance of this goal, little has been written on the mechanics for accomplishing this task.2 Part of the challenge in telling the story is that many of our instruments are taken from the private sector and as such, are ill-fitted for assessing the social value of higher education and academic libraries. Subsequent reflection by Oakleaf and Kryillidou3 suggest that one solution to this problem is for libraries to set the scope of their assessment on contextually based institutional priorities. Building upon this suggestion, we propose that the framing of value in terms of organizational theories of legitimacy provides one with the means of addressing this challenge of assessment and communication of library social value.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121542505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shopping for Sustainability: Re-Envisioning the Secret Shopper Assessment","authors":"T. Boucher, J. McClean","doi":"10.29242/lac.2018.69","DOIUrl":"https://doi.org/10.29242/lac.2018.69","url":null,"abstract":"","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126852328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information Literacy Assessment for Instruction Improvement and Demonstration of Library Value: Comparing Locally-Grown and Commercially-Created Tests","authors":"Kathy E Clarke, C. Radcliff","doi":"10.29242/lac.2018.74","DOIUrl":"https://doi.org/10.29242/lac.2018.74","url":null,"abstract":"This paper describes two types of fixed-choice information literacy tests, one locally created and one nationally developed. The Madison Research Essentials Skills Test (MREST) is part of a tutorial-test model for first-year library instruction at James Madison University. Students must pass the test before they can move to sophomore status. This testing process relies on a collaborative model between JMU Libraries, the General Education program, and the Center for Assessment Research Studies (CARS). On the national level, the recently created Threshold Achievement Test for Information Literacy (TATIL) is based on the ACRL Framework for Information Literacy and in four test modules measures both information literacy knowledge and dispositions. TATIL was created by librarians and other educators and can be used to guide instructional program changes, for external and internal reporting and to give students recommendations for improving their information literacy. The decision to use a test and to choose which approach to take can be informed by comparing the benefits and limitations of these testing options. Tests have been used to assess information literacy for many years. Whether it is a quick test created for local use after instructional sessions, an institutional test to ensure that skills have been acquired or for longitudinal study of student knowledge, or a standardized test offering multi-institutional comparisons of results, this assessment method has a long history and a strong presence in library assessment. This paper explores two types of fixed-choice tests, one locally created and one commercially sponsored, which can be used for program improvement. Fixed-choice tests are one method among many for assessing achievement and ability. The benefits and limitations of standardized tests are well documented.1 Despite criticisms, tests are in wide use by colleges and universities, professional organizations, and testing companies. Well-written tests are effective, versatile, and can measure both lower-order and higher-order thinking skills.2 Fixed-choice tests are relatively easy to administer and use a format that students are familiar with. They offer an efficient way to conduct large-scale assessment and typically provide results both for individual students and for groups of students such as seniors, science majors, or student athletes. Test results facilitate comparisons among groups and across time and ideally suggest improvements to instruction programs that will lead to improved learning outcomes. Fixed-choice tests come with challenges and assumptions as well. For information literacy testing that is not graded as part of a course, test-takers may lack the motivation to try their best, thereby producing results that do not fully reflect their knowledge and abilities. Test designers can address this challenge with appropriate messages and other techniques. Costs associated with testing can act as a barrier, whether those costs ar","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Student Learning in Library Instruction: A Faculty Perspective","authors":"D. Bradley, Jo Angela Oehrli","doi":"10.29242/lac.2018.73","DOIUrl":"https://doi.org/10.29242/lac.2018.73","url":null,"abstract":"Introduction Assessing library impact on student learning is essential for demonstrating libraries’ integrated value and commitment to higher education. Librarians value this commitment and seek measures of their contributions to higher education. Librarians at the University of Michigan Library taught 808 curriculumrelated sessions to 20,780 students in the academic year from September 1, 2017 through April 15, 2018. In order to measure course instructors’ impressions of this instruction, an online survey was designed and conducted to assess student learning in one-time, course-integrated library instruction sessions. The goal of this study was to investigate course instructors’ perceptions of student learning from these sessions. The results clearly demonstrate the value that library instruction can bring to the student learning experience. The concepts and skills taught through library instruction are foundational and intrinsic to curricula throughout higher education.","PeriodicalId":193553,"journal":{"name":"Proceedings of the 2018 Library Assessment Conference: Building Effective, Sustainable, Practical Assessment: December 5–7, 2018, Houston, TX","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132329840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}