Evidence Based Library and Information Practice最新文献

{"title":"Evaluating an Instructional Intervention for Research Data Management Training","authors":"Alisa B. Rod, Sandy Hervieux, NuRee Lee","doi":"10.18438/eblip30439","DOIUrl":"https://doi.org/10.18438/eblip30439","url":null,"abstract":"Objective – At a large research university in Canada, a research data management (RDM) specialist and two liaison librarians partnered to evaluate the effectiveness of an active learning component of their newly developed RDM training program. This empirical study aims to contribute a statistical analysis to evaluate an RDM instructional intervention.\u0000Methods – This study relies on a pre- and post-test quasi-experimental intervention during introductory RDM workshops offered 12 times between February 2022 and January 2023. The intervention consists of instruction on best practices related to file-naming conventions. We developed a grading rubric differentiating levels of proficiency in naming a file according to a convention reflecting RDM best practices and international standards. We used manual content analysis to independently code each pre- and post-instruction file name according to the rubric.\u0000Results – Comparing the overall average scores for each participant pre- and post-instruction intervention, we find that workshop participants, in general, improved in proficiency. The results of a Wilcoxon signed-rank test demonstrate that the difference between the pre- and post-test observations is statistically significant with a high effect size. In addition, a comparison of changes in pre- and post-test scores for each rubric element showed that participants grasped specific elements more easily (i.e., implementing an international standard for a date format) than others (i.e., applying information related to sequential versioning of files).\u0000Conclusion – The results of this study indicate that developing short and targeted interventions in the context of RDM training is worthwhile. In addition, the findings demonstrate how quantitative evaluations of instructional interventions can pinpoint specific topics or activities requiring improvement or further investigation. Overall, RDM learning outcomes grounded in practical competencies may be achieved through applied exercises that demonstrate immediate improvement directly to participants.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"20 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240783","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":"Plan S and Open Access (OA) in Quebec: What Does the Revised FRQ OA Policy Mean for Researchers?","authors":"Rachel Harris, Jessica Lange, Pierre Lasou","doi":"10.18438/eblip30413","DOIUrl":"https://doi.org/10.18438/eblip30413","url":null,"abstract":"Objective – Our article examines the effects of Quebec’s provincial funding agency (FRQ)’s revised 2022 OA policy on researchers. Following FRQ’s participation as a cOAlition S funding agency, which involves endorsing Plan S principles, we provide an overview of the OA options for researchers. We examine these options under the FRQ 2019 and FRQ 2022 policy years, account for the effect of transformative agreements (TA) on OA publishing options, as well as the financial implications for researchers under the revised policy.\u0000Methods – The researchers extracted a list of FRQ-funded publications from years 2020 to 2022 using the DOI registration agency Crossref. Using this sample set, the researchers quantitatively analyzed OA options under the previous policy and the revised one, comparing the two. To determine the effect of transformative agreements (TAs)s, we reviewed current agreements offered through Canada’s national licensing agency Canadian Research Knowledge Network (CRKN).\u0000Results ­– We found that the self-archiving method for open access (OA) is reduced under the revised 2022 policy. Our results lead us to anticipate the pressure felt by authors who will be required to pay article processing charges (APCs) to meet grant requirements.\u0000Conclusion – The current publishing patterns of FRQ-funded researchers are primarily concentrated in hybrid journals not covered by transformative agreements. As such, researchers will face additional financial costs should these publishing patterns continue. Concerted efforts among all stakeholders (researchers, universities, libraries, and funders) are needed to sustainably transition to immediate OA.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"92 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237809","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":"For Optimal Inclusivity in the Research Process, Researchers Should Reflect Early and Often on How to Create Welcoming Research Environments","authors":"Christine Fena","doi":"10.18438/eblip30476","DOIUrl":"https://doi.org/10.18438/eblip30476","url":null,"abstract":"A Review of:\u0000Muir, R., & Coe, M. (2023). ‘Out of sight, but not out of mind’: A collaborative reflective case study on including participants with invisible disabilities in LIS research. Journal of Australian Library and Information Association, 72(1), 26–45. https://doi.org/10.1080/24750158.2023.2168115\u0000Objective – To reflect on what it means to include people with invisible disabilities as research participants in research projects.\u0000Design – Collaborative, reflective case study using interviews.\u0000Setting – Doctoral-granting institution in Australia.\u0000Subjects – 2 LIS professionals who were also pursuing doctorates (practitioner-researchers) interviewed each other, each participant fulfilling the role of both interviewer and interviewee.\u0000Methods – The researchers did a reflective case study, each reflecting on their own past experiences of including people with invisible disabilities (PwID) as research participants in projects for their doctoral theses. They then interviewed each other and engaged in collaborative discussions. Each interviewer audio recorded and transcribed their own interview, which they also coded individually. The researchers then reviewed the individual coding together and subsequently created a single collaborative codebook that described the emerging themes. The researchers used NVivo software in the development of both the initial codes and final codebook.\u0000Main Results – The authors discuss four broad themes that emerged from their coding: “ethical approval for research,” “creating welcoming research environments,” “disclosure of invisible disabilities,” and “use of data.” Key topics in the discussion include questioning assumptions about research subject vulnerability, the value of being sensitive to individual participant voices, the difference between formal disclosure of invisible disabilities (ID) and disclosure that emerges organically throughout the course of an interview, and how research designs that do not consider PwID can create limitations on the use of data from PwID.\u0000Conclusion – The article authors noted that researchers should expect that those who participate in their research studies may be PwID, whether or not it is disclosed or explicitly relevant to the project. Thus, they suggest that when researchers shape the research design of their projects, they should thoughtfully engage in questioning their own values regarding inclusivity and not rely exclusively on ethics boards to support ethical and welcoming research environments. Thoughtful engagement might include researching what is involved in creating a safe space by considering such elements as lighting, seating arrangements, colors, and accessibility to restrooms and parking areas. In addition, the authors suggest that researchers should ensure flexibility and responsiveness within the research design and approach the project with full awareness of the impact ID may have on the research processes and the data. They indicate that researchers should r","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"82 S10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238134","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":"Storytime Librarians Are Striving to Deliver Effective Storytime Programming to Children with Disabilities and Developmental Delays","authors":"Jackie Phinney","doi":"10.18438/eblip30462","DOIUrl":"https://doi.org/10.18438/eblip30462","url":null,"abstract":"A Review of:\u0000Daskalakes, D. T. M., & Cahill, M. (2023). “We’re all pretty welcoming”: Inclusion of children with disabilities in library storytime programs. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231176193\u0000Objective – To identify and characterize public librarians’ inclusion of children with disabilities and developmental delays (and their caregivers) in storytime programming, and to characterize how librarians determine if inclusion was successful.\u0000Design – Qualitative study using semi-structured interviews.\u0000Setting – Public library settings across Kentucky, Ohio, and Indiana (United States).\u0000Subjects – 34 public librarians offering storytime programming.\u0000Methods – The researchers invited all public libraries in the geographic area of interest to complete an internet survey expressing their interest in participating, and from the responses a stratified random sample of libraries was chosen. From each of these libraries, researchers randomly selected one storytime librarian to participate in the study. An experienced research team member conducted interviews using video conferencing software, and the other team member reviewed all transcripts to ensure accuracy. The researchers first analyzed the data using an inductive approach to generate descriptive codes. They then assigned these codes to the data that matched the study’s research questions. Finally, they conducted a third round of coding to describe some topics in greater detail.\u0000Main Results – Librarians are making attempts to be inclusive, and their attitudes toward children with disabilities and developmental delays (and their caregivers) are welcoming and flexible. However, they expressed limited experience in offering accommodations, and they perceived their positive attitude as being an accommodation in and of itself. Librarians are largely relying on the child’s experience to gauge how successful they are at being inclusive, and engaging in collaborative conversations with caregivers is also common.\u0000Conclusion – Overall, librarians are interested in offering programs that are accessible to children with disabilities and developmental delays but struggle to engage with meaningful accommodations that promote better educational outcomes. The authors emphasize that it is important for libraries to be welcoming of everyone, but more should be done to actually meet the needs of these patrons. This study has implications for public libraries and librarians, who should review their practices to ensure they are addressing the needs of children with disabilities and developmental delays and their caregivers. It also has implications for the profession, as it supports the idea that librarians should be better prepared to support these patrons in storytime programming and that institutions should facilitate librarian efforts through information exchanges. Finally, this study establishes that there is a need for further exploration of inclusivity","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"13 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241186","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}