This study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and…
Abstract
Purpose
This study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.
Design/methodology/approach
The current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.
Findings
The findings from a Mann–Whitney U test revealed that STEM respondents perceived specific library resources (subject and course guide, library instructions and library workshops) as slightly less than non-STEM respondents. The results from ANOVA demonstrated that the mean scores in GPA for STEM respondents who never used online library, journals and databases were lower than respondents who used those library resources, regardless of STEM and non-STEM disciplines.
Originality/value
Revisiting the data collected and analyzing specific user groups will be valuable to academic libraries because this study will provide academic librarians with a deeper understanding of specific user needs and perceptions of library resources and services.
Details
Keywords
Sandra De Groote and Jung Mi Scoulas
This study examines differences in library use patterns (in-person visits, online use, reference transactions, library resource and services use) pre-COVID-19 and during the…
Abstract
Purpose
This study examines differences in library use patterns (in-person visits, online use, reference transactions, library resource and services use) pre-COVID-19 and during the COVID-19 pandemic through multiple data sets.
Design/methodology/approach
Using library statistics collected during 2017/2018 and 2020/2021 and student responses to a biennial library use survey distributed in 2018 and 2021, the potential impact of the pandemic on users' behaviors was explored.
Findings
Library use statistics and the biennial survey responses demonstrate that users' overall library use was impacted by COVID-19. Both the library's gate count and students' frequency of library visits showed a dramatic decrease. The use of virtual support to patrons increased during COVID-19 as reflected by the increase in email and chat reference interactions and virtual consultations.
Practical implications
As students return to the physical classroom, observing library use via various data will help inform how well use of the library rebounded or if there are changes in users' behavior that suggest the need for the promotion of library services or an expansion in alternative services to support users.
Originality/value
This article highlights the importance of continuously obtaining various data sets to observe trends and changes. By observing multiple data points, some changes are aligned across data, whereas other changes or patterns are different. While impact on physical library use may be obvious, library use before and during the pandemic will help guide and inform how academic libraries should be prepared for hybrid environments post-pandemic.
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Elena Carrillo, Jung Mi Scoulas and Kevin O'Brien
Many academic libraries opened their doors in fall 2020 to support students after operations had been suspended due to COVID-19 the previous spring. Frontline employees returned…
Abstract
Many academic libraries opened their doors in fall 2020 to support students after operations had been suspended due to COVID-19 the previous spring. Frontline employees returned in person while remote work remained standard for others. Staff encountered deficits, on-site isolation, the responsibility of enforcing new protocols, short-tempered patrons, and unprecedented workplace stress.
At the University of Illinois Chicago (UIC), staff who served on-site throughout the pandemic still feel the effects of this crucible, even as the library assesses and implements hybrid models to meet the needs of students. Concurrent is a need for leadership to do the same for its vulnerable frontline staff, whose physical and mental well-being suffered over the last 3 years.
In the waning months of university-mandated COVID-19 protocols (spring 2023), the UIC Library conducted its biennial survey to assess library impact on its students. Results revealed frustration with hours, services, and health and safety. Administration immediately discussed what could be done to improve impressions of library culture, but that student survey tells only one side of the story.
This chapter presents the results of facilitated discussions with frontline staff, often people from underrepresented groups, who speak to the other side of navigating the pandemic. It also interrogates how leadership can do more to provide essential employees with support during and postcrisis to protect them from burnout, aggressive and unreasonable patrons, and the stress of doing more with less. Staff voices balance existing student narratives and call for a healthier environment to better serve everyone within the library.
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The purpose of this study is to learn what factors liaison librarians in academic research libraries consider in determining whether to refer chat reference patrons to subject…
Abstract
Purpose
The purpose of this study is to learn what factors liaison librarians in academic research libraries consider in determining whether to refer chat reference patrons to subject specialists.
Design/methodology/approach
Subject specialists were asked what policies guided their decisions to refer to a specialist and then assessed unreferred chat session transcripts both within and outside their specializations to determine need for a referral.
Findings
Few respondents were guided by formal policies. Contrary to an initial hypothesis, subject area was not a key factor in referring chat. A broader set of criteria included reference interviewing, provision of relevant resources and information literacy instruction. Respondents valued both the depth that subject specialists can provide to reference interactions and the ability of a skilled generalist to support information literacy.
Research limitations/implications
Findings are most applicable to large, public doctoral universities with liaison librarian programs. Assignment of respondents to subject specialist categories was complicated by their broad range of background and expertise.
Practical implications
The study contributes new understanding of referrals to subject specialists who have potential to guide development of formal referral policies in academic library virtual reference services.
Originality/value
The study is the first empirical examination of chat reference referral decisions.