Megan M. Bresnahan and Andrew M. Johnson
This study aims to develop a systematic approach for assessing local training needs in order to reskill liaison librarians for new roles in scholarly communication and research…
Abstract
Purpose
This study aims to develop a systematic approach for assessing local training needs in order to reskill liaison librarians for new roles in scholarly communication and research data management.
Design/methodology/approach
This study followed a training needs assessment approach to develop a survey instrument that was administered electronically to liaison librarians. Survey data were analysed to create an overall prioritization score used to rank local training topics in terms of need. Additional data will inform the design, including formats, of a training agenda to meet these needs.
Findings
Survey results indicated that training for research data topics should be prioritized and addressed using hands‐on methods that would allow liaison librarians to develop tangible skills directly applicable to individual outreach activities.
Research limitations/implications
Training priorities often involve factors beyond the scope of this training needs assessment methodology. This methodology also presupposes a list of potential training topics. All training efforts resulting from this study will be assessed in order to determine the effectiveness of the initial interventions and inform the next steps in this iterative training agenda.
Practical implications
Involving potential trainees in the prioritization and development of a training agenda provides valuable information and may lead to increased receptivity to training.
Originality/value
This study provides a model for academic libraries to use to assess training needs in order to reskill current staff to adapt to a rapidly changing research and scholarly communication landscape.
Details
Keywords
Alison Graber, Stephanie Alexander, Megan Bresnahan and Jennie Gerke
Reference data collection tools facilitate the collection of in‐depth data about reference interactions. Since this information may influence decisions, library managers should…
Abstract
Purpose
Reference data collection tools facilitate the collection of in‐depth data about reference interactions. Since this information may influence decisions, library managers should examine how these tools are used and assess how these data entry behaviors may impact the accuracy of the data. This paper aims to analyze reference staff perceptions and data entry behaviors using a reference data collection tool.
Design/methodology/approach
The two‐year mixed method study analyses reference staff perceptions and data entry behaviors related to the reference data collection tool used at the University of Colorado Boulder Libraries. The authors identified six distinct data entry behaviors for analysis in this study.
Findings
The survey results indicate that staff consider the tool to be both easy to use and useful. These findings, under the technology acceptance model, indicate technology acceptance, which influences adoption and use of the tool. Though rates of adoption and use of the tool are high, the authors' analysis of behaviors indicate that not all users record reference interactions in the same way, and this inconsistency may impact the accuracy of collected data.
Practical implications
Inconsistency in data entry behaviors should inform the design of staff training sessions, best practice guidelines, and the tool's interface.
Social implications
If data are used to justify changes to services and collections, decision makers need to be confident that data accurately reflect activity at library service points.
Originality/value
Previous studies related to reference data collection mention the importance of consistent data entry practices, but no studies have explicitly evaluated how inconsistencies in use may impact the accuracy of data.
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Dana V. Lema, Bethany Bones, Alexandra Franz-Harder, Robyn Huff-Eibl, Nisha Mody, Gerald J. Perry and Megan Senseney
The University of Arizona Libraries (UAL) has engaged in learning and applying trauma-informed concepts since 2020. These efforts followed conversations about how to…
Abstract
The University of Arizona Libraries (UAL) has engaged in learning and applying trauma-informed concepts since 2020. These efforts followed conversations about how to compassionately uphold the libraries' Code of Conduct (CoC). Conversations occurred against the backdrop of the global COVID-19 pandemic, a national racial reckoning following the murder of George Floyd and a series of local incidents including border control, racial aggression, insecure access to basic needs and mental health services, and the recent on-campus homicide of a faculty member. In response, the library's Diversity, Social Justice, and Equity Council (DSJEC) began working to identify resources for trauma-informed services and leadership. UAL has interrogated the ways in which the CoC serves both as a response to expressions of trauma and a potential perpetuating source of trauma for patrons and staff. Moreover, many staff members have experienced trauma that occurred either within or outside the workplace that affects their work experience. UAL contracted with relational healing and life coach Nisha Mody to deliver a series of webinars introducing trauma-informed concepts and connecting them to academic library work.
A result of trauma-informed training was a deeper knowledge of trauma-informed principles and their connection to systemic inequity and power. For this reason, UAL and other academic libraries may encounter challenges when applying trauma-informed practices within the administrative and cultural context of higher education.
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Amy Watson, Megan Phan and Michael T. Compton
Very little is known about the frequency and nature of police contacts with individuals with intellectual or developmental disabilities (I/DDs). The purpose of the study is to…
Abstract
Purpose
Very little is known about the frequency and nature of police contacts with individuals with intellectual or developmental disabilities (I/DDs). The purpose of the study is to examine the characteristics of police contacts with persons with I/DD and how they differ from other behavioral health-related encounters.
Design/methodology/approach
The authors draw on data from two large National Institute of Mental Health (NIMH)-funded studies of police response to mental/behavioral health crises and the Crisis Intervention Team (CIT) approach. Both projects used the same incident report form. The authors examine detailed information from 219 calls in which officers perceived that the subject had I/DD, either alone or co-occurring with a mental illness or substance use disorder and compared them with calls in which I/DD was not indicated (n = 1,305).
Findings
Calls with subjects with I/DD most frequently occurr ed in homes or on the street and were resolved without formal action. The most frequent subject symptoms/behaviors noted were confusion and anxiety. Some differences from calls with individuals without I/DD were noted in term of presentation and outcomes.
Research limitations/implications
Data relied on officer perception of subject having I/DD, which may miss more subtle indicators.
Social implications
There is a need for specific research attention to police contacts with persons with I/DD that differentiates those contacts from other behavioral health-related encounters.
Originality/value
There is still much the authors do not know about police contacts with persons with I/DD. However, findings provide a preliminary glimpse into the nature of these contacts and suggest they may differ somewhat from other behavioral health related police encounters.