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Article
Publication date: 21 August 2018

Kristina A. Clement, Sian Carr, Lauren Johnson, Alexa Carter, Brianne Ramsay Dosch, Jordan Kaufman, Rachel Fleming-May, Regina Mays and Teresa Walker

The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical…

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Abstract

Purpose

The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical activity while using library space to promote active learning. The purpose of this paper is to assess the impact of this innovative space on library users through a study conducted by a research team using observations and short surveys to gather information about usage trends and user perceptions of this “active learning space.”

Design/methodology/approach

This study used both ethnographish observation and self-selected survey. Researcher observation notes were used to gather usage rates of the space and equipment in the space, and survey responses were coded for themes to identify user perceptions around the space.

Findings

The findings strongly suggest that users find mental and physical health value in the “active learning space” and many would find value in the expansion and improvement of the space.

Research limitations/implications

The limitations of this study include a shorter observation period compared to the survey collection period and limited demographic collection to shorten the survey instrument.

Originality/value

However, this study was able to assess how an active learning space in an academic library can influence and have a significant impact on student success.

Details

Performance Measurement and Metrics, vol. 19 no. 3
Type: Research Article
ISSN: 1467-8047

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Article
Publication date: 5 February 2018

Rachel Fleming-May, Regina Mays, Teresa Walker, Amy Forrester, Carol Tenopir, Dania Bilal and Suzie Allard

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students…

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Abstract

Purpose

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.

Design/methodology/approach

In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.

Findings

In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.

Research limitations/implications

At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.

Originality/value

This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

Details

Performance Measurement and Metrics, vol. 19 no. 1
Type: Research Article
ISSN: 1467-8047

Keywords

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Article
Publication date: 28 March 2023

Rachel Fleming-May

“Scholarly Communication” is a frequent topic of both the professional and research literature of Library and Information Science (LIS). Despite efforts by individuals (e.g…

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Abstract

Purpose

“Scholarly Communication” is a frequent topic of both the professional and research literature of Library and Information Science (LIS). Despite efforts by individuals (e.g. Borgman, 1989) and organizations such as the Association of College and Research Libraries (ACRL) to define the term, multiple understandings of it remain. Discussions of scholarly communication infrequently offer a definition or explanation of its parameters, making it difficult for readers to form a comprehensive understanding of scholarly communication and associated phenomena.

Design/methodology/approach

This project uses the evolutionary concept analysis (ECA) method developed by nursing scholar, Beth L. Rodgers, to explore “Scholarly Communication” as employed in the literature of LIS. As the purpose of ECA is not to arrive at “the” definition of a term but rather exploring its utilization within a specific context, it is an ideal approach to expand our understanding of SC as used in LIS research.

Findings

“Scholarly Communication” as employed in the LIS literature does not refer to a single phenomenon or idea, but rather is a concept with several dimensions and sub-dimensions with distinct, but overlapping, significance.

Research limitations/implications

The concept analysis (CA) method calls for review of a named concept, i.e. verbatim. Therefore, the items included in the data set must include the phrase “scholarly communication”. Items using alternate terminology were excluded from analysis.

Practical implications

The model of scholarly communication presented in this paper provides language to operationalize the concept.

Originality/value

LIS lacks a nuanced understanding of “scholarly communication” as used in the LIS literature. This paper offers a model to further the field's collective understanding of the term and support operationalization for future research projects.

Details

Journal of Documentation, vol. 79 no. 5
Type: Research Article
ISSN: 0022-0418

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