Search results

As universities advance towards a new data-informed, intra-institutional collaboration paradigm, new roles and services are continuously added to academic library routines. This changing context that exerts considerable stress upon library organizations to prove their value and contributions to student progress is leading the community to start questioning the utility, scope and prospects of patron data collection practices. The study sought library science postgraduate students’ viewpoints about the adequacy and utility of current library use data collection practices in Greek academic libraries. It also aimed to investigate the value, relevance and priority of the integration of library usage data with the rest of university information systems (e.g. learning analytics) along with associated practical and ethical considerations, and advocacy aspects.

Mixed-methods, Web-based survey distributed to postgraduate students during a seminar designed to familiarize them with trends in academic library use data capabilities.

Participants acknowledged that neither policies nor procedures are currently adequate to expand and interconnect their data pools to campus information systems. They were opposed to disclosing personally identifiable patron activity data to faculty, while their opinions were divided as to the use of student activity monitoring technology. Nevertheless, they made several comments on how to mitigate the community's considerations around the implementation of this new data management philosophy in the library and were optimistic about the benefits this development could entail for library visibility and student progress.

Results of this first-time research in the Greek higher education context, revelatory of potential road blockers to upgrading the library use data collection practices, can be of significant value to both curricula developers and university decision-makers who seek ways to prepare the ground for the successful implementation of new operations.

As learning analytics, an emergent field, nowadays is seen as a way to break barriers to intra-institutional collaboration that will ultimately lead to educational deep transformational change, HE administrators and library and information science (LIS) researchers argue on the purpose of connecting in-library user activity data to campus-wide initiatives, their relevance and potential contribution to library strategic alignment with broader institutional goals. In this realm and framed within a PhD research, this paper aims to provide an overview of preliminary findings relevant to the exploration of the potential of Spanish and Greek academic libraries to becoming involved in learning analytics initiatives

Spanish and Greek public university library director large scale mini-survey and LIS undergraduate curricula desk research.

Analysis of public university library director mini-survey bring to light a series of negative correlations between different LRRC types, in-library use data collection and sharing practices and library-based learning analytics conversations, while LIS undergraduate curricula review identified a limited integration of learning analytics and assessment critical skills.

It is the first Greek and Spanish university library-specific study aiming to contribute to the dialogue on whether, how and when the wealth of in-library use-generated knowledge could be capitalized within future learning analytics initiatives.