OU Libraries Faculty Scholarship

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https://hdl.handle.net/10323/2152

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Books, bytes, and buildings: The academic library's unique role in improving student success
(2015-10) Nichols Hess, Amanda; Greer, Katie; Lombardo, Shawn V.; Lim, Adriene
Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.
Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development
(2014-11) Nichols Hess, Amanda
Technology changes how classroom instruction happens and, unlike K-12 educators who receive pedagogical training, academic librarians are not always experts in teaching information literacy – especially in 21st century ways with technology tools. As such, how to equip on-the-ground academic librarians to effectively teach with technology tools while still addressing the ACRL information literacy competency standards needs to be considered. This article shares how one academic library addressed this need while also considering how to: assess knowledge, competencies, and needs; share information in meaningful ways; and encourage librarians to build their technology knowledge independently and as part of a cohort.
Conducting formative evaluation online
(2016-02) Nichols Hess, Amanda; Moseley, James
In this article, the authors explore how to conduct formative evaluation of a freestanding library e-course using online resources.
Convenience or content: A study of undergraduate periodical use
(Emerald, 2001) Lombardo, Shawn V.; Condic, Kristine S.
Full-text periodical databases have changed how students access research materials. Many librarians fear that students favor the convenience of full-text databases over more valuable information found in print periodical literature. To what extent is this true? A study was undertaken at Oakland University to determine how well students mastered the retrieval process for print and full-text articles, and to gather their opinions on the value of both formats. A pre-/post-test instrument was administered to students before and after instruction to measure their knowledge of the library and its databases. A final test, including questions designed to measure student attitudes about the article retrieval process, was administered upon completion of a term paper. Results indicate that many students valued the convenience of full-text articles over the article's relevance, but they also found the overall research process to be difficult. The research students conducted also impacted their test results. Other findings are discussed.
Enhancing accessibility in STEM: A survey of accessibility errors in STEM academic databases
(Taylor & Francis, 2024-09-19) Van Loon, James; McCann, Shawn
Academic libraries must provide accessible electronic and information technology to patrons using assistive technology to access library materials. Accessibility of scholarly material is particularly important in the STEM disciplines, where attrition rates of students with disabilities is higher than in other fields. In this study, the accessibility of STEM indexing databases was evaluated using the WAVE accessibility tool, and the frequency of errors, alerts, and features encountered during the completion of typical searching tasks for each database was noted. The use of accessibility-checking tools like WAVE can supplement other methods used to verify the accessibility of vendor-created library databases.
Equipping academic librarians to integrate the Framework: A theoretical application
(2015-11) Nichols Hess, Amanda
Academic librarians are increasingly charged with providing instruction in conducting research and using library resources to students, faculty, and staff in higher education. In early 2015, the Association of College and Research Libraries released the Framework for Information Literacy in Higher Education and this new set of guidelines significantly impacts how academic libraries and librarians approach library instruction. However, little meaningful research has been done on how to equip this particular group of educational professionals through job-situated or job-related learning to reframe their instructional practices to fit this new mold. In seeking to best address these changing instructional needs, the author proposes that those involved in designing professional learning for academic librarians – such as conference planning committees, instructional designers, and library leaders charged with providing and supporting professional learning on information literacy instruction – design and deliver learning experiences that incorporate transformational learning theory, use principles of social learning theory, and consider learners’ goal orientation and motivation. Incorporating these theories into professional learning practice, academic librarians can more effectively and meaningfully integrate the ACRL Framework into their instruction.
The librarian leading the machine: A reassessment of library instruction methods
(2016-05) Greer, Katie; Nichols Hess, Amanda; Kraemer, Elizabeth W.
This article builds on the 2007 College and Research Libraries article, “The Librarian, the Machine, or a Little of Both.” Since that time, Oakland University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study’s design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein.
Mentoring Untenured Librarians: All it Takes is a Little Un-TLC
(ACRL Publications, 2003-06) Kraemer, Elizabeth W.; Keyse, Dana; Voelck, Julie
n/a
Preserving Patron Privacy in the 21st Century Academic Library
(2015-01) Nichols Hess, Amanda; LaPorte-Fiore, Rachelle; Engwall, Keith D.
For libraries large and small, patron privacy is an important ethical issue. While librarians may espouse privacy and confidentiality as an inalienable individual right, ensuring this right is upheld across library departments can be challenging, especially when 21st century technology tools are considered. For all libraries, developing a privacy policy or statement is an essential initial step in ensuring patron privacy and confidentiality are consistently in force. This article examines how one large Midwestern academic library remedied its lack of a public privacy statement; this case study presents a series of strategies that other libraries can consider for evaluating -- or establishing -- their own public privacy policies.
Scheduling research consultations with YouCanBook.Me: Low effort, high yield
(2014-10) Nichols Hess, Amanda
This news article examines how one academic library used YouCanBook.Me, a free scheduling tool, to better provide research consultations to faculty, staff, and students.

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Browsing OU Libraries Faculty Scholarship by Subject "Academic libraries"

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