OU Libraries Faculty Scholarship

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Academic librarians’ educational factors and perceptions of teaching transformation: An exploratory examination
(2019) Nichols Hess, Amanda
Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.
Academic librarians’ teaching identities and work experiences: Exploring relationships to support perspective transformation in information literacy instruction
(2020-01) Nichols Hess, Amanda
Academic library leaders have a vested interest in quality library instruction, but strategies to ensure this happens can vary across environments. In this study, the author analyzed data collected using King’s Learning Activities Survey to consider how work demographics impacted instruction librarians’ teaching identity development. Through one-way analyses of variance and cross-tabulation analyses, she found several statistically-significant relationships between how academic librarians’ institution types and times at their institution differently inform their teaching identity development. These relationships offer opportunities for library leaders to offer intentional, data-driven support for academic librarians in developing teaching identities while offering high-quality instruction for learners.
Advancing research data management in the social sciences: Implementing instruction for education graduate students into a doctoral curriculum.
(2017) Nichols Hess, Amanda; Thielen, Joanna
Research data management (RDM) skills are vital yet often untaught in graduate programs, especially in the social sciences. In this article, my co-author and I presented a case study of how a Research Data Librarian and an Education Librarian partnered to provide targeted RDM instruction for a previously unconsidered student group: education doctoral students. We discussed the design, development, and implementation of this focused RDM support. Assessment data from a workshop and in-class sessions were also presented and contextualized. From this information, we offered practical suggestions that other social science librarians can use to create similar workshops at their institutions.
Archival Representations of Immigration and Ethnicity in North American History: From the Ethnicization of Archives to the Archivization of Ethnicity
(2014) Daniel, Dominique
This article traces the representations of ethnicity and immigration in mainstream American and Canadian archives since the 1950s. It identifies three main periods of evolution of these ethnic archives: the era prior to the civil rights movement, the 1960–1980s and the 1990s and beyond. Relying on an understanding of archival collections as social constructions anchored in specific historical contexts, the article considers the various political, economic, social and technological factors that affected ethnic archives over time, especially as they relate to changing scholarly and popular conceptions of ethnicity in North America. It pays particular attention to the impact of historical scholarship in fields related to immigration and ethnicity and of postmodernist archival theories that challenge the traditional view of archives as evidence of the past. It suggests that the relationship between ethnic archives and their historical context is dialectical: not only are they affected by the context in which they are developed and managed, but they also have an impact on that context as they favor certain conceptions of ethnicity and types of ethnic groups at the expense of others. Both curators and users of archival materials should therefore pay closer attention to the history of the processes that went into the construction of these archives to avoid falling victims to the illusion of ethnic authenticity.
Awareness and Attitudes about Open Access Publishing: A Glance at Generational Differences
(2014) Rodriguez, Julia E.
INTRODUCTION OA publishing is now solidly established as a publishing model. This study examines current faculty members understanding of and perceptions of OA publishing, focusing on demographic data that divide faculty into categories by age, rank, or years teaching, to understand whether these characteristics correspond to specific perceptions and behaviors. METHODS A web-based survey targeting PhD faculty members at U.S. universities and colleges was distributed, the data was analyzed using SPSS to determine frequencies, significance, and relationships when possible. The open-ended answers were analyzed by grouping and coding items into categories. RESULTS There is a growing trend in self reported knowledge of OA across all age groups, still about 30% of respondents aren’t familiar with OA. The credibility of OA journals is the top issue of concern. Neither rank, nor age, nor years teaching in higher education were statistically significant to predict whether faculty would publish in OA journals. DISCUSSION & CONCLUSIONS Actual OA publishing experience is still relatively conservative. Unlike early studies, the findings from this investigation indicate that factors such as age, rank, or years publishing may no longer be suitable for predicting opinions and actions. More faculty authors may already be engaging in OA publishing activity than previously assumed. Librarians must be open to the idea that supporters and engaged faculty members may come from groups and disciplines not previously considered. While not all faculty researchers may be enthusiastic supporters, there appears to be a general acceptance of the enviable change that is coming.
Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University
(Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry Wynn
Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
Beyond these walls: Building a library outreach program at Oakland University
(Taylor & Francis, 2003) Kraemer, Elizabeth W.; Lombardo, Shawn V.; Keyse, Dana
To enhance the learning experiences of all students, today’s academic librarians must engage in outreach efforts that move beyond the walls of the library. In the past year, Oakland University’s Kresge Library has made significant inroads in developing outreach initiatives that provide needed services to previously underserved student populations, such as transfer students, multicultural groups, and on-campus residents. These programs have increased the library’s visibility, enhanced its image among the university’s students, faculty, and staff alike, and positioned it at the heart of teaching and learning on campus. This article describes some of these outreach efforts.
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.
Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design
(Journal of Information Literacy, 2012) Hristova, Mariela; Miree, Cynthia E.
This study investigates the difference among students' discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students. An online IL tutorial was designed and delivered to both student groups with a two-fold goal. First, the researchers wanted to compare students' IL skills to test the faculty's assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online. Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas. This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians' decisions on how to design online learning targeting students from different academic levels.
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.
A case study of job-embedded learning
(2016-04) Nichols Hess, Amanda
Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of instructional design and instructional technology. Using a qualitative case study approach, the author of this article presents how one group of academic librarians added to their knowledge of instructional design, instructional technology, and the Framework for Information Literacy for Higher Education.
Caught in the web: The impact of library instruction on business students' perceptions and use of print and online resources
(ACRL Publications, 2003-01) Lombardo, Shawn V.; Miree, Cynthia E.
Many business students rely heavily on the Web for research, in part because of their unfamiliarity with the breadth of their library’s business resources (online and in print). This study sought to determine whether library instruction could impact undergraduate business students’ attitudes and use of three information formats: print materials, library databases, and Web resources. Over the course of a semester, pre-/post-instruction questionnaires were collected from ninety students enrolled in a business capstone course. Results indicate that after library instruction, students held more favorable attitudes toward print resources and used them in their research more than they had initially expected.
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.
Copyright and You: Copyright Instruction for College Students in the Digital Age
(Elsevier, 2014-09) Rodriguez, Julia E.; Greer, Katie; Shipman, Barbara
Educators are concerned about the ease with which new digital technologies permit intellectual property to be discovered, re-purposed and shared. What do our students know about copyright compliance and academic integrity and how are these critical information competencies being addressed? Librarians have the authority for copyright-related instruction on campus and can provide both the point-of-need instruction and expertise to ensure that all students are informed about these issues. This article discusses the importance of developing copyright education for students as part of an overall information literacy curriculum by describing the development of a relevant, active learning online course targeting students' competencies as both users of and creators of creative content.
Data Management 101 (Research Data Management presentation for SEHS)
(2017) Thielen, Joanna; Nichols Hess, Amanda
This presentation was given to graduate students in OU's School of Education and Human Services (SEHS) doctoral program during the Winter 2017 semester. It provides a general introduction to research data management and practical advice for implementing these practices. Topics covered include data discovery and re-use, data documentation and organization, and data storage and security.
Dataset from: Research Forum: Creating and Sustaining an Intra-library Venue to Share Library Faculty Research
(2019) Thielen, Joanna; Spunaugle, Emily; Swanberg, Stephanie M.
This data corresponds to the article "Research Forum: Creating and Sustaining an Intra-library Venue to Share Library Faculty Research"
Datasets for submitted article titled "A Health Education Partnership Between an Academic Medical Library and Public Library: Lessons Learned Before & During a Pandemic"
(2021) Bulgarelli, Nancy; Look, Erin; Swanberg, Stephanie M.; Yuen, Emily W.; Jayakumar, Mithya; Shubitowski, Tyler; Wedemeyer, Rose; Lucia, Victoria
Three datasets for submitted article (see article abstract below): Background: Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users. Case Presentation: Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits, all of which pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. A total of 12 in-person and three virtual health education programs were offered and seven health education family kits were launched. Activities were evaluated using program evaluation surveys of the adult and children’s programs. Conclusions: This case report showcases the lessons learned in implementing a longitudinal outreach partnership between an academic medical and public library before and during the COVID-19 pandemic with a look to the future. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This can inspire other libraries to pursue interprofessional collaborations in educating local communities on healthy behavior and health information seeking practices.
Datasets for submitted article titled "A Health Education Partnership Between an Academic Medical Library and Public Library: Lessons Learned Before & During a Pandemic"
(2021-01-22) Swanberg, Stephanie M.; Look, Erin; Yuen, Emily W.; Jayakumar, Mithya; Shubitowski, Tyler; Bulgarelli, Nancy; Wedemeyer, Rose; Lucia, Victoria
Three datasets for submitted article (see article abstract below): Background: Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users. Case Presentation: Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits, all of which pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. A total of 12 in-person and three virtual health education programs were offered and seven health education family kits were launched. Activities were evaluated using program evaluation surveys of the adult and children’s programs. Conclusions: This case report showcases the lessons learned in implementing a longitudinal outreach partnership between an academic medical and public library before and during the COVID-19 pandemic with a look to the future. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This can inspire other libraries to pursue interprofessional collaborations in educating local communities on healthy behavior and health information seeking practices.
Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course
(2016) Nichols Hess, Amanda
In this article, the authors share how a team of librarians used the ADDIE instructional design model to incorporate best practices in teaching and learning into an online, fourcredit information literacy course. In this redesign process, the Association of American Colleges and Universities’ high-impact practices and e-learning best practices were integrated as scaffolds for course content. The authors' experience with this systematic process and the concepts of instructional design suggest that the ADDIE model can be used to achieve several different ends in information literacy instruction. First, it can provide a structure around which librarians can develop a variety of instructional interactions. Second, it can help librarians consider student engagement, learning, and assessment more intentionally. And third, it can help to marry information literacy-specific standards and other learning guidelines, such as high-impact practices and e-learning best practices. From the authors' experience, other academic librarians may find applications for instructional design constructs into their own teaching practices, both in online and face-to-face learning environments.

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