2020 Winners & Submissions

Congratulations to JJ Pionke, University of Illinois at Urbana-Champaign, who received the highest number of votes, for his article “Library Employee Views of Disability and Accessibility”, in Journal of Library Administration. The second-place winner is Elena Carrillo, University of Illinois at Chicago’s Daley Library, whose article with Jung Mi Scoulas, ʺWelcome to the Library: Data-Driven Student Worker Empowerment,ʺ appears in Evidence Based Library & Information Practice. Tina Griffin, also of the University of Illinois at Chicago’s Daley Library, finished third, and her article with Abigail Goben is “In Aggregate: Trends, Needs, and Opportunities from Research Data Management Surveys”, from College & Research Libraries.

2020 Submissions 

Title: “Using Assessment Tools to Develop a Workshop for Library Staff: Establishing a Culture of Assessment”, in Evidence Based Library Information Practice (June 2020)

Author: Dr. Jung Mi Scoulas, University of Illinois at Chicago (Daley Library)

Summary: Developing valuable library staff training requires innovative strategies and a significant investment in time and resources. Offering logic model workshops to the University of Illinois at Chicago Library staff was one example of a successful training to build a culture of assessment. It was a useful place to start because it shows participants the value of considering assessment from the very beginning of designing a project or initiative. This paper aims to demonstrate how assessment tools were used to create professional development opportunities to contribute to an assessment culture and the training’s positive results in the UIC Library. 

Full Text: https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29709


Title: “A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues”, in College & Research Libraries (April 2020)

 Author: Abigail Goben, University of Illinois at Chicago (Daley Library)

 Summary: Universities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student success, and address political and financial pressures. Academic libraries are additionally undertaking learning analytics to demonstrate value to stakeholders, assess learning gains from instruction, and analyze student-library usage, et cetera. The adoption of these techniques leads to many professional ethics issues and practical concerns related to privacy. In this narrative literature review, we provide a foundational background in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.

Full Text: https://crl.acrl.org/index.php/crl/article/view/24374/32199


Title: “Library Employee Views of Disability and Accessibility”, in Journal of Library Administration (January 2020)

Author: JJ Pionke, University of Illinois at Urbana-Champaign

Summary: This study sought to explore library employee attitudes toward people with disabilities and accessibility. It also aimed to determine the training needs of current library employees. A survey with both quantitative and qualitative questions was developed and snowball sampling was used. Analysis of both types of data indicates that librarians across library types generally feel unprepared to work with patrons with disabilities. Based on the results, there are several recommendations for improvement within the profession, including creating a more robust training program focused on accessibility and disability, examining policies from local through national levels, and improving recruitment and retention of people with disabilities into the profession.

Full Text: via PDF


Title: “New models for instruction: Fusing the ACRL Framework and Roles and Strengths of Teaching Librarians to promote the lifelong learning of teaching librarians”, in College & Research Libraries News (July/August 2019)

Author: Anne Rebecca Armstrong, University of Illinois at Chicago (Daley Library)

Summary: This column explores how instruction librarians can use the tenets of The Framework, combined with the Roles and Strengths of Teaching Librarians document, to guide and propel their teaching as they advance in their careers.

Full Text: https://crln.acrl.org/index.php/crlnews/article/view/17805/19637


Title: "Welcome to the Library: Data-Driven Student Worker Empowerment", in Evidence Based Library & Information Practice (June 2020)

Author: Elena Carrillo, University of Illinois at Chicago (Daley Library)

Summary: The University of Illinois-Chicago's Daley Library used data from iterative assessment to develop mission-focused training for a welcoming library environment. The goal was to empower student workers by reinforcing the mission of the library and our commitment to a diverse patron population. We also sought to reduce factors that might intimidate or discourage library use by identifying areas for improvement and using data that reflects the experience of patrons entering the library to highlight the need for a positive customer service attitude. Through this assessment, students connected their work to the impact it can have on academic success, and how it is valued as a cornerstone of the library mission. This paper focuses on the methodology and findings from our first year of assessment.

Full Text: https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/29728


Title: “In Aggregate: Trends, Needs, and Opportunities from Research Data Management Surveys”, in College & Research Libraries (November 2019)

Author: Tina Griffin, University of Illinois at Chicago (Daley Library)

Summary: A popular starting point for libraries engaging in research data management (RDM) services is a needs assessment (NA); a preliminary count identified more than 50 published NA case studies. However, no overarching analysis has yet been conducted. The authors compared assessments to characterize the case study institution types; establish the target population assessed; discover cross-institutional trends both in the topics covered and the issues identified; and determine remaining gaps in the literature. Thirty-seven studies conducted in the United States were included. Twenty-five were at public, doctoral, highest-research institutions. The most frequently assessed respondents were faculty (n = 3,847). The most frequent topics involved storing, sharing, and maintaining long-term access to data. Gaps include assessing students, staff, and nonfaculty researcher needs; determining needs at various sized and degree-granting institutions; and investigating RDM needs for non-STEM disciplines.

Full Text: https://crl.acrl.org/index.php/crl/article/view/23610


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