Browsing by Author "Library and Information Science, Luddy School of Informatics, Computing, and Engineering"

Now showing 1 - 10 of 13
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    Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction
    (University Library System, University of Pittsburgh, 2012) Schilling, Katherine; Applegate, Rachel; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    Objectives and background: Libraries are increasingly called upon to demonstrate student learning outcomes and the tangible benefits of library educational programs. This study reviewed and compared the efficacy of traditionally used measures for assessing library instruction, examining the benefits and drawbacks of assessment measures and exploring the extent to which knowledge, attitudes, and behaviors actually paralleled demonstrated skill levels. Methods: An overview of recent literature on the evaluation of information literacy education addressed these questions: (1) What evaluation measures are commonly used for evaluating library instruction? (2) What are the pros and cons of popular evaluation measures? (3) What are the relationships between measures of skills versus measures of attitudes and behavior? Research outcomes were used to identify relationships between measures of attitudes, behaviors, and skills, which are typically gathered via attitudinal surveys, written skills tests, or graded exercises. Results and conclusions: Results provide useful information about the efficacy of instructional evaluation methods, including showing significant disparities between attitudes, skills, and information usage behaviors. This information can be used by librarians to implement the most appropriate evaluation methods for measuring important variables that accurately demonstrate students' attitudes, behaviors, or skills.
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    Broadening Student Engagement To Build the Next Generation of Cyberinfrastructure Professionals
    (ACM, 2023-07) Murillo, Angela P.; Brower, Don; Hossain, Sarowar; Kee, Kerk; Mandal, Anirban; Nabrzyski, Jarek; Scott, Erik; Virdone, Nicole; Ewing, Rodney; Deelman, Ewa; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    The CI Compass Fellowship Program (CICF) was developed to broaden undergraduate student participation in cyberinfrastructure (CI) research, development, and operations. CICF is a distinctive program for undergraduate students pursuing studies in computer science, information science, data science, and other related fields. During year one of the program, CICF had six students participate from two institutions. During year 2 of the program, CICF had fourteen students participate from nine institutions. This poster provides details of the CICF program development and summarizes the impact of the first two years.
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    Community Data Curation Competencies Framework
    (iSchools, 2023-03) Murillo, Angela P.; Yoon, Ayoung; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    Library and information science (LIS) professionals and educators have spearheaded data curation, providing services in research data management and scientific data curation, and delivering data curation education for the academic workforce. While public and private sector community organiza-tions, such as local government, non-profit organizations, and community-based organizations have become more data-driven, the specific data cura-tion needs of these organizations are not fully addressed in current data cura-tion research or education. This research aims to bridge this gap in existing data curation education by creating a community data curation competencies framework, developing a pilot curriculum based on this framework, and evaluating and disseminating the developed curriculum. This poster presents the preliminary results of the first phase of this project, where we developed a protocol to review existing data curation competencies to create the initial framework.
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    Community Data Curation Curriculum Development
    (2023-09) Murillo, Angela P.; Yoon, Ayoung; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    This poster presents the preliminary findings of the two-year project, Community Data Curation Competency, which aims to extend the current understanding of data curation competencies in the context of community data, engage with strategic stakeholders (educators, practitioners, community organizations) in the process of curriculum design, and design a data curation pilot curriculum to fulfill the current gaps in data curation education to include community data curation competencies.
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    Data Curation Education: Cross-Disciplinary Analysis of Master’s Programs
    (University of Toronto Press, 2023) Yoon, Ayoung; Murillo, Angela P.; Jettpace, Thomas; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    With growing emphasis on data curation practice in both science and industry, there has been a call for information professionals to take on a substantial role in data curation. Library and information science (LIS) education has been responding to this call by offering various training opportunities from Master’s education to professional development. The most recent effort to systematically review a data curation curriculum offered by ALA-accredited LIS schools was in 2012, so it is time to revisit the progress and evolution of data curation education. The main goal of this study is to analyze the course content from the syllabi of various programs to understand what is being taught in LIS schools throughout graduate-level education. Further, because the need for data curation is apparent across different disciplines, and thus not only LIS but also other disciplines have been offering data curation courses, this study also analyzed syllabi from other disciplines. A total of 80 syllabi were analyzed in this study: 15 syllabi from 9 ALA-accredited institutions and 65 syllabi from 53 institutions of Carnegie Classification (CC). Our findings suggest a notable growth in LIS education in data curation since 2012, but LIS education still provides less training in technical skills. There was also a distinctive difference in educational approach to teach data curation between LIS (user- and service-oriented) and other disciplines (technical skills−focused), which brought different strengths and weaknesses in curriculum.
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    Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics
    (AIS, 2021) Jones, Kyle; Vanscoy, Amy; Bright, Kawanna; Harding, Alison; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    Learning analytics tools are becoming commonplace in educational technologies, but extant student privacy issues remain largely unresolved. It is unknown whether or not faculty care about student privacy and see privacy as valuable for learning. The research herein addresses findings from a survey of over 500 full-time higher education instructors. The findings detail faculty perspectives of their own privacy, students’ privacy, and the high degree to which they value both. Data indicate that faculty believe that privacy is important to intellectual behaviors and learning. This work reports initial findings of a multi-phase, grant-funded research project that will further uncover instructor views of learning analytics and its student privacy issues.
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    How Did this Get to Be OK in the U.S. of A.?
    (IUI Office of Community Engagement, 2022) Copeland, Andrea; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
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    Not open for all: accessibility of open textbooks
    (Ubiquity Press, 2021) Azadbakht, Elena; Schultz, Teresa; Arellano, Jennifer; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    In order for open educational resources (OERs) to be truly open to all, they must be accessible to learners with disabilities, including those with visual, auditory, physical and cognitive disabilities. This study sought to determine the accessibility of a randomly selected sample of 355 open textbooks using a custom rubric based upon the World Wide Web Consortium’s (W3C’s) Web Content Accessibility Guidelines (WCAG), version 2.1, primarily at the Levels A and AA. Included books fell into one of four format types: HTML files/websites, PDFs, Microsoft Word documents and EPUBs. The average number of ‘fails’ – instances in which they ran afoul of a rubric category – across the whole sample was 5.93 and the median was 6, out of a total of 14 or 15 categories, depending on the format type. Overall, most of the books did not meet basic accessibility requirements, such as including alternative text for any images, properly coding/tagging any tables and following a logical heading order structure.
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    Optimal timing of venous thromboembolic chemoprophylaxis initiation following blunt solid organ injury: meta-analysis and systematic review
    (Springer, 2022-09-18) Murphy, Patrick B.; de Moya, Marc; Karam , Basil; Menard, Laura; Holder, Erik; Inaba, Kenji; Schellenberg, Morgan; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    Purpose: The need to prevent venous thromboembolism (VTE) following blunt solid organ injury must be balanced against the concern for exacerbation of hemorrhage. The optimal timing for initiation of VTE chemoprophylaxis is not known. The objective was to determine the safety and efficacy of early (≤ 48 h) VTE chemoprophylaxis initiation following blunt solid organ injury. Methods: An electronic search was performed of medical libraries for English language studies on timing of VTE chemoprophylaxis initiation following blunt solid organ injury published from inception to April 2020. Included studies compared early (≤ 48 h) versus late (> 48 h) initiation of VTE chemoprophylaxis in adults with blunt splenic, liver, and/or kidney injury. Estimates were pooled using random-effects meta-analysis. Odds ratios were utilized to quantify differences in failure of nonoperative management, need for blood transfusion and rates of VTE. Results: The search identified 2,111 studies. Of these, ten studies comprising 14,675 patients were included. All studies were non-randomized and only one was prospective. The overall odds of failure of nonoperative management were no different between early and late groups, OR 1.09 (95%CI 0.92-1.29). Similarly, there was no difference in the need for blood transfusion either during overall hospital stay, OR 0.91 (95%CI 0.70-1.18), or post prophylaxis initiation, OR 1.23 (95%CI 0.55-2.73). There were significantly lower odds of VTE when patients received early VTE chemoprophylaxis, OR 0.51 (95%CI 0.33-0.81). Conclusions: Patients undergoing nonoperative management for blunt solid organ injury can be safely and effectively prescribed early VTE chemoprophylaxis. This results in significantly lower VTE rates without demonstrable harm.
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    Preparing Students for Managing Large-Scale Scientific Data
    (University of Illinois at Urbana-Champaign Library, 2022) Murillo, Angela; Library and Information Science, Luddy School of Informatics, Computing, and Engineering
    This poster presents preliminary observations and feedback from the pilot year of a student internship program that was created to prepare and train students in managing large-scale scientific data. This student internship program is part of the CI Compass project, which is a National Science Foundation (NSF) funded project to provide support and enhance the data lifecycles of NSF Major Facilities (MFs). MFs are the largest-scale scientific efforts that the NSF supports and can take years to build, cost hundreds of millions of dollars to construct, are highly diverse, have heterogeneous data, and a wide range of cyberinfrastructure for capturing, processing, archiving, and disseminating data. MFs span science domains, including astronomy, climate, ecology, natural hazard, ocean science, physics, and seismology. This poster describes the technical curriculum, research program, project-based learning experiences, and future goals.