Browsing by Author "Moffett, Paul"

Now showing 1 - 10 of 13
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    1. #Bookstagram; 2. Why the Library?
    (2022-10-21) O'Keefe, Alex; Bortell, Alex; Vine, Liz; Moffett, Paul
    PRESENTATION 1 ABSTRACT: #Bookstagram: Implementing Collaborative Social Media Training in the Library - Alex O'Keefe and Alex Bortell, School of the Art Institute of Chicago. Social media has become an integral component of outreach, providing a distinct voice for the library. Recognizing the importance of student workers’ perspectives and the fact that they are at the forefront of content creation in their own lives, the John M. Flaxman Library piloted a Student Worker Content Creators program. Making institutional Instagram content modernizes students’ professional development and provides skills they can use beyond the library. Through the program, students learn to design appropriate content while collaboratively shaping training implementation. The individualized and independent approach gives students agency to learn through hands-on processes, while their honest feedback improves the quality of the experience. The presenters will discuss developing training through collaborative modifications and the outcomes for one student worker. They will also share advice based on their successes and failures for others who are interested in building a content creators program or generally creating collaborative training processes.
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    Adult Literacy in Indiana
    (H.W. Wilson Company, 2006) Diesman, Julie; Moffett, Paul; Thomas, Amie; Twigg, Michael
    Mary McLeod Bethune, an African-American educator and adviser to U.S. president Franklin D. Roosevelt, has been quoted as having said, "The whole world opened to me when I learned to read." Unfortunately for many in Indiana, the "whole world" may be closed to them because of illiteracy. According to the Indiana Adult Literacy Coalition in 1989, 12% to 19% of Hoosiers over age 25 could not read or write at a functional level. As early as 1930, illiteracy was recognized as an issue within the state. An article in the Indinapolis Star dated September 25, 1930, headlined that over 50,000 Hoosiers were illiterate ("52,034 in state," 1939). It is natural to assume that at some point Indiana developed a robust statewide initiative to address the problem of illiteracy amongst its citizens. One might imagine a program that over time slowly but surely reduced the number of Indiana citizens who struggled under the mantle of illiteracy; however, myriad reasons and circumstances have conspired to prevent that from happening. Instead of a forceful statewide program, numerous segmented efforts by local or regional entities with modest support from various federal, state, or non-profit organizations are more apt to be found.
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    Commuter Campus in Transition: Meeting the Changing Needs of Students through Mixed-Methods Assessment
    (ALA Editions, 2018-06) Lowe, M. Sara; Miller, Willie; Moffett, Paul
    Indiana University-Purdue University Indianapolis is an urban research university with approximately 30,000 commuter and residential students. This chapter discusses the space assessment done at University Library, the main campus library, which attempts to analyze and quantify the needs of both types of students. Two studies will be outlined, which started separately, but have since merged, both informing student use of library space. While both contain quantitative and qualitative elements, their methodologies are different. One used SMS (texting) in combination with one-on-one de-briefs to track student movement over the course of an entire day. The other uses in-library assessments to gauge student space use and preference. One limitation of in-library assessments is they only tell you about students who already use the library, not those who do not come to the library. The combination of these studies allows University Library to better plan library space, not only for current users, but also to target students who are not in the library (non-users).
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    Defining the Value of Libraries: Trends in Academic Library Assessment
    (2019-10-14) Miller, Willie; Hoffman, Starr; Lowe, Sara; Huisman, Rhonda; Moffett, Paul
    Just like other academic areas on campus, academic libraries frequently engage in assessment. In this panel, a group of esteemed leaders of library assessment will discuss ways in which libraries are assessing their impact on higher education. Librarians have a long history of evaluating their collections. Yet in the face of seismic change in the technological and educational landscapes, assessment trends in libraries now extend to robust programs of evaluating student learning, assessing the impact of library services and spaces, and demonstrating how libraries are a vital part of achieving institutional goals. Attendees will gain an understanding of assessing beyond direct academic outcomes, learn how library initiatives may be an opportunity to collaborate on common goals, and how libraries demonstrate their value in a campus-wide context.
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    Evidence-Based Renovation: How Libraries Can Engage User Behavior to Inform Space Planning
    (2017-10-17) Miller, Willie; Moffett, Paul
    IUPUI University Library is planning a renovation project to convert space occupied by book stacks into informal study spaces for individuals and groups. We planned an assessment program to gather data from library users that helped provide insight to staff, architect, and designers on how and why they choose to use the library. What we learned from user feedback was used to intelligently decide the number and variety of seating types and work environments, so that we could enhance an atmosphere conducive to scholarship in the library. In our short presentation, we described our implementation of a mixed method approach to data gathering using three different tools: unobtrusive observation, survey, and open question solicitation. We discussed how our variety of methods served to corroborate the data that we gathered from each, why it was important to garner input from library visitors, and how the information influenced our decisions about seating types and locations. We provided an overview of our observational assessment in which we recorded specific, relevant data such as group size, activities, and type of work surface or seating. We will also describe the adaption of a survey instrument, used to gauge student opinions about services, locations, and furniture available for their study habits and needs. Finally, we detailed how we designed open quantitative and qualitative questions, posted on white boards, for library users to self-report their habits and opinions.
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    Exploring Service Philosophy Statements Using Qualitative Content Analysis
    (ISAST, 2020-12) Moffett, Paul; Weare, William H., Jr.; University Library
    This paper will describe a study in which we examined service philosophy statements at a diverse group of North American academic libraries. We used qualitative content analysis to examine their form and content to identify common themes, trends, and ideas. Public services librarians spend much of their time wrestling with nebulous topics such as service quality, customer satisfaction, and user experience. Improvements in these areas necessitate strengthening the quality of the service and the culture in which it’s delivered. One approach to establish standards for consistent service delivery is for libraries to implement service philosophy statements. A service philosophy statement also communicates directly with users what they can—and should—expect from the library. Before we could develop and implement a service philosophy statement at our respective libraries, we wanted to understand the specific ways that service philosophy statements communicate service expectations to users. We will describe the series of steps we followed to conduct our research, such as creating the coding frame, segmenting the data, pilot coding, evaluating and modifying the coding frame, analyzing the data, and interpreting the findings. Finally, we will review the challenges we encountered during this process, as well as lessons we learned about qualitative content analysis.
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    Making Room for Innovation: Using Systematic Random Sampling to Quickly and Efficiently Obtain Shelf Occupancy Data
    (2015-03-26) Moffett, Paul; Cooper, John P.; Weare, William H., Jr.
    Are you preparing to renovate space currently occupied by the stacks to construct a new cafe? A collaborative learning space? A technology-rich environment? If so, data is needed about the collection. How much shelf space is currently occupied by monographs? By serials? How much is empty? How much space would be available if serials were relocated or withdrawn? Find out how to use systematic random sampling to quickly and efficiently obtain shelf occupancy data.
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    Preparing for Renovation: Estimating Shelf Occupancy to Inform Decision Making Regarding the Redevelopment of Library Space
    (Taylor & Francis, 2016-08-05) Weare, William H., Jr.; Moffett, Paul; Cooper, John P.
    University Library at Indiana University-Purdue University Indianapolis is in the process of repurposing space currently occupied by the print collection. To prepare for further reallocation of library space, reliable estimates of stacks space were needed. Two members of the Access Services Team applied systematic random sampling to estimate existing—and anticipated—empty shelf space. Results indicate that more than 30% of the shelf space is empty, while over 25% is occupied by journals, most of which are available in electronic format. These estimates would be used to inform decision making about shifting and/or withdrawal of library materials in preparation for the renovation of additional library spaces. The data-gathering process as well as data analysis and application used during the project may be applicable in other academic libraries.
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    Qualitative Content Analysis: A Reflection
    (ACRL, 2020) Moffett, Paul; Weare, William H., Jr.
    Like many public services librarians, we spend much of our time focused on improving service quality. We think of excellent service quality as meeting or exceeding customer expectations consistently over time. One approach for fostering consistent service delivery for libraries is to implement standards like those found in a service philosophy statement. A service philosophy statement communicates directly to users what they can—and should—expect from library services. We decided to study service philosophy statements in a formal way using qualitative content analysis to learn how one might benefit our own public services units. This chapter addresses key questions we had about our research project: Where do we begin? What method or approach is most appropriate to answer our research question? How will we learn to use this method? This chapter describes the challenges we faced while simultaneously learning and applying the method of qualitative content analysis to our study of service philosophy statements.
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    Service Philosophy Statements in Academic Libraries: A Qualitative Content Analysis
    (Taylor & Francis, 2018) Moffett, Paul; Weare, William H., Jr.
    Some academic libraries use service philosophy statements to strengthen the quality of their service culture. A service philosophy statement communicates directly to users what they can—and should—expect from the library. This article describes a study in which the authors applied qualitative content analysis to service philosophy statements. The objective was to examine the form and content of these statements and identify themes, trends, and ideas in order to determine how and what they communicate about a library’s commitment to service. The results of the study found that statements in the sample varied significantly in strength and purpose.