Browsing by Author "Regalado, Mariana"

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    Questions of Trust: A Survey of Student Expectations and Perspectives on Library Learning Analytics
    (University of Chicago Press, 2022-04) Asher, Andrew D.; Briney, Kristin A.; Jones, Kyle M. L.; Regalado, Mariana; Perry, Michael R.; Goben, Abigail; Smale, Maura A.; Salo, Dorothea; Library and Information Science, School of Computing and Informatics
    Universities are developing learning analytics initiatives that include academic library participation. Libraries rarely inform their students about learning analytics projects or general library data practices. Without a clear student voice in library learning analytics projects, libraries and librarians are creating potential privacy complications. This study seeks to document students’ thoughts on academic library participation in learning analytics and privacy concerns. A survey was developed and fielded at eight US higher education institutions, and this article covers the findings from the approximately 2,200 responses. Although most students reported high levels of trust in libraries and librarians, a consistent minority indicated little or no trust at all. Findings demonstrate that students considered librarian access to and sharing of personally identifiable information to constitute a privacy violation but also lacked awareness of the data and analytic practices on which libraries rely. Notable demographic differences were also discovered.
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    “You’re on Mute”: A Reflective Case Study of Conducting Scenario-Based Online Focus Groups on Student Privacy in Higher Education
    (Sage, 2022-03-01) Jones, Kyle M. L.; Perry, Michael R.; Regalado, Mariana; Library and Information Science, School of Computing and Informatics
    This case study describes the design and implementation of scenario-based focus groups run by a collaborative research team consisting of eight individuals spread across eight institutions within the United States. Originally intended to be face-to-face, the research team pivoted mid-study to adapt the scenario design for the fully online environment in higher education dictated by the COVID-19 pandemic. Shifting modalities presented us with a number of challenges, in particular logistical obstacles with recruiting and the need to anticipate and prepare for using Zoom to conduct online focus groups. Our ultimate success was based on collaborative planning, clear data management, and extensive documentation.