Browsing by Subject "Academic librarians"

Now showing 1 - 10 of 21
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    Big data
    (2015-10-05) Coates, Heather L.
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    Clinical Data Management: Strategies for unregulated data
    (2013-04-04) Coates, Heather L.
    Unlike data curation, clinical data management (CDM) is a recognized area of expertise and a defined career path. The highly regulated clinical trials environment has produced effective and efficient practices that can be generalized to other areas of research. Good Clinical Practice (GCP) is an international standard developed by the International Conference on Harmonisation that specifies how clinical trials should be conducted and defines the roles and responsibilities of various sponsors, investigators, and monitors. These practices address many of the issues at the core of data curation and sharing. Much academic research is not rigidly structured in the manner of clinical trials. Relevant practices within CDM and GCP must be reinterpreted for non-clinical research so that they can inform general data management, sharing, and preservation practice. This lightning talk will highlight effective strategies from CDM and GCP that promote data integrity, facilitate data preservation and sharing, and facilitate reproducibility of results.
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    Data Curation/Management in Libraries and Possible Liaison Librarian Roles
    (2013-04-17) Snajdr, Eric
    This poster provides an example of a data preservation project at a public university. It includes examples of types of materials preserved as well as ways in which liaison librarians can become involved in this rapidly emerging area.  
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    Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
    (College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.
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    Demonstrating impact as a practitioner-researcher
    (Figshare: https://dx.doi.org/10.6084/m9.figshare.3180370.v3, 2016-04-18) Coates, Heather L.
    Librarians have a unique perspective on the scholarly ecosystem as authors, consumers, and stewards. This perspective, combined with our roles in collecting and curating information, enables librarians to identify changes in policy, practice, and technology that can improve the openness, transparency, and sustainability of the scholarly ecosystem. It also reveals opportunities for aligning institutional and professional incentives with these changes. I will share examples of evidence used in my promotion and tenure dossier to demonstrate how librarian practitioner-scholars can be both advocates and exemplars for the changes we want to see in open access, data, and educational resources.
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    Ensuring research integrity: The role of data management in current crises
    (Association of College & Research Libraries, 2014-12) Coates, Heather L.
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    Faculty and Librarians in First-­Year Seminars: Partnerships in Pedagogy
    (IUPUI University Library, 2011-03-24) Huisman, Rhonda K.
    Many have discussed the benefits of librarians collaborating with faculty, but agree that “The campus library may historically be the centerpiece of institutional life on college and university campuses, but many first-year students think it is largely irrelevant to their lives” (Barefoot, 2006). As part of an instructional team in the First-Year Seminars (FYS), librarians have more contact with students beyond the traditional one-shot session or speed tour through the stacks, and relationships between librarians and faculty are crucial to their success.
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    Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
    (Johns Hopkins University Press, 2015-07) Lowe, M. Sara; Booth, Char; Stone, Sean M.; Tagge, Natalie
    The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops.