Browsing by Subject "Libraries"

Now showing 1 - 10 of 29
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    A systematic review of library makerspaces research
    (Elsevier, 2022-10) Kim, Soo Hyeon; Jung, Yong Ju; Choi, Gi Woong; Library and Information Science, School of Computing and Informatics
    Despite the abundance of research on library makerspaces, systematic reviews of library makerspace research are lacking. As research on library makerspaces advances, the field needs reliable empirical findings to examine the impact of library makerspaces and identify research areas that are valuable for future research. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement, 43 out of 838 records were selected for the systematic review. The overall trend of research methodologies and theories, settings, participants, research purposes, as well as tools, technologies and programming in library makerspace research were identified. The findings reveal that qualitative studies that were descriptive in nature were the predominant approaches. While appropriate literatures were explored, theoretical frameworks were less used. This systematic review contributes new areas and directions for future research, including the need for expansion of research methodologies and theoretical frameworks and investigation of diverse users and types of making.
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    An Open Source Platform for Computational Histopathology
    (IEEE, 2021) Yu, Xiaxia; Zhao, Bingshuai; Huang, Haofan; Tian, Mu; Zhang, Sai; Song, Hongping; Li, Zengshan; Huang, Kun; Gao, Yi; Biostatistics and Health Data Science, School of Medicine
    Computational histopathology is a fast emerging field which converts the traditional glass slide based department to a new examination platform. Such a paradigm shift also brings the in silico computation to the field. Much research have been presented in the past decades on the algorithm development for pathology image analysis. On the other hand, a comprehensive software platform with advanced visualization and computation capability, large developer community, flexible plugin mechanism, and friendly transnational license, would be extremely beneficial for the entire community. In this work, we present SlicerScope: an open platform for whole slide histopathology image computing based on the highly successful 3D Slicer. We present rationale on the choice of such an architecture, introducing new modules/tools for giga-pixel whole slide image viewing, and four specific analytical modules for qualitative presentation, nucleus level analysis, tissue scale computation, and 3D pathology. The entire software is publicly available at https://slicerscope.github.io/ , facilitating the algorithmic, clinical, and transnational researches.
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    Assessment in Space Designed for Experimentation: The University of Washington Libraries Research Commons
    (2014-08) Ray, Lauren; Macy, Katharine V.
    Since opening in 2010, the University of Washington Libraries Research Commons has used a number of quantitative and qualitative assessment methods to evaluate its space, services and programs. Because it was designed for constant experimentation and change, Research Commons assessment has been driven by the desire to stay true to user needs, make the case for growth, and test new models of space design, programming, and services. This paper will describe assessment activities and projects kept in spirit with the experimental, agile nature of the space, and how the focus shifted from space assessment to programmatic assessment. In order to respond to changing user needs and push for innovation, the Research Commons has evolved to examine space, services, and programs in an integrated holistic manner. This has allowed the staff to not only understand what users do within the space and their preferences, but also how effective are programming and services offered at meeting those user needs.
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    Chapter 12. Embrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the Curriculum
    (The WAC Clearinghouse; University Press of Colorado, 2020-04-20) Bartlett, Lesley Erin; Tarabochia, Sandra L.; Olinger, Andrea R.; Marshall, Margaret J.; Alabi, Jaena; Truman, James C. W.; Farrell, Bridget; Mahoney, Jennifer Price; English, School of Liberal Arts
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    Context and characteristics of the research metrics librarian
    (2019-10-25) Craven, Hannah J.; Grooten, Todd M.; Whipple, Elizabeth C.; Ralston, Rick K.; Odell, Jere D.
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    Defining a project proposal to enhance the Medical Library Association’s annual meeting through Session-level assessment: The exploration of the 2017-2018 Rising Star cohort
    (Hypothesis: Journal of the Research Section of MLA, 2018) Theis-Mahon, Nicole; Menard, Laura M.; Schmillen, Hanna; Stark, Rachel
    Objectives: Associations and organizations rely on feedback from membership to assess conferences, programs, and meetings. The Medical Library Association (MLA) utilizes post-conference assessment to get an overall evaluation of the meeting. While this informs future meeting planning, it does not provide targeted assessment data about the perceived quality and relevance of sessions, papers, or posters. Incorporating session-level, just-in-time feedback would further engage meeting attendees and ensure relevance of the meeting to the membership. Methods: The 2017-2018 MLA Rising Star cohort investigated the interest in and use of session level, just-in-time feedback at conferences of seven peer associations. A five-question survey to gauge MLA member interest in session-level feedback was distributed in February 2018. The survey was only available to current MLA members and advertised on the MLA blog, distributed to Section and SIG, state, and select MLA Chapter lists. Live polling was also conducted at the May 22, 2018, MLA Rising Star project proposal presentation. Results: The cohort received responses from five peer associations and only three are using some form of session-level, just-in-time assessment at their conferences. The February 2018 MLA membership survey yielded 157 responses. 94% of respondents (n=147) had attended a MLA meeting and 72% of respondents agreed that they would find session-level assessment valuable. Respondents indicated that they would be interested in receiving feedback from attendees about the application of their session’s content, whether attendees learned something new, and if their session met expectations. Of attendees at this May 22, 2018, project proposal presentation, 97% agreed that they would value the opportunity to provide session-level, and 91% indicated that as a presenter would find attendee feedback useful. Conclusion: The investigation by the 2017-2018 MLA Rising Star Cohort indicated an interest in session-level, just-in-time feedback for MLA’s annual meetings.
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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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    Doing Better with LibGuides in 2019: Creating a Departmental LibGuide Template for an Evolving Library
    (2019-10-06) Stumpff, Julia C.; Lilly, Jason A.
    Objective: In the spring of 2018, a campuswide LibGuides Task Force initiated a peer-review process with the goal that all guides would be updated and reviewed by the summer of 2019. However, many of the Ruth Lilly Medical Library librarians who created departmental LibGuides no longer work at the library. As responsibilities were re-assigned, librarians who inherited responsibility for guides were overwhelmed by the task of updating them without guidance from the creators. To address this issue and to come into compliance with institutional standards, a Departmental LibGuide template was created. Methods: Two librarians researched library-wide institutional guidance for LibGuides, best practices for LibGuides and writing on the web, in general, and other Health Sciences departmental Libguides. Further, they analyzed existing departmental Libguides to determine most-used page headings. Based on this research and analysis, the librarians created a departmental LibGuide template. This was presented to librarians, and changes were made in response to feedback received. Results: Since initial implementation, the template has been tweaked in response to Departmental feedback and additional input from librarians. It is anticipated that once all Guides are updated, future Libguide updates will not be as cumbersome for librarians. Conclusions: It is hoped that using a simple LibGuide template will make it easier for librarians to maintain Departmental LibGuides. In the future, we plan to streamline the process further by creating an asset list of ebooks to be maintained by the library’s Content Management department and to conduct usability research on the departmental LibGuides.
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    Doing better with library classes in 2019: Streamlining scheduling, marketing, and data gathering
    (2019-10-06) Stumpff, Julia C.; Craven, Hannah J.
    Objective: Librarians were hesitant to offer recurring classes because attendance was historically low. The scheduling system was cumbersome, and there was no consistent assessment of attendance, class content, or teaching quality. To improve this situation, the library adopted LibCal, marketed classes, and standardized assessment during the spring 2019 semester. The library is now has baseline data to make future evidence-based decisions about scheduled classes. Methods: After surveying current practices and discovering the campus had access to LibCal, two librarians and a staff member quickly trained themselves on and then employed LibCal. LibCal features adopted were: course templates, registration, email reminders, post-test emails with links to assessments, and attendance tracking. The librarians and staff successfully integrated into the marketing team in order to promote the classes across campuses. Results: With the new system in place, the number of classes offered doubled. This led to three times the number of attendees overall. The average class size increased by one. By providing a hard copy of our assessment survey complimented by an automated email with the online version, the survey response rate was 84%. Class attrition rate was 36%. Conclusions: Separating the registration and attendance data by month, day, and hour will inform future classes scheduling. Class content and teaching assessment will be analyzed and shared with the class instructors to improve course delivery. In the future, assessment will ask about participants’ locations to determine if distance learners are reached at other campuses across the state. Marketing efforts will continue to evolve.
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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.