Browsing by Subject "Library instruction"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Collaborative Repurposing of Existing Technology to Enhance Student-Directed Research(2012-11-08) Palmer, Kristi L.; Stamatoplos, Anthony C., 1958-An educational team comprising instructor, subject librarian, and digital librarian collaborated to repurpose a digital collection content management system as a tool that solved a multitiered data-collection and analysis problem, enhanced student understanding of ethnographic data collection and description, and provided a means for openly distributing the final product of a community-rooted research project.Item Connecting Library Instruction to Web Usability: Improve User Experience(2015-02-01) Lee, Yoo Young; Snajdr, EricThe digital user experience librarian conducted an experiment with one of the instructional librarians at IUPUI in order to investigate the intersection between user's web behavior and library instruction. They thought that library instruction plays a key role in web usability and affects the ways students behave on the library website, yet very little research has combined these two realms. During instructional sessions, freshman students were asked to perform a series of information seeking tasks on the library website both prior to, and immediately after, instruction. A usability tool - Verify - recorded individual student use of the website during the completion of each of these tasks. We'd like to share the results we found. The results allowed us to investigate how students behaved on the library website to complete the tasks and how the steps demonstrated by the librarian during instruction strongly influenced how students completed the tasks afterward.Item Evidence-based practice skill retention and use by dietetic interns: Did library instruction have an impact?(2018-05) Hinrichs, Rachel J.Objective: To determine if dietetic interns retain the evidence based practice(EBP)knowledge and skillsthat they weretaught in three libraryinstruction sessionsin the fallby the end of the 10-monthinternship, and whether there is a change in their EBP clinicalbehaviors.Methods: This non-randomized before and after study will use a validated survey to measure EBP knowledge,and EBP clinicalbehaviors. Dietetic interns(n=16)from a large, Midwestern university will be given the surveyafter EBP library instruction in the fall, and at the end of their internship in the spring.Library instruction sessions will cover PICO questions, database searching, filtered andunfiltered resources, and critical appraisal.A paired t-testwill be used to compare interns’ scores in the fall and spring. Results: Fourteen interns (n=14) completed both surveys. On the EBP knowledge assessment, interns scored an average of 18/24 (75%) in the fall after library instruction, and 13/24 (54%) in the spring, a difference that is considered statistically significant (t(13)=7.0, p<.0001). The decrease was primarily due to missing questions on statistics and advanced Boolean searching. Interns retained and even improved their scores on PICO, MeSH, and the evidence pyramid. A slightly statistically significant change in evidence-based practice behaviors was found between the fall and spring (t(26)=2.1, p=.046). Inparticular, interns reported that they searched PubMed(t(13)=2.8, p=.016),and criticallyappraised articles more frequently(p(13)=2.2, p=.045).Conclusion: Despite the three library sessions occurring early in the internship, these results suggest that interns retaininformation on PICO, MeSH, and the evidence pyramid, but not on statistics or complex Boolean searching. It is possible that these skills were not used frequently in the internship, so they did not retain the information. Interns did report, however, that they more frequently performed all evidence-based behaviors including searching PubMed, accessing systematic reviews, and critically appraising articles, while decreasing their use of textbooks. While the sample size is small and not necessarily generalizable to other populations, this study suggests that dietetic interns retain some information from library EBP instruction, and do make use of the EBP resources and skills demonstratedby the librarian during their internship.Future studies could examine different health professional students, and test whether spreading the library sessions out of the course of the yearwould increase retention and evidence-based behaviors further.Item Improving a library workshop service: Implementing change and enhancing the service based on data analysis(Emerald Insight, 2023-08-29) Stumpff, Julia C.; Craven, Hannah J.PURPOSE This paper aims to describe how one medical library implemented a new scheduling system, initiated data analysis and modified its regularly scheduled workshop program because of evidence-based decision-making. Academic libraries that struggle with workshop attendance may use this process as a model. DESIGN/METHODOLOGY/APPROACH Workshop registration data analysis focused on registrants' affiliation, role and location, and how registrants learned of workshops. Workshop attendance data analysis focused on which workshops, days, times of the day and months had the highest attendance. The analysis led to changes in marketing and targeted scheduling of future workshops by the time of day, day of the week and month of the year. FINDINGS Data collected for four years, fall 2018 – summer 2022 (12 semesters), shows a steady increase in the number of people attending library workshops. The increase in attendance and ROI experienced after the changes implemented at Ruth Lilly Medical Library (RLML) is significant as libraries often struggle with attendance, marketing and return on investment when offering ongoing educational workshops. ORIGINALITY/VALUE Many libraries offer ongoing workshops with low attendance. This article provides an example of how one library changed software and registration and implemented evidence-based decision-making related to scheduling which may have contributed to an increase in workshop attendance. Other academic libraries might consider adopting similar software and evidence-based decision-making to improve their library workshop service.Item Journey from subjective to objective: Capturing user experience(2016-04-06) Lee, Yoo Young; Snajdr, Eric; Calvert, Lisa; Smith, AndyThis presentation was delivered at the Designing for Digital 2016 held in Austin, Texas. It is the norm to conduct usability testing for library's websites. Often, these tests focus only on effectiveness or efficiency rather than measuring users’ experiential perspectives This presentation will introduce a variety of UX evaluation methods – different from usability – and cover UX research conducted in the fall 2015 semester.Item Killing two birds with one stone: how to conduct UX research during library instruction(2016-05-20) Lee, Yoo Young; Snajdr, EricSeveral user experience (UX) studies that the authors conducted reveal that library instruction affects not only students’ web behavior, but also improves their digital user experience on the library website. Few studies have investigated this important connection. In 2014 and 2015 we incorporated a variety of UX study methods into library instructional sessions. For a portion of each instructional session, students were asked to complete a series of information seeking tasks while a usability tool tracked and recorded individual student behavior. As expected, the this provided valuable insight which directly influenced improvement of the website. Additionally, the usability tools served as an assessment tool of information literacy skills. This presentation introduces several possibilities of merging UX research with library instruction. Methods of two separate studies, tools used, brief results and possible applications are discussed including practical tips that can be applied to both conduct UX research and assess information literacy skills.