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Item How Did this Get to Be OK in the U.S. of A.?(IUI Office of Community Engagement, 2022) Copeland, Andrea; Library and Information Science, Luddy School of Informatics, Computing, and EngineeringItem Optimal timing of venous thromboembolic chemoprophylaxis initiation following blunt solid organ injury: meta-analysis and systematic review(Springer, 2022-09-18) Murphy, Patrick B.; de Moya, Marc; Karam , Basil; Menard, Laura; Holder, Erik; Inaba, Kenji; Schellenberg, Morgan; Library and Information Science, Luddy School of Informatics, Computing, and EngineeringPurpose: The need to prevent venous thromboembolism (VTE) following blunt solid organ injury must be balanced against the concern for exacerbation of hemorrhage. The optimal timing for initiation of VTE chemoprophylaxis is not known. The objective was to determine the safety and efficacy of early (≤ 48 h) VTE chemoprophylaxis initiation following blunt solid organ injury. Methods: An electronic search was performed of medical libraries for English language studies on timing of VTE chemoprophylaxis initiation following blunt solid organ injury published from inception to April 2020. Included studies compared early (≤ 48 h) versus late (> 48 h) initiation of VTE chemoprophylaxis in adults with blunt splenic, liver, and/or kidney injury. Estimates were pooled using random-effects meta-analysis. Odds ratios were utilized to quantify differences in failure of nonoperative management, need for blood transfusion and rates of VTE. Results: The search identified 2,111 studies. Of these, ten studies comprising 14,675 patients were included. All studies were non-randomized and only one was prospective. The overall odds of failure of nonoperative management were no different between early and late groups, OR 1.09 (95%CI 0.92-1.29). Similarly, there was no difference in the need for blood transfusion either during overall hospital stay, OR 0.91 (95%CI 0.70-1.18), or post prophylaxis initiation, OR 1.23 (95%CI 0.55-2.73). There were significantly lower odds of VTE when patients received early VTE chemoprophylaxis, OR 0.51 (95%CI 0.33-0.81). Conclusions: Patients undergoing nonoperative management for blunt solid organ injury can be safely and effectively prescribed early VTE chemoprophylaxis. This results in significantly lower VTE rates without demonstrable harm.Item FAIR Data for Large Research Facilities(IEEE Explore, 2023) Brower, Don; Butcher, David; Murillo, AngelaThis workshop will bring together data managers, repository managers, administrators, and others who are responsible for, or interested in research data management at large research facilities. These facilities have unique issues due to a variety of factors, such as an extreme data volume, variety, and velocity. The workshop aims to provide cross-pollination between facilities that have similar desires to realize the FAIR principles. The organizers of this workshop are members of the NSF CI Compass FAIR Data Working Group, and the outcomes from these discussions will become a white paper and topics for future CI Compass webinars.Item Learning Outcomes Assessment via Electronic Portfolios(Emerald Group, 2012) Applegate, Rachel; Irwin, Marilyn M.Accreditation agencies both institutional and professional (such as the American Library Association) have asked educators to demonstrate student learning outcomes for every academic program that they are assessing, and that they use the data gathered for continuous improvement of programs. This chapter reports on the development of an electronic portfolio (ePortfolio) structure for accomplishing an assessment process within a school of library and information science. From the student side, the portfolio prompts them to select work that they feel is their best effort for each program outcome such as “assist and educate users.” From the faculty side, all items for a given outcome can be downloaded and assessed quantitatively and qualitatively so as to arrive at an understanding of how well the program as a whole is doing, with sufficient detail to guide specific improvement decisions. During design, researchers employed a sequential qualitative feedback system to pose tasks (usability testing) and gather commentaries (through interviews) from students while faculty debated the efficacy of this approach and its place within the school's curricular structure. The local end product was a usable portfolio system implemented within a course management system (Oncourse/Sakai). The generalizable outcome is an understanding of key elements necessary for ePortfolios to function as a program-level assessment system: a place for students to select and store artifacts, a way for faculty to access and review the artifacts, simple aggregations of scoring and qualitative information, and a feedback loop of results into program design for improved student learning.Item The Library Is for Studying: Student Preferences for Study Space(Elsevier, 2009-07-01) Applegate, RachelSystematic observation of non-computer seating areas in library and non-library spaces on an urban campus showed an important role for the library in individual and group study area choices. The study provides data on important points to consider in library design, including laptop needs and gender preferences.Item Who Benefits? Unionization and Academic Libraries and Librarians(University of Chicago Press, 2009-10) Applegate, RachelAdvocates of unions frequently argue that unionization results in benefits for libraries in general and for librarians. Previous data to support this position have been scattered, incomplete, and inconclusive. This study analyzes data on 1,904 academic libraries, 334 unionized, to explore whether there is a relationship between a librarian‐union presence and several quantitative values: student‐librarian ratios, percentage of institutional budget devoted to libraries, average spending on salaries per librarian, percentage of library budget devoted to librarians, percentage of library staff who are librarians, and percentage of library budget devoted to staff salaries. Across institution degree levels (associates, baccalaureate, masters, doctoral, and Association of Research Libraries members), results show that compared to librarians at either private or nonunionized public colleges and universities, librarians at unionized public institutions are somewhat better off. Librarians at public institutions are generally better paid but have worse working conditions—higher student‐to‐librarian ratios and fewer resources for collections. All institutions except associates‐level institutions receive roughly the same percentage of institutional budgets.Item Clarifying Jurisdiction in the Library Workforce: Tasks, Support Staff, and Professional Librarians(Johns Hopkins University Press, 2010) Applegate, RachelJurisdiction refers to those tasks or responsibilities that are seen as central to and exclusively controlled by a profession. When library work is examined, what is the proper jurisdiction for professional, masters-level librarians? This study examines the definition of professional with respect to library workers by using data from a national survey of competencies for library support staff and by comparing American Library Association-approved competencies for beginning MLS librarians and certified support staff. According to this analysis, professional librarians are those who know context (history, theory), do research, educate patrons, and manage people and collections. They are not necessarily those who provide direct services.Item LIS Accreditation: Why and What Next?(Johns Hopkins University Press, 2022) Applegate, RachelThis article locates library and information science (LIS) program accreditation in a professional and sociological context and describes past, current, and future initiatives to ensure that accreditation standards and procedures acknowledge, assess, and support the skills, knowledge, and attitudes that LIS professionals need. The author has worked closely with Dr. Smith on the American Library Association (ALA) Committee on Accreditation.Item Job ads, jobs, and researchers: Searching for valid sources(Elsevier, 2010-04-01) Applegate, RachelResearch on librarians' roles and responsibilities often takes the form of content analysis of job advertisements found in aggregators such as print journals and websites. Whether these ads help us better understand librarianship depends on how representative the source data is for each study—the line going from jobs, to job ads, then to job ad sources. Print sources dominate even in studies published after 2000. This study examines where reasonably representative job advertisements for academic libraries may be found by starting at the origin: the institutions themselves. It finds that commonly used print sources provide only a small fraction of available positions (the majority of which are those in doctoral institutions), and even the most comprehensive aggregator misses nearly half of the available positions. Taking job ad samples directly from institutions is time-consuming but provides more representative data. Smaller colleges pose a particular challenge for finding ads as few of them have openings at any one time and few of their ads appear in national aggregators.Item The Real Deal 2: How Autism is Described in Young Adult Novels(YALSA, 2016) Applegate, Rachel; Irwin, Marilyn; Goldsmith, Annette Y.Autism spectrum disorder (ASD) is often considered one of the invisible disabilities. Youth at the higher end of the spectrum may seem to have quirky behaviors, but otherwise appear to be like everyone else. Those with more severe ASD are commonly misunderstood and thought to simply have disciplinary issues. This study examined 100 young adult novels published between 1968 and 2013 inclusive in which a character was labeled as having ASD to determine how the authors described the disability in each of the books. Those descriptors were then aligned with the diagnostic criteria for autism spectrum disorder found in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. A total of 7,921 descriptors appear across the 100 books studied, and 6,094 (77%) of them map on to the first two DSM-5 diagnostic criteria categories. “Having unique obsessions” was the most frequently appearing descriptor present in the books. In 1,827 (23%) instances, the descriptors did not fit within the diagnostic criteria, indicating that the criteria may miss some elements of the ASD experience that authors themselves deem important.