Article Note: On a scaffolded research assignment in a first year course

Citation for the article: Jennifer Saulnier, Corey M. Johnson, and Kathleen Whalen, "Scaffolded Research Assignment Analysis for a Required First Year Course." The Journal of Academic Librarianship 47 (2021): 1-6.

This study took place at Washington State University, a public research campus with about 30,000 students over multiple campuses. The article looks at the effects of library research scaffolded assignments on student learning of information literacy skills. This is in the context of a required class, "Roots of Contemporary Issues" (History 105/305), for all undergraduates.

Some takeaways for me from the article: 

• Some of the things students are required to find as part of research in the assignments: 
• a contemporary newspaper article
• a specialized encyclopedia entry, or a relevant Wikipedia article. (This caught my eye. On my campus many if not most of the faculty are vehemently opposed to students using Wikipedia in any way). 
• primary sources, which can be documentary like a historical newspaper or non-documentary like a speech, a letter, an interview, etc. 
• creating an annotated bibliography
• "Through the progression of the LRAs [library research assignment], students are taught how to move from general topic ideas to a refined thesis statement, in addition to having multiple opportunities to integrate ideas from their sources and practice Chicago Style citation" (1).
•  The literature "found that many forms of information literacy assessment measure student attitudes or confidence in their research skills, but do not explore whether or not student skills have actually increased or if students have met learning outcomes, which is especially important because there is often a gap between ability and actual skill levels" (2). 
• Benefits of smaller assignments: "Breaking down a larger project into smaller sections alleviates the library research anxiety felt by many students; connects information literacy instruction to specific course outcomes; and grants librarians the 'opportunity to develop shared responsibility with the faculty'" (2). 
• Turns out, at least according to this article, that students do not change topics midstream during writing a research assignment as often as faculty think they do. Students may talk about doing it, but often do not do it. "The discrepancy with instructor survey results here could stem from the idea that instructors spend more time with students who are altering topics so therefore have an inflated sense of the total number in this circumstance" (4). 
• Getting students to refine topics was a bit more challenging. 
• "It is not a positive result that almost one in four students got through the whole process (multiple LRAs and a final paper) with little to no topic refinement" (4). 
• "Instructors are divided on the value of detail accuracy in citation, some think this is an important skill to hone, others believe presenting a basic level of traceability is sufficient" (5). This is why you get students often lost about doing citations. Instructors are rarely consistent about what they want ranging from seriously anal retentive (miss a comma here or there and serious points come off) to "do what you want as long as it is consistent." Despite this instructors tend to make a fuss about any small form of plagiarism, which may often be accidental or due to less than appropriate citing. This last part I will note is observation on my part. 
• Again, instructor inconsistency can be an issue: "In addition, instructors vary on acceptance of book chapters as basic equivalents to scholarly journal articles, and some accept newspaper articles as primary sources, while others want primary sources created by key historical figures central to students' topics" (5). So very often instructors in some cases make things more difficult for students. For example, the instructor who only wants those primary sources from key historical figures, well, if the material does not exist or is not accessible to the student, what then? Not always easy explaining that to some faculty members entrenched in their ways. 
• "A strength of this work is the value of having librarians and instructors work together on programmatic assessment" (5).

 

 

Article Note: On libraries serving transfer students

Citation for the article: Vinyard, Marc, "The Kids Are All Right: How Libraries Can Best Serve Transfer Students." portal: Libraries and the Academy, 20.2 (April 2020): 339-360.

 

As the article states in the title, "the kids are all right." While there is room for improvement for academic libraries to serve transfer students, the situation for these students is not as bad as previous library literature suggests. This quote from a student sums up the situation well: 

 

"There's not so much where you have to explain everything to transfer students. Because, like I said, we've had most of the information before, it's just figuring out how it's done here, and just getting a new mind-set essentially" (339). 

More often than not the idea is that libraries need to teach students how to do things locally rather than give full on information literacy instruction. The transfer students likely did get that instruction previously. Having said that, that experience at times can also make those students a bit more confident than they probably should be when it comes to their skills; in other words, they can get a little cocky. The author concluded that these students usually have a good understanding of how to do research and are confident in their research skills. They just need to learn institution-specific skills when they arrive in a new campus. I will say this does match with my experience over time when working with transfer students. They know more than librarians may give them credit for. 

The study took place at Pepperdine University, which is a Christian liberal arts university with 3,400 enrolled students at the time of the article. It almost twice the size of the college where I work, but it would still be comparable to us. Their First-Year Seminar and English 101 classes would be somewhat comparable to our General Studies GSTR 110 and 210 which serve an FYE seminar-type function here. 

The article states that two researchers conducted "in-depth, semi-structured interviews with 12 transfer students at Pepperdine during Spring 2018" (343). These students had to be undergraduates "who had completed at least one research assignment at Pepperdine that required resources outside their course readings" (343). That sample size seems a bit small to me but the author claims that the applied thematic analysis technique used means they could have gone as low as six students and gotten meaningful information. I leave it up to readers to judge. By the way, the interview participants did receive incentives to participate. "Participants in the study received $20 Amazon gift cards and $5 Starbucks vouchers as incentives" (344). Must be nice since here it is next to impossible to provide any incentive when we want to survey students on anything. I know; I've asked.The usual answer is either lack of funds (i.e. the administrators do not want to give us funds for the incentives even as other campus units give out all sorts of incentives) or some other excuse about "if we give them some kind of monetary incentive it can interfere with their aid or other" (which see previous statement), but I digress. The participants were nine females and three males. 

The article includes an appendix that features the interview instrument. I am thinking we could adapt some of the questions for our use here down the road.

Some takeaways for me from the article: 

• I like the idea of setting up a personal librarian program for transfer students, and students in general, but this may not always be successful. For example, the author mentions a program at University of Carolina at Chapel Hill where such effort was made to assign 40 librarians to 800 students. "Despite e-mail communication and welcome letters to incoming students, only 3.9 percent of transfer students utilized the program, falling short of its initial goal of 5 percent participation" (341). As we can see some things never change, in this case the known fact that students often neglect to even read their campus e-mail. By the way, 40 librarians seems to me a lot, but we need to realize UNC-Chapel Hill is a big campus. 
• The study aimed to answer the following two questions: 
• "How do transfer students look for information?"
• "From the transfer students' perspectives, how can the library best assist them?" (343).
•  On how the students approach research: 
• "While discussing the sources used for assignments, student preferences were evenly split between starting with open Web searches and with library databases" (346). 
• "One student warned, however, that peer-reviewed sources might not cover recent topics. . . " (346). This caught my eye because this is a reality I often need to convey to regular undergraduates when they pick the latest fad topic or straight out of the news event and they come asking for "peer reviewed sources" because their teacher said they need such sources. This can lead me to some interesting conversations with a student. A transfer student may be more likely to have learned this lesson. 
• "Additional methods [of finding sources] included approaches to organizing sources, determining if multiple sources had recurring themes, brainstorming effective keywords, and writing the conclusion of a paper before searching for sources" (347). I was doing OK with these until that last one, which can be problematic. At times, students who write out the conclusion before doing research are the ones we get in a panic a day or two before the paper is due because they need "just one more source, two tops" that fits whatever conclusion they fixated on when they started rather than doing actual research and taking the question where the research went. 
• On the role of librarians: 
• Sadly, "transfer students would much more likely ask professors rather than librarians for assistance" (349). We need to work on that. Sure, ask your professors for help related to the class, but ask your librarian for research assistance. The author also found that out of the twelve students interviewed, only one "favored librarians" (350). That is not exactly encouraging. In my college, we are lucky that we tend to get good feedback from students for our research consultations. Librarians do need to put in the work and effort.
  
• "Prior interactions with librarians can potentially influence the help-seeking behavior of transfer students at their new institutions" (349). This is where making a good impression as a librarian and professional will encourage students to seek us for assistance. I have heard enough stories of how librarians in prior institutions were not helpful to students. Honestly makes me wonder why some people become librarians if they are not helping their patrons or consider them a bother.  
• However, the author cites research that found "that transfer students who received library instruction would be more likely to ask subject librarians for research assistance" (353). I will add that here we have found that marketing librarian research consults during library instruction has helped to get students to seek library help later. Yet during COVID, without formal library instruction, this marketing has been more limited. 
• "Because institution-specific information is so important to helping transfer students succeed, libraries need to make them aware of library services. Nearly all the students interviewed thought the library should participate in the transfer student orientation sessions" (353). 
• To sum up: "Specifically, we need to implement outreach efforts that help students gain the following competencies: (1) familiarity with their subject liaison librarians, (2) knowledge of the subject-specific databases, and (3) ability to navigate the library's physical layout and services with emphasis on the library's print collections" (354). The knowledge of subject-specific databases is important, and it is something we do try to emphasize here as much as we can. The common "just use a discovery engine" or similar just does not really cut it to do focused research on a specific topic, but that is another topic for another day. 

Some items from the article's bibliography I may want to read later: 

•  John C. Phillips and Thomas A. Atwood, “Transferring Skills, Transferring Students: A Call
  to Academic Libraries,” College & Undergraduate Libraries 17, 4 (2010): 331–48.
• Lindsay M. Roberts, Megan E. Welsh, and Brittany Dudek, “Instruction and Outreach for
  Transfer Students: A Colorado Case Study,” College & Research Libraries 80, 1 (2019): 94–122.
• Helene Lafrance and Shannon B. Kealey, “A Boutique Personal Librarian Program for
  Transfer Students,” Reference Services Review 45, 2 (2017): 337.
• Sylvia G. Tag, “A Library Instruction Survey for Transfer Students: Implications for Library
  Services,” Journal of Academic Librarianship 30, 2 (2004): 102–8. 
• Chelsea Heinbach, Brittany Paloma Fiedler, Rosan Mitola, and Emily Pattni, “Dismantling
  Deficit Thinking: A Strengths-Based Inquiry into the Experiences of Transfer Students in
  and out of Academic Libraries,” In the Library with the Lead Pipe, February 6, 2019, http://
  www.inthelibrarywiththeleadpipe.org/2019/dismantling-deficit-thinking/.
  

 

 

Article Note: On social media as platform for academic library marketing

Citation for the article: Wesley Wing Hong Cheng, et.al., "Social Media as a Platform in Academic Library Marketing: a Comparative Study." Journal of Academic Librarianship 46 (2020): 1-8.

This article looks at use of social media for marketing academic libraries. Libraries often hope to use social media as a tool to better engage their patrons. Given the popularity and ubiquitousness of social media, there is a need for library professionals to learn new skills and best practices in this area. The authors write that "librarians should know how to use these tools effectively by understanding behavior, culture, and etiquette of different users" (2). The librarians and library staff also need to examine how their patrons use and engage with social media. This article looks at an evaluation study done at University of Hong Kong Libraries on how effective or not use of social media was to market the academic library. The study focuses mainly on the library's Facebook page. Information was gathered via a quantitative survey created and distributed via a Google Form at the HKU campus. A total of 101 responses from faculty and students were collected.

Some takeaways from the article for me: 

• A definition of marketing: "Johnson (2014) defines the term marketing from a library context, which is to determine the wants and needs of the user communities, to develop the products and services to respond, as well as to encourage users and potential users to take advantage of those products and services" (qtd. in 1). 
• On perception of the Facebook page they found that "although respondents generally agreed that the use of library Facebook could be beneficial, some issues such as a lack of attractiveness, shortage of technical staff, and too much spamming might hinder them from participating in the HKUL's Facebook page actively" (5). 
• Suggestions from the article: 
• Use casual language and friendly tools so you can create a positive social media environment for users. 
• Introduce training sessions on library marketing with topics such as effective communication and use of social media tools. 
• Adjust posting frequency after investigating when users are most active. Do keep posting frequently. 
• Criteria you can use to evaluate how your social media is performing include numbers of likes, shares, and comments on posts. These are measurable and can be used to set benchmarks. 

 

 

Article Note: Facebook, Instagram, and Academic Library User Engagement

Citation for the article: 

 

Tammy Tim Wai Chan, et.al., "From Facebook to Instagram: Exploring User Engagement in an Academic Library." Journal of Academic Librarianship 46 (2020): 1-8.

The article looks at academic library use of Facebook and Instagram and how effective or not they are in engaging library patrons. Instagram has been picking up traction as social media users show a strong preference for photo apps and viewing images over text. The authors analyzed posts and usage from Facebook and Instagram plus they got student feedback from interviews on campus to do the social media evaluation. The study took place at University of Hong Kong Libraries, so keep that in mind when reading this as some things that apply over there may or not apply in the United States. Still, I think there are some lessons that can be learned. The authors hope that this study helps other librarians do similar evaluation efforts in their institutions as well as help them craft better social media policies. 

The research period of the study was from January to May 2019, a semester. They interviewed 8 students, graduate and undergraduate, for the feedback gathering stage.

Some article takeaways for me: 

• The authors cite a study indicating that Facebook was the most popular social media platform in Hong Kong, but they also found that user engagement with the library's Facebook page was low. I found that interesting because our library's Facebook page does get a good amount of engagement at least in terms of views and a few comments. It is enough that our library wants to keep using it even with Facebook's known issues regarding things like user privacy (but that is another conversation). Our campus students are very active in Facebook groups, and we often share library FB posts on student groups.
  
• They have a social media team: "Three library staff from the Public Relations and Development team, who are a manager, a graphic designer, and a student helper, respectively, are responsible for handling the matters of both Facebook and Instagram channels, such as content management, reporting, and publicity creation" (1). Granted, we are a much smaller campus, but we can barely get a student worker to do the social media consistently, and as for the librarians, it is often done when we remember to do it or something important needs to be shared. To be honest, I wish we were more mindful about library social media, but the usual issues of time and priorities seem to come up often. This also brings up another point the article makes and that is that we could and should improve content to other material besides operational announcements. We currently do some additional things on Facebook, but not enough in my humble opinion. 
• This also highlights another issue the article brings up: "The librarian's inadequate knowledge and lack of training about the use of SM, and limited support and resources from the institutions were some of the major obstacles to the success of libraries' SM" (2). I know that what I know about social media has been mostly self taught including a lot of reading as well as practice and trial and error. These things were not really taught in library school in my time. Now we do get LIS school graduates who get some degree of training in social media, and other online technologies such as podcasting; in fact, we recently hired a "Digital Initiatives Librarian" just for that kind of thing. However,  the emphasis on that is use of digital tools and online research; it is mainly for digital scholarship, which by the way is a glamorous trend now (much like Library 2.0 was back some years ago). The Digital Initiatives are great, but social media does not fall under this purview (again, another conversation). At any rate, outside of library school, institutional support for social media use, training, and policies is usually lacking. 
• This also highlights the issue of workload when it comes to social media, which library administrators often fail to recognize. They like when the social media works well and makes the library look good but rarely do they credit the work that goes into making it happen. Heck, back in Hong Kong, it was the students interviewed who were thoughtful about librarians' workloads: "All the interviewees expressed concern about the increasing workload of HKUL staff to manage the SM sites, as they believed lots of efforts, time, and skills should be needed" (5). Certainly more thoughtful than here in the United States.
  
• The authors cite research that observes that academic libraries tend to use social media for disseminating information, marketing, publicity, and answering inquiries. Marketing seems to be most successful use. 
• When it comes to Facebook versus Instagram, they found Instagram got more engagement of the two. 
• Authors list the categories they coded the posts in. I am noting them in part because some of these could be ideas for content additions here. For us, we do some of this, but some consistency is where we really need the work. See Table 2 in the article: 
• Library news dissemination
• General library operation
• Recruitment (i.e. hiring. Job advertisements)
• Marketing library events (we do some of these already, a bit less so now due to COVID-19, but we have managed to also do some virtual events)
• Library facilities (for example for us here, items about the St. John's Bible)
• Library in-house collections (we do some of this in form of reference book of the week and graphic novel of the week highlights. This content could be expanded, say a review now and then)
• Other services
• Publications (this can be highlights of campus publications for example. We do some of this with the faculty publications display but not really pushed as much on social media)
• Information or knowledge sharing or other events (like monthly observances, we do some of that here)
• Information acquisition suggestions
•  Why is good social media content important? "They observed that the majority of posts were about the information of library general operation and library events, which were useful. However, they felt that an SM site full of these uninteresting posts would be very dull and unattractive" (5). And yes, posts with pictures of cute animals do remain popular. 
• Users do expect entertaining and interesting content, so things like memes, humor, greeting, are appreciated and desired (7). 
• "Scholars further explain that academic libraries should have a formal policy that defines the market strategy and communication tone on SM sites, and designate a team to manage the SM sites" (7). And yes, this also has the usual CYA angle. 

 

Booknote: Bestseller: a Century of America's Favorite Books

(Cross-posted from The Itinerant Librarian)

Robert McParland, Bestseller: a Century of America's Favorite Books. Lanham, MD: Rowman and Littlefield, 2019. ISBN: 978-1-5381-0999-1.

Genre: nonfiction
Subgenre: books, reading, reference, pop culture
Format: hardcover
Source: Hutchins Library, Berea College 

This book does a few things. One, it looks at bestseller books year by year from the 1890s to the 2010s. Two, it looks at reading habits of people throughout the centuries, so you learn what people read then and now, reflecting the context of their times. Three, you also get historical context. The author tells use what else is going on in history, literature pop culture, and other areas in society to better appreciate why people read what they read at a given time. The book is way more than a list of bestsellers.

The book is arranged in nine chapters after the book's introduction. Each chapter has a small introduction to the decade it covers, then a section for each year in a decade looking at specific bestsellers, patterns, reading habits, historical context, and even interviews with sample readers to illustrate specific points. For example a brief interview with a World War II veteran about his reading habits back then while at war. After the chapters, you get a section of notes. There is also a bibliography. Note this bibliography covers the works the author consulted and not the bestsellers listed. It could have been helpful to have an additional list of the bestsellers, say by decade or such.

A strength of the book is that it covers so many elements about readers and reading along with the bestseller listings. You get to trace how reading habits in the United States changed and evolved over time. We do see that at times people in the United States did read more, and they did read more "serious" things, but they did so also reflecting their times.

While interesting overall, the book is more like an academic textbook, so a lot of the text can be pretty dry reading. Thus, some parts have a better reading flow; some parts you may find more interesting and may want to focus on more. Other parts may be more dry, and you're better off skimming them. In the end, this book works pretty well as a reference work where you can study the decades and see what was popular at a time and why, learn what motivated readers to pick up specific books thus making them bestsellers.

This is not a book for personal collections unless you are a scholar in pop culture or literature. It is more a book for libraries. I'd say it is mainly for academic libraries, especially if their college or university has strong interests in literacy and popular culture. It also works for trivia, say to find what books were bestsellers in 1955.

Bottom line is I liked it. I recommend it mainly for academic libraries. It may also be good for some public libraries, likely ones with larger popular collections.

3 out of 5 stars.

* * * * * 

Additional reading notes:


The author tells us what the book provides:

"This book provides a listing of bestselling books and recalls the contemporary context in which those books were situated" (vii).

A brief definition of bestseller from the book:

"A bestseller is a book that has caught the imagination of many readers. It is a book that has energy and momentum in the market and is being successfully marketed by its publisher" (ix). 

You can still find books from the 1950s with relative ease:

"Books from the 1950s can be found today in libraries, tucked away and forgotten in the corners of older homes, or stacked in rows at garage sales" (54).