scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

scholarly journals Framing and Painting the Library

2021 ◽  
pp. 237-245
Author(s):  
Elizabeth Young Miller
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Lessons Learned ◽  
Complete Picture ◽  
Library Services ◽  
Curriculum Mapping ◽  
Degree Programs ◽  
Library Instruction ◽  
Existing Frames ◽  
Current Curriculum

Moravian’s seminary liaison librarian utilizes existing frames and standards to map to the seminary’s curriculum and existing services in order to paint a complete picture of all the library offers. Using lessons learned from mapping the curriculum of the MATS program to the Framework for Information Literacy for Higher Education, the current curriculum mapping iteration has expanded to focus on courses required across degree programs. The curriculum mapping across degree programs not only provides ideas on how to scaffold library instruction, but it also serves as a stepping stone for mapping instruction and library services to the ATS and Middle States standards.  Aligning the library’s projects, resources, and services to standards that matter to seminary administration and faculty can generate awareness of the important role the library serves.

scholarly journals Sustainable collaboration: a method to integrate discipline-sensitive information literacy modules at program levels

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Karin Süld ◽  
Eli Bytoft-Nyaas
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Information Science ◽  
Lessons Learned ◽  
Basic Knowledge ◽  
Sensitive Information ◽  
Professional Career ◽  
University Departments ◽  
Starting Point ◽  
The University

The Borås Model, a model on how the library and the university departments can collaborate to facilitate development of information literacy (IL) among students, is the outcome of a project run by the Library and Learning Resources and the School of Library and Information Science at the University of Borås. The model is a top-down-model and the Rector of the University of Borås in early 2009 made a decision that it should be implemented in all programs at the university. Thereby the senior administrators were given the responsibility to promote and facilitate sustainable collaboration between the university departments and the library to develop embedded IL modules through the curriculum. The overall analysis and planning to identify where IL modules should be integrated in a program is a responsibility shared by the director of studies and the teaching librarian. Course coordinators, teachers and the teaching librarian collaborate on writing learning outcomes for the actual IL module, decide the content, assignments and the overall design of the IL module. The implementation of the model is still in it’s cradle. There will surely be obstacles to overcome along the road as the model unfolds and it will surely take some time for everything to fall into place. But the goal is clear: to design embedded discipline sensitive IL modules to support the students’ development of information literacy, both for their needs as students but equally important to prepare them for their professional career. As a starting point for the implementation of the model the teaching librarians discussed what should be classified as basic knowledge and what should be classified as advanced knowledge in terms of information literacy. The discussions resulted in guidelines for the creation of IL modules with an emphasis of progression throughout the whole programs, but the guidelines are general enough to allow for adaptation to the specific needs of individual programs and the students’ various future professions. What was achieved during this first year reveals that the IL modules must indeed be allowed to differ in number and size as well as in content for the different programs. The presentation will give a few examples that will illustrate how learning outcomes can vary between different programs, and how the university’s learning management systems (LMS) is used for assignments and assessment. Finally it will present some lessons learned.

Ciência da Informação e Humanidades Digitais

2019 ◽  
Author(s):  
FRANCISCO CARLOS PALETTA
Keyword(s):  
Labor Market ◽  
Information Literacy ◽  
Digital Library ◽  
Exploratory Study ◽  
Digital Humanities ◽  
Information Science ◽  
Digital Age ◽  
Web Of Data ◽  
The University ◽  
The Web

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

Integration of Science and Education in Universities of the Regions: Multichannel Funding and Different Organization Models

2021 ◽  
pp. 53-92
Author(s):  
Galina A. Untura ◽  
◽  
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Regional Innovation ◽  
Research And Innovation ◽  
Innovation Activities ◽  
Research Activities ◽  
Scientific Organizations ◽  
Flagship Universities ◽  
Science And Education ◽  
The University

Integration of science, higher education, innovative entrepreneurship contributes to the solution of topical problems caused by global challenges. The article shows that universities integrate scientific, educational, innovative activities both within their structural units and in cooperation with other participants in regional innovative systems. The aim is to identify the trends in multichannel funding of universities in the regions, which creates the conditions for the integration of educational and research activities, and summarize the experience of universities that have created strategic academic units (SAUs) as one of the forms of integrating science and higher education. Based on the statistical analysis of financial receipts to universities from various sources in 2015 and 2019 (form VPO_2), the trends and structure of the funding distribution by type of educational and research activities in the regions of the Russian Federation were compared. It has been revealed that educational activities dominate in universities, accounting for about 70% of all income, and research activities 12–13%. Regional cases of the universities (ITMO, NNU, TSU, NSU, SFU) were analyzed. They integrated science and education in the form of SAUs. The cases were prepared on the basis of a content analysis of roadmaps for the period 2016–2020, interviews, and other open information. The analysis has showed that the organizational model of each SAU is created on the basis of the uniqueness and competitiveness of the university’s scientific and educational specialization by mechanisms that ensure the integration of the educational process and research activities through the involvement of students, graduate students in research and innovative projects. It is concluded that the flexibility and versatility of training programs and research at the university in the SAU format is formed in cooperation with many participants in regional innovation systems, which leads to the demand for its services by enterprises in the regions of the European part of the country and Siberia. The synergy of educational, research and innovation activities is achieved within the framework of both one university and through its network interaction with other Russian and international universities, scientific organizations, and enterprises. The experience of creating SAUs can be used by regional administrations, corporations in the development of world-class scientific and educational centers within the framework of the Science national project and national research and flagship universities of the strategic academic leadership program.

scholarly journals New Consortial Model for E-Books Acquisitions

2016 ◽  
Vol 77 (3) ◽  
pp. 269-285 ◽  
Author(s):  
Luke Swindler
Keyword(s):  
Lessons Learned ◽  
Library Services ◽  
Collection Development ◽  
Digital Environment ◽  
Research Libraries ◽  
Oxford University ◽  
Electronic Environment ◽  
Over Time ◽  
Oxford University Press ◽  
Library Collections

E-books constitute major challenges for library collections generally and present fundamental problems for consortial collection development specifically. The Triangle Research Libraries Network (TRLN) and Oxford University Press (OUP) have created a mutually equitable and financially sustainable model for the consortial acquisition of e-books coupled with print titles needed to support instruction and research across the disciplinary spectrum within a transitional framework that is acceptable to users while moving both libraries and publishers to a decidedly electronic environment for monographs. Working with YBP Library Services, TRLN and OUP developed a flexible vending model for systematically increasing e-books acquisitions in tandem with reducing print intake over time and keeping net costs constant that other consortia and publishers would find useful. This article focuses on creating an acceptable and sustainable model that allows libraries to shift to e-books and the implications for traditional cooperative collection development. The research reports on the principles undergirding the pilot, how it developed, challenges encountered and lessons learned, librarian and user reactions to this format shift, and resulting philosophical and practical evolutions in consortial approaches to monographic acquisitions and understandings of what constitutes cooperative collections success in a digital environment.

scholarly journals Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions

2020 ◽  
Author(s):  
Shannon Gordon ◽  
Alison Hitchens
Keyword(s):  
Service Providers ◽  
Lessons Learned ◽  
Data Sources ◽  
Campus Community ◽  
Bibliometric Data ◽  
Institutional Level ◽  
Research Libraries ◽  
Library Impact ◽  
The University ◽  
Impact Framework

This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.

scholarly journals First-generation students’ information literacy in everyday contexts

2019 ◽  
Vol 13 (2) ◽  
pp. 73
Author(s):  
Darren Ilett
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Generation ◽  
Information Science ◽  
Funds Of Knowledge ◽  
Library And Information Science ◽  
Deficit Thinking ◽  
First Generation Students ◽  
Research Papers ◽  
The Us

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.

scholarly journals On financing the state assignments to higher education institutions to perform research and development projects

2021 ◽  
Vol 50 (2) ◽  
pp. 119-135
Author(s):  
Yu.D. Shmidt ◽  
◽  
L.A. Krokhmal ◽  
N.V. Ivashina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Higher Education Institutions ◽  
Planning Period ◽  
Research Activities ◽  
Russian Higher Education ◽  
Scientific Potential ◽  
The Cost ◽  
The University ◽  
Significant Factors

The paper presents the issues of higher education institutions research activities efficiency and financing. Empirical data on the Russian higher education institutions research activities efficiency have been investigated. A new model for higher education institutions research activities public financing has been suggested. The model developed a methodology for calculating subsidies for basic, guaranteed funding of scientific activities of universities, designed to compensate for the cost of simple reproduction of their scientific potential. The integral index, which allows accounting the influence of statistically significant factors on the total amount of research and development work performed by the University, is formed and justified by methods of econometric modeling. The proposed approach allows us to calculate the amount of guaranteed funding for the scientific activities of each university in the planning period with a known amount of financial resources allocated for the basic financing of scientific activities of universities in the country.

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