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EBLIP8 Presentations

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Presentations from the 8th International Evidence Based Library and Information Conference held in Brisbane 6-8 July 2015. Full details of the program can be found at http://eblip8.info

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EBLIP8 Presentations

  1. 1. 8th International Evidence Based Library and Information Conference The full program can be found at http://eblip8.info
  2. 2. Monday 6 July
  3. 3. Denise Koufogiannakis University of Alberta Virginia Wilson University of Saskatchewan Lorie Kloda McGill University Canadian LIS faculty research: Linked to library practice? 8th International Evidence Based Library and Information Conference Brisbane, Australia | July 6, 2015 3
  4. 4. ◼Appears to be a disconnect between research and practice (McKechnie, Julien, & Oliphant, 2008; Turner, 2002; Wilson, 2003) ◼Transition from “library” to “information” schools (http://ischools.org/members/directory/) ◼Doctoral research in librarianship declining (Finlay, Sugimoto, Li, & Russell, 2012), more interdisciplinary (Luo, 2013) ◼Are library and information studies programs preparing students for practice? ◼Collaboration between practitioners and researchers proposed as one way of bridging the gap (e.g., Cruickshank, Hall, & Taylor-Smith, 2011; Ponti, 2010) BACKGROUND 4
  5. 5. To what extent is LIS faculty research in Canada related to libraries or the practice of librarianship? RESEARCH QUESTION 5
  6. 6. ◼Content analysis ◼Journal articles published between 2008 to 2012 ◼Current permanent faculty at all 8 Canadian schools granting ALA-accredited Master’s degrees ▪Alberta, British Columbia, Dalhousie, McGill, Montreal, Ottawa, Western METHODS & SAMPLE 6
  7. 7. ◼Searched 5 bibliographic databases ▪ LISA, LISTA, Library Literature, Scopus, Web of Science ◼Searched 103 faculty members (in author field) ◼Excluded non-journal publications, editorials, conference proceedings when possible METHODS: DATA COLLECTION 7
  8. 8. Metadata ▪ Language ▪ Year ▪ Authors ▪ Journal title Data extraction ▪ Research? ▪ Librarianship? ▪ Domain(s) of librarianship ▪ Type of librarian or library setting(s) ▪ Subject being studied (unit of analysis) ▪ What is this article about? ▪ Practitioner author? METHODS: DATA ANALYSIS 8
  9. 9. Flow diagram of included journal articles DATA ANALYSIS Records identified through database searches n=1177 Records after duplicates removed n=639 Records remaining after initial screening for false hits n=423 Articles included in content analysis n=423 Final number of articles included n=304 Records excluded (false hits) n=216 Articles excluded (out of scope, duplicate, no full text) n=119 9
  10. 10. University Number of articles Number of faculty Mean number of articles/faculty Western 66 21 3.1 McGill 65 11 6.5 Toronto 59 23 2.6 Montréal 57 16 3.6 FINDINGS: ARTICLES BY SCHOOL 10
  11. 11. Journal All included articles Research articles in librarianship JASIST 33 20 Documentation et bibliothèques 13 1 CJILS 12 11 First Monday (Open Access) 10 1 FINDINGS: TOP JOURNALS 11
  12. 12. FINDINGS: RESEARCH & LIBRARIANSHIP 12 Total Articles Research Articles Research Articles in Librarianship 304 218 (72% of total) 142 (65% of research articles) (47% of total)
  13. 13. Domain All included articles (N=304) Research articles in librarianship (n=142) Information access & retrieval 92 72 Collections 25 21 Professional issues 25 11 FINDINGS: LIBRARIANSHIP DOMAINS 13
  14. 14. Type of librarianship All included articles (n=304) Research articles in librarianship (n=142) Public (only) 26 14 Academic (only) 18 13 School (only) 6 2 Academic + Public 3 3 FINDINGS: TYPE OF LIBRARIANSHIP 14
  15. 15. Subject (unit of analysis) Research articles in librarianship (n=142) Systems 61 People 46 Information sources 34 Library/information centres 14 FINDINGS: SUBJECT OF THE STUDY 15
  16. 16. FINDINGS: TITLE WORD ANALYSIS http://bit.ly/LIStitles Sinclair, S., & Rockwell, G. (2015). Cirrus. Voyant. Retrieved March 5, 2015 from http://voyeurtools.org/tool/Cirrus/ 16
  17. 17. Total articles Unique co-authors Unique librarian co-authors Unique library tech co-authors Papers with librarian/libtech co-authors 304 287 24 1 20 ARTICLES CO-AUTHORED BY LIBRARIANS 17
  18. 18. ◼Snapshot of a 5-year period ◼Limited to journal article publications ◼LIS programs are not solely taught by permanent faculty members LIMITATIONS 18
  19. 19. ◼A majority of the research by Canadian LIS faculty (65%) was about librarianship related topics. ◼Research touched on all librarianship domains, especially information access and retrieval ◼Articles that were both research and about librarianship, were generally not about a particular type of library or librarian (e.g., public, academic) ◼Very few journal articles were co-authored with librarians CONCLUSIONS 19
  20. 20. Towards a teaching library Connecting academia and the profession Dr Suzana Sukovic St. Vincent’s College, Potts Point (Sydney) @suzanasukovic EBLIP8, Queensland University of Technology 6 June 2015
  21. 21. https://skiingthroughlife.files.wordpress.com/2010/02/124 7574_79127982.jpg LARK (Library Applied Research Kollektive) http://lark-kollektive.blogspot.com.au/ Workshop Research you’ve always wanted but never had (20 April 2015)
  22. 22. Research bubbles Theor y Peer- reviewing Citatio n Grant s Writin g Impa ct Evaluat ion EBP Innovat ion R&D Implementa tion Informs policy, decision- making
  23. 23. Applied disciplines (basic-applied research) Valu e Releva nce Resear ch skills Current knowle dge Use of resear ch Visibili ty Impa ct Visibili ty Educatio n of future professio nals
  24. 24. Medicine • Flexner Report (1900s, North America) – education & practice intertwined • Patient-oriented investigation • Teaching hospitals • Funding • Clinicians teaching and academics doing clinical practice • Issue of modern complexities • New Australian model –patient-based learning in rural medical centres http://107.170.101.149/sites/default/files/Rembrandt-
  25. 25. Education • Finland • Integration of theory and practice • Teachers prepared to do their own research • Teacher Training Schools & some normal schools – higher prof. staff requirement - collaboration with government depts. and sometimes faculties • Research schools in Singapore • UK – advantages of data-gathering in schools
  26. 26. Common characteristics • Strong integration of theory and practice • Patient/student-centered • Formal connections between university and practice - organizational frameworks, funding, work roles • Prof. education - learning and assessment at both places • Practitioners in teaching and research • Real-life data for academics • Experimentation - special or integrated spaces • Findings from basic and applied research applied to teaching and practice • Testing of new models/products
  27. 27. Teaching library Example 1: University library • Already part of university • Program of student residence • Compulsory research projects based in practice • User-oriented learning and research • Special librarian role – involvement in design and delivery of learning experiences; co- ordination and oversight in the library; facilitation of research projects; research role
  28. 28. Teaching library Example 2: School library Teen- centric school library Teach ers Faculty of Educati on LIS Departm ent Interest groups
  29. 29. Benefits for LIS • User-centric • Integration of theory & practice • Context for cross-disciplinary work • Use of funds and resources • Increased impact & prestige
  30. 30. Benefits Academic department Library & info centre LIS student Degrees valued in practice Prominence Better prepared for work Up to date with practice, access to prof. knowledge PD; access to research support
  31. 31. Bibliography Ash, Julie K., Lucie K. Walters, David J. Prideaux, and Ian G. Wilson. 2012. The context of clinical teaching and learning in Australia. Medical Journal of Australia 196 (7). DOI: 10.5694/mja10.11488 Gorard, Stephen, and Nadia Siddiqui. 2015. How school teachers could become the foot soldiers of education research. The Conversation, February 19. http://theconversation.com. Hallam, Gillian, and Helen Partridge. 2006. Evidence based library and information practice: whose responsibility is it anyway? Evidence Based Library and Information Practice 1 (3):88-92. Irby, David M., Molly Cooke, and Bridget C. O'Brien. 2010. Calls for reform of medical education by the Carnegie Foundation for the advancement of teaching: 1910 and 2010. Academic Medicine 85 (2):220-227. Jakku-Sihvonen, Ritva, and Hannele Niemi. 2006a. The Bologna process and its implementation in teacher education. In Research-based teacher education in Finland: reflections by Finnish teacher educators, edited by R. Jakku-Sihvonen and H. Niemi. Turku: Finnish Educational Research Association. ———. 2006b. Introduction to the Finnish system and teachers' work. In Research-based teacher education in Finland: reflections by Finnish teacher educators, edited by R. Jakku- Sihvonen and H. Niemi. Turku: Finnish Educational Research Association. Joyce, Catherine M., Leon Piterman, and Steven L. Wesselingh. 2009. The widening gap between clinicial, teaching and research work. Medical Journal of Australia 191 (3):169- 172. Levine, Arthur. 2011. The new normal of teacher education. The Chronicle of Higher Education. Lysenko, Larysa V., Philip C. Abrami, Robert M. Bernard, Christian Dagenais, and Michael Janosz. 2014. Educational research in educational practice: predictors of use. Canadian Journal of Education 37 (2). Marshall, Joanne Gard. 2014. Linking research to practice: the rise of evidence-based health sciences librarianship. Journal of Medical Library Association 102 (1):14-21. Roberts, Angharad, Andrew D. Madden, and Sheila Corrall. 2013. Putting research into practice: an exploration of Sheffield iSchool approaches to connecting research with practice. Library Trends 61 (3):479-512. Sahlberg, Pasi. 2010. The secret to Finland's success: educating teachers. In Stanford Center for Opportunity Policy in Education ~ Research Brief. Stanford, CA: Stanford University, School of Education. Swanell, Cate. 2013. Judge research on clinical impact. Medical Journal of Australia Insight, 14 October. Wilson, Virginia. 2013. Formalized curiosity: reflecting on the librarian practitioner-researcher. Evidence Based Library and Information Practice 8 (1):111-117. Zeichner, Ken. 2010. Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education 61 (1-2):89-99.
  32. 32. NSW Public Libraries and Statewide Research
  33. 33. NSW public libraries • 151 councils operating public libraries in 367 library buildings • Library Act 1939 • State Library works with councils state- wide – advisory, funding, cooperative services, PD and research
  34. 34. Research Program • Careful inquiry – data / visits / reviews • Advice to Government and local councils • Advisory Committees • State-wide projects • Targeted smaller projects
  35. 35. The long boom in NSW public libraries • Sustained growth since 2000 • Marginal growth in loans – spike in 2010/11. • Visits 30% higher – library space is in demand • Attendance at programs and events up 50% since 2010 – over 1.5m p.a. • Virtual visits grew 10% to 10.2m between 2013 and 2014
  36. 36. In-library Internet sessions doubled 2011 - 2014
  37. 37. Guidelines • Library Council of NSW – may issue guidelines under the Library Act 1939 • Recommended minimum level of service with enhanced targets • Defines the facets of a service • Guidance for suite of services to reasonably meet community needs, including, outreach, multicultural • Evidence-based
  38. 38. Standards Two parts 1. Standards: a set of evidence based targets 2. Guidelines: a set of principles for developing levels of performance which lead to quality library services
  39. 39. State-wide Project Examples • Local studies collections and services audit • Mobile and Outreach Service Models • Regional Library Models • ebooks and device usage
  40. 40. 2013/14 Local Studies Audit • Current information on local studies collections in NSW public libraries • Collection development and management • Formats, level of description and access • Digitisation • Identify best practice • Engage experts for best practice guidelines • Service pathways
  41. 41. 2013/14 Local Studies Audit • Key findings – 2.9M items – 21,000+ linear metres – 50% of libraries not on national Trove database – 15% of collections fully searchable on Trove – 60% of libraries have digitised at least some local studies – Very limited born digital content collected
  42. 42. 2013/14 Local Studies Audit • Learning outcomes – Good practice highlighted and replicated – Guidelines for image digitisation – Managing Digital Repositories course – NSW TAFE – Draft strategy for local and State collection development and referral – State Library Digital Excellence Program
  43. 43. 2014/15 Mobiles and Outreach Models • To identify the current range and scope of NSW public library mobile and outreach service models • Explore potential • To develop good practice guidelines + KPIs for NSW public library mobile and outreach services • For inspiration and model development
  44. 44. NSW public libraries • Not enough libraries? • The coast / growth areas vs sparse population areas • Mini baby boom / retirement boom • Little data on services “outside the walls”
  45. 45. Definitions Outreach services covers a wide scope.. •Mobile Libraries •Home Library •Pop-ups •Deposit Stations •Offsite services to other institutions Delivery of actual collections/services Promotion – library awareness
  46. 46. The “Wollondilly Model”
  47. 47. Outreach – they’re everywhere Marilyn the pop-up library caravan Warringah Council Library
  48. 48. Outreach models Beach Library at Coogee Beach Randwick City Library Sustainable pop-up library Hills Shire Library Service
  49. 49. Deposit Stations – a fresh look • 34? 48? • Pros and cons • Are the pros starting to tip the balance? • Connection to ILMS, self serve, WiFi, co-location, replenished and managed by mobile library, furniture, volunteer/staff
  50. 50. Re-evaluating public library reach • The results have the potential to change our thinking.. • 367 public libraries + 48 + <500 mobile stops (includes 100 rural schools) • Outback Letterbox Library • True state-wide reach a reality?
  51. 51. KPI Examples – ISO2789:2014 • Hours open compared to demand • Percentage of external users • User attendances at library events per capita • Percentage of the target population reached • User satisfaction • Willingness to return • Cost per user • Cost per library visit
  52. 52. IMPACT! The KPIs are to focus on impact Qual more meaningful than quant? Numbers are small, impact is great, so let’s make sure we get this right.
  53. 53. Outcomes 1) Formally recognise value of outreach in policy, planning, guidelines, service models and KPIs 2) Cost effective hybrid mobiles and pop-up models are proliferating 3) More comprehensive demonstration of library “reach” will assist advocacy.
  54. 54. Regional Library Models • Councils may run services regionally under the Act • Cooperative arrangements vary • s12A – no take up • Many models not formalised under the Act • Highlight successful arrangements • Tiered vision – local / regional / state
  55. 55. ebooks and devices 2014 • All NSW public libraries offer ebooks • 1.1% of total loans / low turnover (3.46 per item) • Some libraries far outperform their peers, why? • Survey and interviews with 13 high performers
  56. 56. ebooks and devices 2014 • Findings – collections actively developed and tailored – ebooks/eaudio are visible on the homepage of the library website – the titles are accessible in the catalogue – staff are trained in how to use and download ebooks/eaudio, and this training is updated – staff actively promote ebooks in the library, and in many there are signs or other promotions – training is provided to clients in how to use and download ebooks/eaudio – in most instances these are larger ebook collections
  57. 57. Thank you cameron.morley@sl.nsw.gov.au
  58. 58. Development and Assessment of Online Information Literacy Learning Objects Study investigators: Mara Bordignon, Alana Otis, Adele Magowan, Jennifer Peters, Gail Strachan, Joy Muller, Rana Tamim Paper presented at the Eighth International Evidence Based Library and Information Practice Conference 6 - 8 July 2015 | Queensland University of Technology | Brisbane, Australia
  59. 59. Background 1990s Online tutorial: Library Research Success 2010 - 2011 1 in 5 IL classes for two foundational English composition courses ... only 25% of Eng Comp sections taught 2012 Seneca College Core Literacies 2010 Campus model Team model = SLIL
  60. 60. “faculty will model digital literacy through use of a variety of media and/or mobile technologies to engage students as partners in learning”
  61. 61. Topic 1: Finding Articles Learning Outcomes Learners will be able to... 1. Select appropriate database(s) by subject or discipline as related to their research topic 2. Perform a basic search in a database 3. Understand various mechanisms for retrieving articles (printing, emailing, saving)
  62. 62. Topic 2: Finding Articles on Current Issues Learning Outcomes Learners will be able to... 1. Select social sciences, news and current events databases 2. Perform searches based on research topic 3. Evaluate results for relevancy
  63. 63. Topic 3: Popular & Scholarly [sources] Learning Outcomes Learners will be able to... 1. Differentiate between popular and scholarly literature 2. Identify characteristics of a scholarly article 3. Select the appropriate type of article for their research needs
  64. 64. Skeptical Administration
  65. 65. “Assessment as a way of measuring success.” Mestre, L. S. (2012). Designing Effective Library Tutorials: A Guide for Accommodating Multiple Learning Styles. Retrieved from ProQuest Safari Books Online database. (Mestre, 2012, Ch. 9 Assessment of learning objects: How is success measured?, para. 3).
  66. 66. Ways to document evidence as to whether the goals of the learning object were accomplished: ● Checkpoints ● Statistical tracking ● Log file analysis ● Web page analytics ● Tracking new accounts ● Evaluation of student work ● Pre- and post-tests ● Student debriefing ● Surveys (Mestre, 2012, Ch. 9 Assessment of learning objects: How is success measured?, para. 3)
  67. 67. Aims Aim of this preliminary quantitative study is to ascertain whether library-developed information literacy (IL) learning objects (LOs) impact student IL competency in comparison to traditional face to face instruction in a first year English composition foundation course.
  68. 68. Research Question What is the effectiveness of IL LOs, in comparison to face-to -face instruction, in terms of students’ skill acquisition of three different topics (Finding Articles, Finding Articles on Current Issues, and Popular and Scholarly Sources)?
  69. 69. Methodology Data Collection
  70. 70. Methodology Group 1: IL LO video Group 2: Face to Face instructio n Winter Semester (Jan to April, 2013) 40 35 Data Collection
  71. 71. Methodology 1. General descriptive statistics pre and post-tests for each of the groups Statistical Analysis
  72. 72. Methodology 2. Independent samples t-test comparisons between: ● pre-tests of the IL LOs (video) and face-to-face groups for each of the topics ● post-tests of the IL LOs (video) and face-to-face groups for each of the topics Statistical Analysis
  73. 73. Results
  74. 74. Results
  75. 75. ● student learning increased for both interventions, online and f2f ● one module outperformed f2f by 10% on the topic Finding Articles o What made this LO different? ● limitations of this preliminary study Discussion
  76. 76. Next steps: mixed methods study Conclusion IL LOs can have same impact on student learning as f2f instruction
  77. 77. Questions & Comments Thank you! Contact information: Mara Bordignon Information Literacy Coordinator, Librarian Seneca College, Toronto, Ontario, Canada mara.bordignon@senecacollege.ca
  78. 78. STAFF AS USERS Designing an evidence based intranet Ruby Warren, User Experience Librarian – University of Manitoba Libraries Ruby.warren@umanitoba.ca
  79. 79. Objective • To obtain evidence regarding the practice habits and user experience preferences of University of Manitoba Libraries’ staff, specifically regarding the Libraries’ staff intranet, and to measure the success of intranet design changes made based on this evidence.
  80. 80. Background • “Intranet users are especially critical of poor usability[… ] However, […] less attention is paid to usability in the intranet environment on the basis that all users will know just where to find the information” (White 2002) • This accurately reflects our starting situation. • In our opinion a mixed-methods approach, involving staff in task-based usability testing, focus group discussions, & design work promised better design
  81. 81. Study Design • Evidence collection arranged to enable an iterative design process • Start with the Big Issues • Focus Groups & Usability Test Tasks designed to reflect this • Base our Information Architecture on both Qualitative and Quantitative data • Card sorts, Usability Tests, & Focus Groups
  82. 82. Methodology – Focus Group • Scheduled for 1-2 hours in length • Audio recorded and transcribed • Big picture focused • Open ended questions as well as ranking questions, group ranking and prioritization, etc. • Ex., list the top three reasons you go to the intranet, what frustrates you when you use staff.lib, etc.
  83. 83. Methodology - Usability • Tasks evenly split between two main task categories – content creation and information seeking • Information seeking questions designed to reflect most common information sought (based on earlier staff polling) • Content creation tasks designed to represent most and least complicated common creation paths • Sessions recorded and transcribed • Screen recordings analyzed for number of errors and task completion • Questionnaire rating user satisfaction (Likert Scale)
  84. 84. Methodology – Card Sorts • Large card sorting windows booked at both campuses • 15-30 minutes per participant • Sorting a total of 53 cards • Able to add or relabel cards at will • Finished sorts photographed and moved to Excel • Hierarchical Cluster Analysis performed in SPSS • using multiple combinations of Euclidean distance, block distance, Ward’s method, and the average linkage between groups
  85. 85. Results – First Round • Point of need help access necessary (focus groups & usability) • Mental models not being matched (focus groups, usability, card sort) • A lack of clear purpose & expectations leads to overwhelming options (focus groups, usability)
  86. 86. Usability Results • confusion at menu labels and information organization • frustration at drop downs that extended beyond the fold • discomfort with amount of options and lack of guidance • most participants unable to post hierarchical content – most participants also unable to find minutes • 66% of usability participants were not satisfied with Staff.lib’s overall organization and menu terminology. • The rest had no opinion
  87. 87. “Participant: And it says book page committee page has been created. I just don’t – book page to me absolutely says nothing. […] It communicates no information whatsoever. Researcher: Do you find it makes you, uh, feel – P: Irritated? R: Yeah. P: Enraged? R: (laughs) Yeah. P: It just makes me… Unbelievably idiotic. Like I just think, could no one have put the least bit of thought into people that don’t typically do these kinds of things.”
  88. 88. Focus Group Results “I think that when it was put up, there wasn’t really – there weren’t really a lot of guidelines established for what to put on it. “ “I’m not ever really sure what’s on staff.lib, what’s on the website, what’s been sent in an email, what’s in a […] LibGuide?”
  89. 89. Card Sort Results • Analyzing our card sort data with dendrograms, a common mental model emerged • It was definitely not the same as the mental model used in designing the original Staff.lib • Dendrograms had a number of clusters common to all methods
  90. 90. Sample Section of Dendrogram
  91. 91. Designing Based on Evidence • Focus group indicated that users needed a sense of purpose for intranet buy-in • Usability indicated that users were overwhelmed with options and lack of guidance • Options simplified, streamlined according to most common staff.lib uses • Each option clearly defined and given definitive procedures and usage criteria (purpose)
  92. 92. Designing Based on Evidence • Focus Group, Usability, and Card Sort indicated that original information architecture did not match staff mental models • Information architecture redesigned from scratch based on card sort clusters • Multiple access points provided where usability testing & card sort indicated divergent mental models • Language and terminology revamped to match staff mental models
  93. 93. Designing Based on Evidence • Focus Group indicated help options and tutorials were strongly needed for new users • Usability testing indicated that tutorials and help links at point of need were necessary • Help and tutorial documents were created for users of varying skill levels • Multiple access points to help were provided, including stationary link in left hand sidebar and in-context links
  94. 94. New Design Testing Results • Completion times & error rates have improved • New Information Architecture and Labelling improve user confidence – multiple access points used • Staff feedback is positive – more requests for new features/guides than complaints or usability issues • Smaller design problems now need to be tackled – advanced user area terminology changes, additional functionality investigated
  95. 95. Benefits of Mixed-Methods Approach • Qualitative insights on information architecture were compared to data from cluster analysis • Ensures mental model of one user isn’t unduly influencing results • Broader problems were connected to individual usability issues and potential solutions • Ex., focus groups indicated a perceived lack of direction and support for the intranet – in usability sessions users looked for guidelines/help • Staff perception of value increased
  96. 96. Limitations • Need more users for confident quantitative Usability Test data • Card sort participants just under NNG recommended levels • (11/15 due to available user pool) • Very Library-specific focus Steps Forward • Study repeated at other institutions • Quantitative focus during Usability Task Testing next assessment and design cycle
  97. 97. Sample Bibliography • Agarwal, S. (2001). Intranet usability - tackling the management issues around implementing usable design on an Intranet. VINE, 31(3), 17 – 19 • Bargas-Avila, J., Lötscher, J., Orsini, S., & Opwis, K. (2009). Intranet satisfaction questionnaire: Development and validation of a questionnaire to measure user satisfaction with the Intranet. Computers in Human Behavior, 25(6), 1241-1250. doi: http://dx.doi.org/10.1016/j.chb.2009.05.014. • Barnes, S., & Vidgen,R. (2012). User acceptance and corporate intranet quality: An evaluation with iQual. Information & Management, 49(3–4), 164-170. doi:http://dx.doi.org/10.1016/j.im.2012.02.002. • Doll, W., & Torkzadeh, G. (1988). The measurement of end-user computing satisfaction. MIS Quaterly, 12(2), 259–274 • Etches-Johnson, A., & Baird, C. (2010). Corralling web 2.0: Building an intranet that enables individuals. Journal of Web Librarianship, 4(2-3), 265-276. doi:10.1080/19322909.2010.500596 • Fichter, D. (2000). Head Start: Usability Testing Up Front. Online, 24(1), 79. • Nielsen, J. (2004). Card sorting: How many users to test. Retrieved from http://www.nngroup.com/articles/card-sorting-how-many-users-to-test/. • Nielsen, J. (2012).How many test users in a usability study?. Retrieved from http://www.nngroup.com/articles/how-many-test-users/ • White, M. (2002). Information Architecture and Usability. Econtent, 25(4), 4 • Yoose, B. (2010). When the new application smell is gone: Traditional intranet best practices and existing web 2.0 intranet infrastructures. Journal of Web Librarianship, 4(2-3), 161-175. doi:10.1080/19322909.2010.502740
  98. 98. SCHOOL OF INFORMATION STUDIES Refugee Information Practices: Designing Appropriate Library Services Kim M. Thompson Mary Anne Kennan Annemaree Lloyd Asim Qayyum EBLIP8, Brisbane, 6 July 2015
  99. 99. SCHOOL OF INFORMATION STUDIES
  100. 100. SCHOOL OF INFORMATION STUDIES
  101. 101. SCHOOL OF INFORMATION STUDIES 2010
  102. 102. SCHOOL OF INFORMATION STUDIES Kennan, M. A., Lloyd, A., Qayyum, A. M., & Thompson, K. M. (2011). Settling in: The relationship between information and social inclusion. Australian Academic and Research Libraries, 42(3), 191-210. Transitioning Settling in Being settled
  103. 103. SCHOOL OF INFORMATION STUDIES Transitioning •Arriving and establishing information relationships • “The Multicultural Council is showing me what is true...” (R2) • “...[the] caseworker is a vital information source really so they become quite attached to them... –it’s constant, the case workers work daily with them” (SP2)
  104. 104. SCHOOL OF INFORMATION STUDIES Transitioning •Arriving and establishing information relationships •Navigating the information landscape • “...within a fortnight a letter from Centrelink. ‘You need to do this’—’You need to do that’—Devastating!” (R5) • “...basic stuff...the housing, the employment, the income, the education...[some] won’t even understand money.” (SP3)
  105. 105. SCHOOL OF INFORMATION STUDIES Transitioning •Arriving and establishing information relationships •Navigating the information landscape •Dealing with nuances of a new culture • “...I’ll take a client to the local supermarket, and the butcher, and the chemist, and just sort of say to the chemist, ‘Oh, this is my friend... they’ve actually just recently moved here, they don’t speak English very well, but they'll be coming up here to, maybe do their shopping.’ You just try to connect them with [the community].” (SP3)
  106. 106. SCHOOL OF INFORMATION STUDIES Settling in •Language • “I’ve learnt a lot...if you look at the amount of English I know, I can defend myself, I can write a letter...that gives me the edge to communicate better with some people outside...the [local] community” (R5)
  107. 107. SCHOOL OF INFORMATION STUDIES Settling in •Language •Establishment of new social networks
  108. 108. SCHOOL OF INFORMATION STUDIES Settling in •Language •Establishment of new social networks •Begin using library (if previously introduced)
  109. 109. SCHOOL OF INFORMATION STUDIES Being settled •Greater awareness of information needs •Self sufficient and confident in information literacy •Act as reference points for other members of the community
  110. 110. SCHOOL OF INFORMATION STUDIES Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes: Information practices of refugees. Journal of Documentation, 69(1), 121-144. •Phases of settlement
  111. 111. SCHOOL OF INFORMATION STUDIES Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes: Information practices of refugees. Journal of Documentation, 69(1), 121-144. •Phases of settlement •Complex information landscape • Need for social networks for information navigation
  112. 112. SCHOOL OF INFORMATION STUDIES Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes: Information practices of refugees. Journal of Documentation, 69(1), 121-144. •Phases of settlement •Complex information landscape • Need for social networks for information navigation •Compliance and everyday information • Taxes, DOCS, banking, visas, driving license, traffic rules, enrolling in schooling, etc.
  113. 113. SCHOOL OF INFORMATION STUDIES Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes: Information practices of refugees. Journal of Documentation, 69(1), 121-144. •Phases of settlement •Complex information landscape • Need for social networks for information navigation •Compliance and everyday information • Taxes, DOCS, banking, visas, driving license, traffic rules, enrolling in schooling, job applications, etc. •Visual, social, and embodied information • Nuances, tacit information (unspoken, social conventions). • Storytelling, tips and tricks
  114. 114. SCHOOL OF INFORMATION STUDIES Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes: Information practices of refugees. Journal of Documentation, 69(1), 121-144. •Barriers to information literacy • Information overload • Language competency • Time • How information is presented or provided • Digital resources, steep learning curve
  115. 115. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). Humanitarian Settlement Services (HSS) works with service providers in the community • Multicultural Council for Refugee Resettlement • Centrelink • Centacare • St. Vincent de Paul • Public library • Local city council • Vocational educational providers • Commercial entities
  116. 116. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Information sharing and communication among service providers • Multicultural Council, St Vincent, Centacare • “I think we [the library] fit into the sort of recreation thing, rather than the information” (SP L) • Some confusion and duplication
  117. 117. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Information sharing and communication among service providers •Expectation of cooperation from other agencies • “Last weekend we had a ‘Law in the Land’ workshop...so we had people from Community Services, from DOCS, from the Legal Aid, from the Police Department, and also from the Family Relationship Centre, so they could actually present about their services and our client group were able to ask questions about their experience.” [SP_MC]
  118. 118. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Information sharing and communication among service providers •Expectation of cooperation from other agencies •Funding the service providers • “We also do actually apply for other funding through a number of different ranges. Sometimes we get money from the local city council to run small projects...councils, Community Relations Commission, women’s violence domestic stuff; anything that is going around that we can apply for.” [SP_MC]
  119. 119. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Information sharing and communication among service providers •Expectation of cooperation from other agencies •Funding the service providers •Servicing and communicating with refugees • Face to face is best • Seek volunteers who represent the target community • Language services needed • Good selection of language resources available
  120. 120. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Information sharing and communication among service providers •Expectation of cooperation from other agencies •Funding the service providers •Servicing and communicating with refugees
  121. 121. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Marketing of services by service providers • “The more exposure to the wider community, the better” [SP_MC2] • “Word of mouth works across the range of services” [SP_CC] • “I think TV is probably [best], from when I go visit families, the television is quite often on and so I think probably TV would be the best way to go. I don’t think many actually read the newspaper, spend much time looking at the newspaper, just from my experience. And then radio—less so too. I think there’s music playing, but that is normally cds” [SP_CC]
  122. 122. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Marketing of services by service providers •Information needs of service providers • Language support • Budgetary constraints • Cultural awareness training
  123. 123. SCHOOL OF INFORMATION STUDIES Qayyum, A., Thompson, K. M., Lloyd, A., & Kennan, M. A. (2014). The provision and sharing of information between service providers and settling refugees. Information Research, 19(2). •Marketing of services by service providers •Information needs of service providers •Trustworthiness of service providers • “They take our advice...very seriously, you know. Like they’re very much sort of saying, ‘Well, you tell us and then that’s the truth, the gospel,’ and so it is very important that we have good people, good staff that will look after [the refugees].” [SP_FG]
  124. 124. SCHOOL OF INFORMATION STUDIES
  125. 125. SCHOOL OF INFORMATION STUDIES Physical information access •Information overload mediated by service providers •Making physical resources available on demand
  126. 126. SCHOOL OF INFORMATION STUDIES Intellectual information access •Language services •Marketing of services •Literacy and information literacy education
  127. 127. SCHOOL OF INFORMATION STUDIES Socio-cultural information access •Building ambidirectional trust •Culturally tailored services •Community consultation
  128. 128. SCHOOL OF INFORMATION STUDIES Contact: Kim M Thompson kithompson@csu.edu.au Tel: +61 2 6033 2808 Fax: +61 2 6033 2733
  129. 129. Public library pre-school storytimes in New Zealand Aotearoa: Comparing the theory and practice of community-based early literacy skills development Anne Goulding John Dickie Mary Jane Shuker Lauren Bennet
  130. 130. Presentation overview  Context and theoretical background ◦ Early and emergent literacy ◦ Socio cultural theories of literacy learning ◦ Pre-school library storytimes  Data gathering  Key findings ◦ Print motivation ◦ Phonological awareness ◦ Print awareness ◦ Vocabulary ◦ Narrative awareness ◦ Letter awareness  Conclusion
  131. 131. Importance of literacy “Reading is an essential skill that enables people to understand the world around them” (OECD, 2012)
  132. 132. Emergent literacy (Clay, 1966)  Literacy acquisition happens from birth (Teale, 1986)  Children have literacy understanding before they enter school  Reading and writing behaviours that precede and develop into conventional literacy (Sulzby, 1989)
  133. 133. Sociocultural theories  Piaget – literacy is partly discovered  Vygotsky – based on behaviours modelled and supported by adults ◦ Zone of Proximal Development ◦ Scaffolding
  134. 134. Interactive shared reading “the single most important activity for developing the knowledge required for eventual success in reading" (Commission on Reading, National Academy of Education, 1985)  Introduces children to the structure of stories, schemes and literary conventions  Exposes children to the “written language register”  Exposes them to the variety of written discourse  Fosters their vocabulary  Introduces children to the concept that print conveys meaning  Helps with letter recognition and sound awareness
  135. 135. Public libraries and young children’s literacy “Take them to the library” (Prof. Kathy Sylva)  Access to reading materials and media  Space  Storytimes and outreach activities
  136. 136. Six early literacy skills (Ghoting and Martin-Diaz, 2006) 1. Print motivation 2. Phonological awareness 3. Vocabulary 4. Narrative skills 5. Print awareness 6. Letter knowledge
  137. 137. The study  An exploration of the extent to which public libraries in New Zealand support the development of early literacy skills through their storytime programmes
  138. 138. NZ Deprivation Index rating No. of children Ages Race Library service 1 Site A 3 20 Mostly 3-5. Maj. pākehā (2 SE Asian) Site B 5 31 Mostly 3-5; 4 toddlers, 2 babies Maj. pākehā (2 SE Asian) Site C 8 18 Mostly 3-5; 4 toddlers, 2 babies Maj. pākehā (2 SE Asian) Library service 2 Site D 9 3 2-5 2 pākehā; 1 mixed race (Māori/Pasifika) Site E 9 19 Babies – younger pre-school c. 50% pākehā, 50% Asian (predom. SE Asian) Library service 3 Site F 9 26 Mostly 3-5; some babies. Maj. pākehā (5 SE Asian) Site G 10 13 3-5. Diverse Site H 4 10 3-10 Maj. pākehā; 1 Māori/Pasifika. Site I 1 10 18 months to 5. Maj. pākehā; 1 mixed race (Asian) Library service 4 Site J 10 150-200 Mostly Kindy age; some younger. Diverse – maj. Māori/Pasifika. Site K 5 35 1-2 12 x SE Asian, 1xIndian, 12x pākehā 10 x Samoan Site L 5 24 Younger - >3 Mostly SE Asian (Chinese); 5 pākehā Sample
  139. 139. Data gathering  Observations ◦ Librarians’ approach ◦ Children’s behaviour ◦ Caregivers  Semi-structured interviews ◦ Background ◦ Sessions ◦ Materials ◦ Aims
  140. 140. Print motivation  Reading engagement “I guess at the end of the day we are trying to get that connection between parents and children, and to get the children to aspire to more reading and to love books” “A love of reading, because everything else comes from that”
  141. 141. Print motivation - strategies  Welcome and convey excitement  Read with enthusiasm, “motherese”  Paired reading
  142. 142. Print motivation - strategies  Book choice ◦ Books the librarians enjoyed “Everything I choose I choose that I like, because I have to have that passion to pass through whatever I deliver and if I don’t like it I can’t work with it.”
  143. 143. Print motivation - strategies  Language “I’m looking for the rhythm, because the children love the rhythm and it just again engages them better. I mean if you are telling a story, “oh, the man went on the boat and it was very exciting and he saw a seagull” to “the man went on a boat. Do you think he saw a goat?”  Visuals “the visual aspects of the story must correspond with the story on that page or whatever I read otherwise it’s irrelevant and because I’m arty and because I’m a visual person the types of pictures are important to me”  Vocabulary “That sometimes puts me off choosing a book, if every single page there is a word you’ve got to explain. It can defeat the object really”
  144. 144. Print motivation - strategies  Book choice - books the children enjoy ◦ Age appropriate “It was In the jungle, the mighty jungle, the lion sleeps tonight, and although the song would have been probably ok the way the book was presented was a bit old.... The illustrations and the words were more close together – there were lots of words.” ◦ Range of genres (e.g. non-fiction) “I do use a non-fiction book which is called Exploding bums or something and it’s about the gory things that come out of the bottoms, so I’ll very occasionally do that.” ◦ Well-known books “the kids still get the same excitement out of it, they can now anticipate something and participate in it”
  145. 145. Print motivation - strategies  Book choice - books the children enjoy ◦ Interactive books “I like to use the most interactive ones. Because it is really easy to get their attention…. so they won’t be bored, like the I-spy one, something hidden. It’s really nice to hear them guessing them, getting it right and getting it wrong. And I’ll always go make myself wrong, “no, oh, I don’t know that.” So then they feel that they are right, that’s really happy. So I love interactive ones.”
  146. 146. Print motivation - strategies  Book choice - books the children enjoy ◦ Visuals “strong pictures, nice contrasts. For example, the one I am going to do today doesn’t look like it is much, but we are going to do aliens today, and it is this little alien. It is this book you can read right down, or you can read it from down right up. It’s got the black and yellow and blue and the aliens just kind of stand out. And that’s cool, cos hopefully that engages the younger ones as well.”
  147. 147. Print motivation - strategies  Variety ◦ Stories, songs, rhymes, activities “I have tried just doing stories, one after another without any rhymes or songs and after two stories they get a bit fidgety, even if the stories are quite engaging, I think they like to have a break.”
  148. 148. Print motivation - strategies  Participation ◦ Asking the children to join in ◦ Using props
  149. 149. Phonological awareness  The awareness that words are made up of smaller sounds
  150. 150. Phonological awareness - strategies  Reading rhyming books  Action rhymes  Singing songs “They don’t do the singing pretty much, so you just have to go for the singing yourself. And as my mum said, ‘[name] you’ll never be a singer.’ And I tell parents anyone can sing. They don’t care, they just want to hear your voice. And they don’t care if you’re in tune or not. So as long as you keep enjoying it”.
  151. 151. Print awareness  Print carries meaning  Print conventions
  152. 152. Print awareness - strategies  How to treat books  Pointing at words as reading  Book handling and terminology “we always talk about the first page, the front cover and I love it that they can’t read because then they can’t just tell you what that book is going to be about”
  153. 153. Vocabulary  Knowing the names of things
  154. 154. Vocabulary - strategies  Book choice – complexity of language “I will choose [a book] based on its language and its uses so there may be a particular word in there that is interesting to me, it sounds interesting so I might use it, particularly, just for that word”  Explaining unfamiliar words “I think I had A mammoth in the fridge. ‘What’s a mammoth?’ ‘It’s like a big fluffy elephant. So we know what a mammoth is now?’ If I think there is going to be a word there they just have no idea what I’m saying then I will sort of pre- empt that before the story possibly.”
  155. 155. Vocabulary - strategies  Talk around books ◦ Immediate talk ◦ Non-immediate talk ◦ Craft sessions
  156. 156. Narrative awareness  Understanding the structure of stories
  157. 157. Narrative awareness - strategies  Predictions  Descriptions  Open-ended questions  Acting out the story  Retelling the story ◦ “Yes, we will go and recap the story and what not and what did you think of it. Sometimes I will recap just on pictures because if it is a very long story and I can tell that they’ve forgotten parts of it because I’ll ask them something – that’s another thing, you question throughout the story and you can see, oh maybe it has been too long and we’ve forgotten that bit and I don’t mind flicking back and forth in between… And we’ll go back to the beginning and we’ll look at the pictures, ‘what was happening here?’ and then it brings them back up to speed so now they can carry on and we’re on the same page.”  Craft activities
  158. 158. Letter awareness  Knowing the names of letters
  159. 159. Letter awareness - strategies  I-Spy – something beginning with…. “an opportunity to use alphabet if it presents itself in a format that I like, I don’t go out and search for that, because I don’t want to um… I don’t think it’s necessary” “My main thing is they’re coming in the library and seeing it as a fun place to be. I’m not there to teach – I’m there to show them here is a place they can come to… It’s not a scary place, and that they’ll think of it as a happy place to be.” “we’re not teachers. They’re coming in from preschools or whatever … that is what they are doing there. Other people may feel more that it should be learning but I want them to know that books are here
  160. 160. Overall aims “I want to engage the children. I want them to obviously enjoy it. I want them to feel like the library is a fun place to come. It’s a good place, good things happen in the library. Reading is a cool thing to do, and there are so many adventures in books and they’re all an adventure and you can go on as many adventures as you want. And once they love reading I think the rest of the world makes more sense”.
  161. 161. Conclusion  Range of good practice to develop the 6 early literacy skills ◦ But some more than others  Library storytime is a sociocultural experience  Scaffolding practices ◦ Pre-reading ◦ During reading ◦ After reading
  162. 162. “Children’s experiences with literature need to begin with enjoyment” (Jalongo, 2004, p. 2)
  163. 163. Workshops
  164. 164. www.tils.qut.edu.au www.tils.qut.edu.au D I V I S I O N O F T E C H N O L O G Y , I N F O R M A T I O N A N D L E A R N I N G S U P P O R T Big Data Analytics Doug Brown Joanna Logan CRICOS No. 00213J
  165. 165. www.tils.qut.edu.au Overview • About this workshop • Material covered • What is Big Data? • Splunk • Ingest Data • SPL • Dashboards • Resources
  166. 166. www.tils.qut.edu.au About this workshop • In this workshop our focus is on big data analysis concepts • We only cover a very small subset of the search processing language • Although we use a particular product, the same principles apply to other similar technologies • We will be using fictional but realistic library helpdesk query records and gate count data • We will build up a dashboard with each command
  167. 167. www.tils.qut.edu.au Material covered • Introduction to basic: – Filtering – Statistics – Calculation – Enrichment • Not covered: – Correlation – Prediction – Administration
  168. 168. www.tils.qut.edu.au What is Big Data Analytics? • “Big Data” is unique in: – Volume – Velocity – Variety – Variability • Analytics to find: – Trends – Anomalies – Predictions http://img.deusm.com/thetransformeddatacenter/2013/03/26078 5/121034_759083.jpg
  169. 169. www.tils.qut.edu.au Value of the data • Visual representation of data • Raises the visibility of the data • Cross reference data • Identify anomalies • Identify trends • Potential to save time • Availability of the data
  170. 170. www.tils.qut.edu.au Examples of scenarios & data Identify any key gaps in embedded learning support – Faculties, units, courses & year levels for individual student appointments – Faculties, units, courses & year levels for embedded (faculty specific) workshops – Faculties, units, courses, year levels & outcomes (development of a learning resource, curriculum involvement etc) for targeted engagement with faculty
  171. 171. www.tils.qut.edu.au Lessons learnt • Amount of time required to convert your files to csv files & rules • Amount of time to learn a new platform • Availability of data • Confidentiality of data • Relevance of the data
  172. 172. www.tils.qut.edu.au
  173. 173. www.tils.qut.edu.au • Fast Company rated as #1 Big Data Innovator • How data is managed: – Human-readable data ingested and stored raw – Indexed based on timestamp – Never changes • Fields are extracted at search time • Provides collection, processing, storage, search, analysis and communication
  174. 174. www.tils.qut.edu.au Splunk Licensing • Splunk on your desktop is “free” (up to 500MB/day) • Splunk server is subscription based, but your IT department may already have a subscription • Splunk is available for a 60 day free trial, limited to uploading 500 MB per day
  175. 175. www.tils.qut.edu.au Examples of common search commands Top - Displays the most/least common values of a field Stats - provides statistics, grouped optionally by fields Timechart - returns results in a tabular output for (time-series)charting. Eval - calculates an expression Lookup - adds field values from an external source
  176. 176. www.tils.qut.edu.au Hands-on Login to search app (from within the QUT network) • Go to: eblip.qut.edu.au • username: guest • password: eblip8 Ingest data • helpdesk.csv • gatecounter.json
  177. 177. www.tils.qut.edu.au Searches Search 1: Search for any available data • Type “*” • Select timestamp – Presets – “All time” Search 2: • Look at Selected Fields – “Source” on left hand menu • Select “helpdesk.csv” • source=helpdesk.csv source=helpdesk.csv (method=website OR method=e-mail) NOT duration=0
  178. 178. www.tils.qut.edu.au Top search Top search – source=helpdesk.csv | top method Add to dashboard – Save As – Dashboard panel – Select “New – Add a “Dashboard title” – with your name Add time selector – Edit – “Edit Panel” – Click on the magnifying glass icon & select “Edit Search String” – Select a Time Range Add Autorun – Click on “Add input” – select “Time” – Select “Autorun dashboard”, tick and click on Done
  179. 179. www.tils.qut.edu.au Stats search Search – source=helpdesk.csv | stats sum(duration) by query Visualisation Dashboard Panel - Save As – “Dashboard Panel” - Save to “Existing”
  180. 180. www.tils.qut.edu.au Eval search Search – source=helpdesk.csv | eval query_duration=(duration+2)/60/24 | stats sum(query_duration) by query Add time selector – Edit – “Edit Panel” – Click on the magnifying glass icon & select “Edit Search String” – Select a Time Range
  181. 181. www.tils.qut.edu.au As and Sort Modify dashboard: – source=helpdesk.csv | eval query_duration=(duration+2)/60/24 | stats sum(query_duration) as Days by query | sort +Days
  182. 182. www.tils.qut.edu.au Timechart Search – source=helpdesk.csv | timechart count by library
  183. 183. www.tils.qut.edu.au Lookups Search: – source=helpdesk.csv | timechart count by "Campus Name” Add time selector – Edit – “Edit Panel” – Click on the magnifying glass icon & select “Edit Search String” – Select a Time Range – look at different periods (last week, last 3 months etc)
  184. 184. www.tils.qut.edu.au Example of correlation between the two datasets Demo: source=helpdesk.csv OR source=gatecounter.json | timechart count(eval(source=="gatecounter.json")) as Gatecounter count(eval(source=="helpdesk.csv")) as Helpdesk by "Campus Name"
  185. 185. www.tils.qut.edu.au Quick Reference Guide Host = Name of the physical or virtual device where an event originates. Source & Source type = Name of the file, directory, data stream or other input from which a particular event originates. Sources are classified into source types. Fields = Use fields to write tailored searches. Tags = Aliases to particular field values You can assign one or more tags to any field name /value combination. Use tags to group related field values. Search = The primary way that way users navigate data in Splunk. Searches can be saved as reports and used to power dashboards Reports = Saved searches and pivots. They can be either ad hoc or scheduled to run on a regular interval Dashboards = Made up of panels that contain modules such as search boxes, fields, charts, tables, forms etc, & usually linked to saved searches or pivots.
  186. 186. www.tils.qut.edu.au Resources Getting Started with Splunk - Overview & Demo, Webinar 17 July, Friday, July 17, 12:00 pm – 1:00 pm Australia Eastern Standard Time The Splunk Solutions Development Team presents a 45 minute overview and demo of Splunk, the engine of machine data. Topics covered will be Architecture, Downloading, Getting Started, Basic Search, How to Solve Problems and How to Provide visibility at all levels with Splunk. There will be 15 minutes of Q&A after the demo. Register at the above link splunk4good.com - examples of dashboards - e.g. Hurricane Sandy Social Media Social Highlights http://sandyresearch.splunk4good.com/en- US/app/sandysocial/Hurricane_Sandy_Social_public
  187. 187. www.tils.qut.edu.au Other Resources Basic Search and Reporting: • Please watch each of these videos and read the associated documents in order: • Introduction: http://www.splunk.com/view/SP-CAAAGW8 in tandem with ALL of Part 4 in this document: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutthesear chapp • Tutorial: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Startsearching • Reports: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutsavingan dsharingreports • Dashboards: http://www.splunk.com/view/SP-CAAAGXD in tandem with ALL of Part 7 in this document: http://docs.splunk.com/Documentation/Splunk/6.2.3/SearchTutorial/Aboutdashbo ards Other Resources: • This is a free interactive online course covering all the content above: http://www.splunk.com/view/SP-CAAAHSM • Free eBook covering basic and advanced use cases: www.splunk.com/goto/book • Command cheat sheet: https://www.splunk.com/web_assets/pdfs/secure/Splunk_Quick_Reference_Guide.pdf
  188. 188. From blog to academic article Getting your work published Dr Suzana Sukovic St. Vincent’s College, Potts Point Dr Bhuva Narayan University of Technology, Sydney EBLIP8 Workshop, QUT, 6 July 2015 @suzanasukovic @Bhuva_at_UTS
  189. 189. Workshop outline • Blogs • Magazines • Peer-reviewed journals • Other forms of involvement • Books • Your publication RESOURCES http://lark-kollektive.blogspot.com.au/ See Diigo group LARK, tag “publishing”
  190. 190. Think about an idea for writing Write down 2-3 questions
  191. 191. Blog • Your niche & audience • Topical professional blogs • co-authored (ALIA Sydney June blog; LARK) • Easy reading from screen • Images Image above: http://umami.typepad.com/umami/images/2007/03/18/p3018900.jpg light but substantial
  192. 192. LARK blog 54 posts since Oct 2012 15,000 views (approx) 278 views per post (approx)
  193. 193. Magazines Crockett Johnson, published 17 April 1934 http://www.tcj.com/before-barnaby-crockett-johnson-grows-up-and- turns-left/5_cj_new_masses-17-april_1934/
  194. 194. Magazines • Reviews, conference reports, events, experience from practice, point of view… • Audience & best outlet (prof. journals, newspapers, newsletters; general, library or other field) • Incite; Online Currents; Access, School Library Journal; The Conversation (academics)
  195. 195. Magazines • Editorial calendar - topical issues • Check guidelines for authors • Browse several issues, read some articles • Contact editor(s)
  196. 196. Blogs-magazines Is there any difference in style?
  197. 197. Peer-reviewed papers/ articles Paper-based research 1. You want to write a paper, so you start doing some research. 2. Often deadline driven. 3. Works relatively well for conference papers. 4. May (or may not) work for journal papers. 5. Rarely works for a thesis. Research-based paper 1. You did some research and you seek to publish a paper about your findings 2. Often results-driven 3. Works well for journal articles 4. Often "too much" for a conference paper.
  198. 198. Ideas: where to start As well as ‘traditional’ research… • Are you working on a coursework/ research project? • Have you completed a project which concluded successfully? • Are you wrestling with a problem with no clear solution? • Do you have an opinion or observation on a subject? • Have you given a presentation or conference paper? If yes to any of the above, you have the basis for a publishable paper.
  199. 199. Start small • You don't need a completed article. • Start by looking at a journal's author guidelines for manuscript submission and at other articles a journal has published. • Just send an idea to the editor and they may give you feedback, identify a different journal, a special issue, or give you guidelines in advance on developing your paper. • Select readers • Select seldom-targeted audiences or topics • Have at least one thing important to share • Mix theory and practice • Willingness to rewrite
  200. 200. Selecting a journal: Quick wins vs. Major opportunities • Who? • What? • Where? • When? • How?
  201. 201. Co-authorship as a possibility • With supervisor, across departments, someone from a different institution • Demonstrates the authority and rigour of the research • Especially useful for cross-disciplinary research • Ensure paper is checked and edited so that it reads as one voice • Exploit your individual strengths • Agree and clarify order of appearance of authors and the person taking on the role of corresponding author
  202. 202. Exercise Write down the names of people you would like to co-author with: 1. Professional friends 2. Colleagues 3. Big names in your area of expertise 4. People you meet at conferences 5. Mentors / Mentees 6. Supervisor? 7. Students? 217
  203. 203. Research paper • Original research or a perspective on a issue, current developments etc.
  204. 204. Research paper – structure • Title – descriptive • Abstract – summary (see links in Diigo) • Introduction – context, problem, outline of the following sections • Literature review • Methodology – how the study was conducted • Findings – results of the study • Discussion – connects findings with the literature review and presents author’s interpretations • Conclusion – wrapping up, contribution of the study, further work • References • Acknowledgments – placement specified by the journal guidelines
  205. 205. INTRODUCTION What was done and why LITERATURE What others have done before DESIGN How it was done RESULTS What happened when we did it DISCUSSION What this means CONCLUSIONS What we found out
  206. 206. http://journalauthors.tandf.co.uk/review/peer.asp
  207. 207. Cartoon by Nick D Kim http://www.lab-initio.com
  208. 208. Author’s response • Letter to the editor • Response to peer-reviewers’ comments • Polite • Thorough – address all comments • If you disagree, explain why (but pick your battles) • Thank them, possibly in acknowledgments too
  209. 209. Comment Response Issue 1 Reviewer 1: quote or paraphrase Reviewer 2 Brief response Where is your change in the paper? Issue 2 •Comments in order of importance (if possible) •Can be by issue; separate Reviewer 1 and Reviewer 2 or a combination •Send response and revision on time
  210. 210. Beyond authorship Other important journal publishing work that you might wish to get involved in includes: • Book reviewing • Refereeing/peer review • Editorial advisory board membership • Contributing editorship • Regional editorship • Editorship
  211. 211. Submitting a book proposal • Brief synopsis of the proposed title • Rationale for publication • Originality of the proposed book (as compared with existing books) • Target market • Competition / competitive analysis • USPs (unique selling proposition) • Potential for adoption • Promotional opportunities
  212. 212. Tuesday 7 July
  213. 213. “Evidence based” products for improving librarian decision making: A critical analysis Denise Koufogiannakis July 7, 2015 | EBLIP8
  214. 214. 1. BACKGROUND
  215. 215. What’s going on?
  216. 216. 2. AIMS
  217. 217. Aims This study sought to explore which products are being promoted as evidence based, how they are being presented to librarians, and what types of messages are being conveyed. Are these new tools useful or is evidence based terminology simply being applied as a marketing strategy?
  218. 218. 3. METHODOLOGY
  219. 219. Methodology ▷ Qualitative approach ▷ Discourse analysis o content analysis o textual analysis
  220. 220. Methods 5 LIS practitioner magazines searched: ▷ Library Journal (USA) ▷ American Libraries (USA) ▷ Feliciter (Canada) ▷ INCITE (Australia) ▷ CILIP Update (UK) 5 years of content searched: 2010-14
  221. 221. Methods Websites & promotional brochures of identified products email promotion, vendor trade shows
  222. 222. 4. FINDINGS
  223. 223. 12 texts: ▷ Library Journal (10) ▷ CILIP (1) ▷ INCITE (1) LIS magazine analysis Type of content: ▷ article (5) ▷ webcast promotion (4) ▷ ad (2) ▷ interview (1)
  224. 224. ▷ Baker & Taylor’s collectionHQ (9 texts) o Evidence Based Selection Planning (2) o Evidence Based Stock Management (1) ▷ Innovative Interfaces Decision Center (3) ▷ CIVIC technologies (2) ▷ EnvisionWare Enterprise Reporter (2) ▷ Intota Assessment (2) Products mentioned ▷ 360 Counter Service (1) ▷ Gale Analytics on Demand (1) ▷ Bowker Book Analysis (1) ▷ iPro Live (1) ▷ Nielsen Bookdata (1) ▷ Resources for College Libraries (1) ▷ Ulrich’s Serials Analysis (1) ▷ Zoho Creator (1)
  225. 225. What do these products do? Data gathering tools for collection analysis ▷ public libraries - demographic information + circulation information, - for management of the collection, help with acquisition decisions ▷ academic libraries - collections related information such as usage statistics, cost per use - for cancellation purposes, weeding, ROI
  226. 226. Other data sources Revealed a different type of product being marketed: Evidence Based Acquisition method of purchasing
  227. 227. ▷ Alexander Street Press ▷ Cambridge University Press ▷ Elsevier ▷ Gale ▷ Greenleaf Publishers taking this approach ▷ Oxford University Press ▷ Palgrave Macmillan ▷ Project Muse ▷ SAGE ▷ Taylor & Francis ▷ Wiley
  228. 228. The type of sell 3 selling strategies
  229. 229. Direct Obvious - ads, etc
  230. 230. Direct Unintended Not intending to sell the product
  231. 231. Direct Stealth hidden, deceptive Unintended
  232. 232. Terminology used to sell Magazines ▷ time saving ▷ makes the librarian’s job easier ▷ enables libraries to do more ▷ improves collection management ▷ used by other satisfied customers ▷ dependable ▷ have well-developed infrastructure ▷ easy to use ▷ high quality Evidence Based Acq. ▷ smart purchasing decisions ▷ “you decide” ▷ Meet direct needs of user base ▷ maximize budget/flexibility ▷ support decision making
  233. 233. “CHQ can extract data from any integrated library system (ILS) and then, through a suite of web-based modules, create a data-driven plan to build and deploy a library’s physical collection. CHQ makes clear what materials to buy and in what quantity to meet patron demand. It also makes transfers among branches and weeding quick, evidence-based activities. LJ3 - Article written by LJ editor
  234. 234. “introducing this unique purchase model allows our customers to experience the platform with little risk and also enables them to make smart purchasing decisions that they can feel comfortable are meeting the direct needs of their user base. Gale Virtual Reference Library
  235. 235. 5. DISCUSSION
  236. 236. Discussion ▷ Useful products? Evidence-based products? ▷ Has EBLIP finally arrived? Have we allowed vendors to apply “evidence- based” without question? Does this diminish meaning? ▷ Need to be critical.
  237. 237. Thank you! Any questions? dak@ualberta.ca @dkouf
  238. 238. Credits Special thanks to all the people who made and released these awesome resources for free: ▷ Presentation template by SlidesCarnival ▷ Photographs by Unsplash
  239. 239. Using evidence to inform the vision & design of Barwon Health Library Ann Ritchie Director Knowledge & Health Information Literacy Barwon Health Library
  240. 240. Quick facts Based in Geelong, Victoria (south of Melbourne) Largest employer in the region  6,600 staff • ~5,000 clinicians • 400+ Junior Medical Officers (interns, residents, registrars)  Serves a catchment population 350,000-500,000, Geelong to the South Australian border  400 acute beds, all acute services except neurosurgery + rehabilitation + residential aged care + community health + health promotion
  241. 241. A modern teaching hospital 1852 • Geelong Infirmary & Benevolent Asylum established 1998 • Health services in the region amalgamated to form Barwon Health 2014 • University Hospital Geelong rebranded, recognising university affiliations, teaching and research functions 21 facilities in Geelong ..and expanding
  242. 242. The old Library The Library is part of the expansion – time to modernise
  243. 243. An ambitious $65M heritage redevelopment began in 2013
  244. 244. Artist’s impression
  245. 245. St Mary’s Hall – a heritage building, will be Barwon Health’s new Regional Health Library Mezzanine level
  246. 246. Purpose of the research To design the new Library for current and future users, aligning with strategic direction Phase 1: Chief Resident interviews to explore how the Library could support their work Phase 2: Junior Medical Officer survey about their past and likely future use of the Library to support their clinical work, study, teaching and research (categories derived from interviews) – quantitative, with comments
  247. 247. Timeline Nov 2013: interviewed 5 Chief Residents Dec 2013: surveyed 500+ Junior Medical Officers, anonymous Jan-Mar 2014: interviewed key informants – Executive & directors – Senior clinicians & senior managers March 2014: report and 23 recommendations March 2015: final signoff from Heritage Victoria
  248. 248. Junior Medical Officer survey 0 5 10 15 20 25 30 35 40 45 50 Intern Resident Registrar % Work Category of Respondents (n=93) 21 44 28 17% response rate
  249. 249. ‘the Library is protected time, psychologically a place to study’ ‘there is a research imperative’ ‘often it is very hard to find space in the hospital itself to teach fellow doctors and med students’ studying for exams finding answers to clinical queries conducting research developing conference/works hop presentations teaching medical students/tutorials/ lectures writing publications collaborating with colleagues in other locations (a distributed network) Past use (n=91) 80.2% 75.8% 57.1% 38.5% 30.8% 22.0% 20.9% Future use (n=92) 91.3% 83.7% 72.8% 66.3% 64.1% 67.4% 46.7% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Responses Past use (n=91) Future use (n=92) Past vs intended future Library use
  250. 250. Exam study preferences – spaces 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% sound proof rooms (for study or so private discussions can happen) individual desks or work stations in open spaces group study on ‘open’ tables single rooms booth arrangement – bench seating with table for small group study long benches (not partitioned) in an open area % responses i would like a dedicated QUIET study area and one dedicated to group sessions. i think making space for both is very important, as often quiet studiers are crowded out by Generation Y's study patterns.
  251. 251. Exam study preferences – times 24/7 access and windows (a windowless room is depressing) 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% for longer periods, on weekends and after hours i.e. 24/7 access in between working and clinical demands as a place to settle in for half a day, with own space for a quick visit, to ‘pop over for 1 hour’, get in, get computer, books % responses
  252. 252. Finding answers to clinical queries 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Reference databases (electronic resources) in the Library Mobile (phone/ipad) access to the Library’s electronic resources Intranet access (clinical systems eg BossNet) Reference texts and journals (print) in the Library request a literature search for a more complex query Phone/pager facilities Subject-based online portals regularly updated for each specialty A reference consultation (in person) An online or chat ‘ask a librarian’ (reference) service An information consultation service for patients who have been referred by a clinician % responses Less need for a physical library for the purpose of answering clinical queries: ‘point-of-care resources in my pocket (phone) and I also have online access’
  253. 253. Future directions in consumer health literacy Registrar: ‘Patients bring in information.. what to do.. don’t know what the role of a library could be? – The scariest thing for me is the patient who comes in with highlighted printouts; I don’t know what or where the good information is. – For the patient who is never satisfied, who will keep googling – could they be directed to an independent person eg a librarian’ [with an Information Prescription from the clinician]. Context Consumer Engagement – National Safety & Quality Standards Consumer Focus Pillar 1 – Barwon Health Strategic Plan 2015- 2020 -> Consumer health literacy ‘space’ -> Library Marketing Plan Critical Issue #1 Consumers as clients -> Education Librarian
  254. 254. Research, writing, presentations 0 10 20 30 40 50 60 70 80 % responses No easy pathway to doing research.. library could be an integration centre sometimes I just want to talk to someone… need to know how to manage research literature, how to write a literature review (the consultant knows, but no time to teach). There’s a ‘drop in clinic’ for stats – how about a ‘drop in clinic’ for writing skills
  255. 255. Future directions in research Registrar: ‘The Library is the infrastructure, a source of published information AND a place to find out about research activity and support in Barwon Health’ -> Integrated spaces library/research staff, facilities, activities -> Tutorial/meeting/teaching/videoconferencing/auditorium -> showcase BH research, public forums, knowledge translation -> New Research Librarian position, implementing – Data Management Planning Tool – Bibliographic reference management system – Research information literacy training program – Digital repository
  256. 256. Teaching 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Small group ‘round the table’ for informal hands- on teaching Tutorial and lecture rooms, presentation/te aching facilities Small group tutorial rooms for formal, didactic sessions Developing and viewing web- based tutorials and elearning tools Videoconferenc ing Series1 76.9% 73.1% 70.5% 35.9% 25.6% % Responses I conduct ICU tutorials for med students, and junior medical staff, I need less formal settings, meeting space, tutorial rooms. I’m not affiliated with Clinical School, junior doctors are part of BH, library meeting rooms would be useful to book for teaching. hands on teaching for information not available in books where the ‘feel’ is important
  257. 257. Collaborating & networking The Library could be a recruitment/marketing opportunity, facilities for research are sought after..eg meeting rooms, collaborative spaces, a network of researchers with chief residents taking on an advisory role, involving supervisors of training for each department. Study partners and groups can be separated and in different locations, we want to continue as a group – this is VERY common 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Videoconferencing for study groups, research partners, ongoing education Research network support meetings Videoconferencing for interstate fellowship meetings Promotion of research publications/activities using social media External group events % responses
  258. 258. Floating Mezzanine • Natural light facing north, overlooks a void • Glass shell (double glazed) • Quiet study spaces on perimeter, double screens • Central low level shelving for clear line of sight • Study lounge with informal teaching booths • Meeting/tutorial/teaching rooms • Videoconferencing
  259. 259. Ground Floor • Café + deck connects to apartments • Conference/Auditorium (seats 100) – Library manages bookings • Board Room • Consumer health literacy foyer (main entrance) • Oral history multimedia display space • Doctors’ Lounge • Research staff
  260. 260. Thank you
  261. 261. Compiling the Evidence to Chronicle the State of the International Veterinary Library Landscape
  262. 262. Medical Sciences Library Setting Academic veterinary libraries are often part of large university library systems, impacted by changes in higher education and changes in accreditation expectations … Change is constant
  263. 263. Medical Sciences Library Trigger Reports from colleagues … “Bring out your dead! Bring out your dead!” --Paraphrase from Monty Python OR “The reports of my demise have been greatly exaggerated.” --Paraphrase of Mark Twain
  264. 264. Medical Sciences Library Objectives Compile evidence and descriptive information from international veterinary colleague libraries serving accredited veterinary schools • Space • Collections • Reporting relationships • Funding sources • Librarian assignments Create longitudinal datasets to facilitate benchmarking and trends analysis
  265. 265. Medical Sciences Library Methods: Survey • Distributed broadly to institutions and individuals in spring 2015 • Ties respondents to accrediting agencies • Focus is 5 year window • 20 questions
  266. 266. Medical Sciences Library Results: Survey Respondents
  267. 267. Medical Sciences Library Results: Responses by Accreditation 61% 7% 12% 10% 10% Respondents AVMA AVBC EAEVE RCVS Other
  268. 268. Medical Sciences Library Conclusions
  269. 269. Medical Sciences Library Creating the Composite Veterinary Library • Adapted from the Association of Academic Health Science Libraries annual survey • Tool for benchmarking and trends analysis • Constructed from the majority response for selected data reported
  270. 270. Medical Sciences Library The Composite Veterinary Library • Located within the College • Collections located in veterinary library • Reports to and funded by university library • Funding unchanged (47%) or reduced (41%) • Space unchanged (41%) or internally reassigned (37%)
  271. 271. Medical Sciences Library The Composite Veterinary Library • Staffing – No significant changes reported by 56-73% – Decreases reported in librarians, clerical and student workers by 25-29% – Decreases reported in paraprofessionals by 42% • Collections – Prefer electronic over print – Retain earlier print editions – Include audiovisuals
  272. 272. Medical Sciences Library The Composite Veterinary Library • Onsite services and activities – LibGuides (92%) – Reserve book collection (92%) – Collection development (92%) – General research consultations (90%) – Computers (90%) – Individual study spaces (84%) – Expert searching (82%) – Bibliographic instruction (80%) – Group study spaces (80%) – Acquisitions (62%)
  273. 273. Medical Sciences Library The Composite Veterinary Librarian • Responsibilities increased • Activities – Collection development (96%) – Reference (94%) – Bibliographic instruction (92%) – General research consultations (88%) – Expert searching (86%) – Acquisitions (61%) – Teach part of course within curriculum (49%) – Systematic review consultations (49%)
  274. 274. Medical Sciences Library The Composite Veterinary Librarian • Position changes – No changes (57%) – Reassigned in last 5 years (35%) – Consolidated in last 5 years (10%) • Changing workforce – 10% currently in interim position – 37% assumed position in last 5 years – 22% will retire in next 5 years
  275. 275. Medical Sciences Library Next Steps • Solicit additional respondents from all accredited libraries • Create longitudinal datasets by accrediting agency as well as comprehensive • Share results with participants and other colleagues • Publish a report of results • Create a web portal for use of survey participants • Repeat the survey annually
  276. 276. Medical Sciences Library Questions? Thank You! Contact: Esther Carrigan, AHIP, ecarrigan@library.tamu.edu Heather K. Moberly, AHIP, hmoberly@library.tamu.edu Derek Halling, AHIP, dhalling@library.tamu.edu
  277. 277. A training needs analysis case study at Legal Aid Queensland Presented by Claudia Davies & Richard Vankoningsveld July 2015
  278. 278. Aims of this project • To develop an effective and sustainable training needs analysis (TNA) methodology to inform the future development of the LAQ library’s training programs • To determine whether the mix of TNA activities identified and performed provides the evidence required to develop a relevant training program for our clients
  279. 279. Library training at LAQ • Existing library training plan developed in 2008 and reviewed occasionally on an ad hoc basis. Did not contain a needs assessment component • 7 programs identified: – Induction; individual instruction; group training; regional office program; current awareness; training external clients; and library staff professional development programs • Training plan redeveloped in 2014 • Decision was made to include a TNA process in the training plan to inform development of future training activities
  280. 280. The TNA • Multi-faceted approach - 5 components – Empirical, observational and anecdotal evidence – Self-assessment techniques avoided – Used all the data we could – to determine which was most fit for purpose • First full analysis performed in 2015 – using 2014 data
  281. 281. Query log analysis Aims to provide empirical evidence on client searching behaviours through an analysis of log data from library catalogue and KM databases
  282. 282. Introduction • Automated analysis performed on all databases, further manual analysis on Catalogue, Judgments and Comparables databases • Data provided from DBText logging capability • Automated analysis performed using MS Excel • Manual analysis of failed searches – those returning 0 results
  283. 283. Results • Demographics – 98% of searches performed between 7am – 7pm – Consistent use between 8am – 4pm – Significant variation in use each month – doesn’t correlate with school holidays – 70% of searches originate from Brisbane office, 30% from regional offices – Brisbane floors 3 & 4 biggest users – crime and inhouse barrister teams
  284. 284. Results • Catalogue – 71% of searches from predefined topic links on Intranet – like libguides – Only 19% of searches use traditional search form – Single search field use dominant when free searching – Failure rate of 15% when free searching (return 0 results) • Judgments database – 42% of searches from current awareness services – Some free search fields had very high failure rate (66% for Court field) • Comparable sentences database – Complex search form with lots of fields – Most fields used in < 10% of searches – Most popular field (charges) searches frequently fail due to usability problem
  285. 285. implications • Demographics – Spread of queries – validates library staff availability during business hours – consider out of hours support – Variation across months – schedule training for quieter periods – Regional staff usage – need for access to training and support • Catalogue & databases – Some predefined searches valued and worth maintaining – others candidates for review – Usability improvements made to search forms – more required – Other search technique problems can be addressed with training
  286. 286. Vendor statistics analysis Aims to provide some empirical evidence on the ways LAQ staff consume some key vendor provided legal resources
  287. 287. Introduction • Statistics provided by two main vendors contain basic data on usage for online research products the library subscribes to • Scope, quality and frequency of data varies between vendors • Raw usage data for products grouped by product type (caselaw, legislation etc.) and by subject area (criminal, family etc.) and analysed using MS Excel
  288. 288. Results – Westlaw AU • Commentary and caselaw resources most popular • Journal usage low (11%) • Users likely to view 1 – 2 items per search • Download rates low – only 1 in 10 searches results in a download
  289. 289. Results – LexisNexis • More even spread of usage types than Westlaw AU – commentary, caselaw, legislation all similar • Searching dominant – browsing less than 10% generally • Exception being criminal commentary closer to 60/40 searching vs browsing
  290. 290. Implications • Generally clear: – High usage caselaw and commentary across platforms – focus for training – Low journal usage reasonable given type of work we do • Possible to hypothesise: – Download rates low on Westlaw – happy reading on screen or in need of training? – High figures for browsing might point to problems searching commentary services on LexisNexis?
  291. 291. Research request analysis Aims to provide anecdotal evidence of the legal research needs and skill levels of legal staff, insight into the variety of work performed by LAQ staff, and highlight any patterns that exist in those requests
  292. 292. Introduction • Library records details of all research or reference interactions in a DBText database • Each request is classified by – Type (e.g. caselaw, legislation, general research, legal research) – Complexity (ready reference, simple, complex) – Division (e.g. criminal law, family law) – Team/location (e.g. child protection, Woodridge office) • Some changes to the data captured by the database were required for the TNA
  293. 293. Results • Complexity of requests – 3% ready reference; 74% simple; 23% complex • Subject area – 50% case law; 10% legislation; 7% mixed (general legal research) • Location of requestor – 25% criminal; 25% family/civil; 25% regional; 15% barristers – 9 of top 10 user groups were legal staff
  294. 294. Discussion • Spread of requests is even across divisions, but not teams – target high users for training – promote services to the low users • Target non-legal teams for promotion of our services – what can we do for them – focus for future needs assessment? • Bulk of requests for simple reference – finding reports, simple comparable sentence searches, finding cases by citation etc –clients are time poor or need for basic training
  295. 295. Client observation Aims to provide direction for library training from ‘coalface’ client stakeholders, and allow library staff to gauge client skill levels directly
  296. 296. Introduction • Two sets of unstructured observations occurred in 2014 • Library staff carried out observations of lawyers providing advice and representation to clients • Approvals gained from team leaders, lawyers and clients • Observed – information needs – resources used – potential gaps between needs & skills – problems encountered – opportunities for team training and – opportunities for developing library services or programs for that team.
  297. 297. Results • Team 1 – legal advice and representation - Mags Court duty lawyer – Little capacity for on-the-spot research – Rely on skills and knowledge honed on the job – often summary appearances - no legal questions arising etc • Team 2 – telephone legal advice – Have their own set of resources that they refer to – Repeat situations, so often have pre-prepared answers – If complex, escalated to another team – Expressed need for current awareness – particularly legislation changes
  298. 298. Discussion • Evident from the observation that there is little need for legal research skills in these roles • Library staff gained understanding of the work in these roles - relationship building and promotion • Current awareness service created to address current awareness needs relating to legislation
  299. 299. Client stakeholder interviews Aims to provide direction for library training from senior level client stakeholders, and anecdotal information on the gaps in client research skills
  300. 300. Introduction • Interviews held with 6 team managers, kept to 15 minutes maximum • Two open questions provided in advance: – What 3 (or more) things do you really want your team members to be able to do? – Which of these, if any, do they currently struggle with most? • Follow up questions – Elucidate details – Preferred format and timing of training • Results recorded and correlated by library staff
  301. 301. Results • All interviewees expressed a requirement for caselaw training of some sort; half specified comparable sentences training • Legislation research & effective use of commentary service • All provided feedback on the mode of delivery, e.g. – Best time of day/week – Duration – CPD vs small group vs individual – Not particularly interested in virtual on demand training
  302. 302. Discussion • Will form basis for content of training for the year • Will inform decisions around mode of delivery – timing; length of sessions etc • Will likely be delivering more targeted training to teams in light of findings
  303. 303. Conclusions
  304. 304. The TNA Process • The use of 5 separate components provided empirical and anecdotal evidence about – searching and browsing behaviour – skill levels – research needs – gaps between actual and ideal performance • Mix of methods superior to relying on any one method • Some assumptions about needs confirmed, some adjusted and some busted
  305. 305. What didn’t work • Underestimation in time required to develop and perform a TNA process of this scale – Determining appropriate components – documenting the methodology – creating the excel spreadsheets to automate query log and research query analyses; and – retrospectively classifying research requests – determining the format and content of the first TNA annual report. • Vendor statistics – quality of data generally poor –high level– difficult to infer much about behaviours from it
  306. 306. Additional benefits • Interest from senior management • Documenting value of training & reference services • Developing client relationships • professional development of library staff • Identifying and correcting database interface and usability issues
  307. 307. Future developments • Review training schedule, develop and deliver training sessions • Repeat TNA annually – Some components each year in more detail – Include user survey • Produce annual training report • From 2015, analyse trends across years
  308. 308. Were aims met? • Was the TNA effective? Yes • Is it sustainable? Yes • Did we get the mix of components right? Yes, probably
  309. 309. library@legalaid.qld.gov.au
  310. 310. Understanding how researchers experience Open Access as part of their Information Literacy Heriyanto Helen Partridge Kate Davis Information Studies Group, Information System School Queensland University of Technology EBLIP8, 6-8 July 2015 QUT, Brisbane, Australia
  311. 311. Background of the study  Subscription-based journal for research publication  Open access has emerge as another viable way for academic to publish and disseminate their research
  312. 312. Open Access  Green and gold open access  Open Access publication is digital, online, free of charge, and free of most copyright restriction (Suber, 2012)
  313. 313.  Two main areas of enquiry that have been explored: impact and user perspective  Impact: how frequently articles published in open access channels are cited compared to articles published in other channels  Sample studies: Chaudhuri and Thohira, 2010; Gaule and Maystre, 2011; Koler-Povh, Juznic and Turk, 2013  Result: increase in citation, they get more readers, disseminate earlier and wider Research on Open Access
  314. 314. Research on Open Access  User perspective: researchers attitudes toward Open Access  Sample studies: Stanton and Liew, 2011; Jean, Rieh, Yakel, and Markey, 2011  Result: researchers aware of the term Open Access, they support access, they use Open Access information
  315. 315. Information Literacy  This research is informed by the relational perspective of information literacy  This is the perspective that emphasises the relationship between users and information, and the way users experience the world (Bruce 1997).
  316. 316. Research Questions  How do researchers experience Open Access as part of their Information Literacy?

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