This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
This presentation was provided by Maurini Strub of The University of Rochester, during Session Five of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 16, 2020.
This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This presentation was provided by Colleen Cook of McGill University, during Session Seven of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 30, 2020.
This presentation was provided by Elaine Westbrooks of The University of North Carolina at Chapel Hill, and Bob Fox of The University of Louisville, during Session Three of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 2, 2020.
This presentation was provided by Joyce Chapman and Emily Daly of Duke University, during Session One of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 18, 2020.
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
This presentation was provided by Maurini Strub of The University of Rochester, during Session Five of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 16, 2020.
This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This presentation was provided by Colleen Cook of McGill University, during Session Seven of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 30, 2020.
This presentation was provided by Elaine Westbrooks of The University of North Carolina at Chapel Hill, and Bob Fox of The University of Louisville, during Session Three of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 2, 2020.
This presentation was provided by Joyce Chapman and Emily Daly of Duke University, during Session One of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 18, 2020.
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
This presentation was provided by Katy Kavanagh Webb of East Carolina University during the first portion of the NISO two-part webinar, Digital and Data Literacy, held on September 13, 2017
Lecture presented by Ana Maria B. Fresnido at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
This webinar is based on experiences of working over the past two years with a number of further education (FE) colleges to help them increase engagement with digital resources and library services. It draws on the recommendations of a number of librarians/learning resources managers on how they have increased engagement with, and use of, their resources. The emphasis will be on non-technical approaches to enhance student experience, learning and teaching.
Lis Parcell will share recommendations which will be particularly useful for librarians and learning resources staff in FE colleges, but may also be of interest to staff working in smaller university library services. Participants will be encouraged to contribute their own views on the challenges they face in increasing engagement with their digital resources and library services. We will also highlight further support available from Jisc in this area. Lis will co-present with Elizabeth Newbold, Library Manager at Activate Learning.
Librarians are increasingly being asked to engage with
bibliometrics to help with institutional decision making.
However, few have professional qualifications in this area and
there is an onus on universities to do metrics responsibly. A
small project supported by the Lis-Bibliometrics forum and
Elsevier Research Intelligence Division is developing a set of
bibliometric competency statements to ensure practitioners are
equipped to do their work responsibly and well. This workshop
will report on progress to date and invite input into the project.
The session will present the key findings of a joint
Loughborough University and Taylor & Francis project
looking at postgraduate user experience in the digital
library. Using the findings from ten research students’
diaries collected over an eight-month period, we will focus
on the findings as they relate to the academic journal and
article including: evaluating different publishers’ platforms
and their UX; identifying the approaches and skills needed
in identifying papers relevant for their research; and
approaches to storing papers.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
This presentation was provided by Katy Kavanagh Webb of East Carolina University during the first portion of the NISO two-part webinar, Digital and Data Literacy, held on September 13, 2017
Lecture presented by Ana Maria B. Fresnido at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Digital Textbooks: Needs Assessment & Implementation on CampusLaura Pasquini
iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Rese...OCLC
Connaway, Lynn Silipigni. 2017. “Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Research Agenda for Student Learning and Success.” Presented at the University of Hong Kong, Hong Kong, April 7.
Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Rese...Lynn Connaway
Connaway, Lynn Silipigni. 2017. “Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Research Agenda for Student Learning and Success.” Presented at the University of Hong Kong, Hong Kong, April 7.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the closing segment of the NISO training series "AI & Prompt Design." Session Eight: Limitations and Potential Solutions, was held on May 23, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the seventh segment of the NISO training series "AI & Prompt Design." Session 7: Open Source Language Models, was held on May 16, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the sixth segment of the NISO training series "AI & Prompt Design." Session Six: Text Classification with LLMs, was held on May 9, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fifth segment of the NISO training series "AI & Prompt Design." Session Five: Named Entity Recognition with LLMs, was held on May 2, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the third segment of the NISO training series "AI & Prompt Design." Session Three: Beginning Conversations, was held on April 18, 2024.
This presentation was provided by Kaveh Bazargan of River Valley Technologies, during the NISO webinar "Sustainability in Publishing." The event was held April 17, 2024.
This presentation was provided by Dana Compton of the American Society of Civil Engineers (ASCE), during the NISO webinar "Sustainability in Publishing." The event was held April 17, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, during the second segment of the NISO training series "AI & Prompt Design." Session Two: Large Language Models, was held on April 11, 2024.
This presentation was provided by Teresa Hazen of the University of Arizona, Geoff Morse of Northwestern University. and Ken Varnum of the University of Michigan, during the Spring ODI Conformance Statement Workshop for Libraries. This event was held on April 9, 2024
This presentation was provided by William Mattingly of the Smithsonian Institution, during the opening segment of the NISO training series "AI & Prompt Design." Session One: Introduction to Machine Learning, was held on April 4, 2024.
This presentation was provided by William Mattingly of the Smithsonian Institution, for the eight and final session of NISO's 2023 Training Series on Text and Data Mining. Session eight, "Building Data Driven Applications" was held on Thursday, December 7, 2023.
This presentation was provided by William Mattingly of the Smithsonian Institution, for the seventh session of NISO's 2023 Training Series on Text and Data Mining. Session seven, "Vector Databases and Semantic Searching" was held on Thursday, November 30, 2023.
This presentation was provided by William Mattingly of the Smithsonian Institution, for the sixth session of NISO's 2023 Training Series on Text and Data Mining. Session six, "Text Mining Techniques" was held on Thursday, November 16, 2023.
This presentation was provided by William Mattingly of the Smithsonian Institution, for the fifth session of NISO's 2023 Training Series on Text and Data Mining. Session five, "Text Processing for Library Data" was held on Thursday, November 9, 2023.
This presentation was provided by Todd Carpenter, Executive Director, during the NISO webinar on "Strategic Planning." The event was held virtually on November 8, 2023.
This presentation was provided by Rhonda Ross of CAS, a division of the American Chemical Society, and Jonathan Clark of the International DOI Foundation, during the NISO webinar on "Strategic Planning." The event was held virtually on November 8, 2023.
This presentation was provided by William Mattingly of the Smithsonian Institution, for the fourth session of NISO's 2023 Training Series on Text and Data Mining. Session four, "Data Mining Techniques" was held on Thursday, November 2, 2023.
This presentation was provided by Tiffany Straza of UNESCO, during the two-day "NISO Tech Summit: Reflections Upon The Year of Open Science." Day two was held on October 26, 2023.
More from National Information Standards Organization (NISO) (20)
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Lippincott "Library Spaces: The Pandemic's Final Frontier"
1. Library Spaces:
The Pandemic’s Final Frontier
Joan Lippincott, Associate Executive Director Emerita
Coalition for Networked Information
2020 Assessment Practices and Metrics
for a 21st Century Pandemic:
A NISO Webinar Training Series
3. Topics
❖ Space and the pandemic
❖ Space assessment basics
❖ Mission-driven assessment
❖Learning
❖Research/Digital scholarship
❖Community, inclusion
❖Wrap-up
4. Closure as assessment
opportunity
“What would you do, as an assessment librarian, if in
one afternoon your entire main library suddenly closed
for more than a year?”
“Demonstrating library value was easy when suddenly
the library was unavailable, but it created heartbreaking
hardship to the university community. The opportunities
for reconfiguring services, collections, and the facility
are unprecedented and must be fully leveraged.”
Paper at LAC2020
6. Space and the pandemic
Library spaces are closed or space use is
greatly limited
Advances of decades of change are
particularly threatened
Collaborative, social spaces
Technology-rich environments
Open stacks
7. Space and the pandemic
Was the library space pivot much less successful than
the digital collections/services pivot?
Some (partial) successes
Reconfiguration of equipment loan
Access to wifi
Reconfiguration of public spaces
Re-purposing of library spaces
What should we document and assess about these
changes?
8. Space and the pandemic
Pandemic has heightened awareness of the
community/social/engagement aspects of
campus life
How do libraries use this awareness as an
opportunity?
How can this assist the library in being
considered high priority for building/renovation
funds when available?
9. Pandemic and space
University of Michigan Library study preliminary results
“What is more difficult?” 66% undergrads named work/study
space
“Expressions of loss, now that the Library’s physical
spaces and collections are not accessible. This was a
consistent theme for undergraduate and graduate students,
who expressed by the hundreds that the Library provides
them with motivating spaces to focus on their individual and
collaborative work. This was also a theme for many faculty
members, who described the importance of being able to
browse the collections to find needed materials for their
work.”
https://docs.google.com/document/d/1P18R0ihRdmMF6PrdgMbi8Z_8dmU_a_CKhTzT12F0GLQ/edit#
10. Pandemic and space
What should we be thinking about assessing now?
Adaptability of library spaces
Public
Staff
Method
Area by area analysis by selective factors
Moveable furniture
Air circulation
Automatic doors, lighting
11. Pandemic and space
How will you demonstrate the value of
library spaces and promote the
continuing investment in library spaces
as an institutional priority?
What data should we be thinking about
collecting as students and faculty return
to campus? Your thoughts?
12. Library space assessment basics:
Standard data collection
Gate counts
Counting use of seats
Counting use of equipment
Counting use of software
Counting use of group study rooms
13. National initiatives
LibQUAL+
Space becoming more important to users
ACRL Project Outcome
Basic toolkit including some questions on space
acrl.projectoutcome.org › projectoutcomeflyer_2019_v2
ARL Library Impact Pilots – Space
https://www.arl.org/research-library-impact-pilots-2/library-
spaces/
14. Standard methodologies
Whiteboard questions
How would you improve this space?
Is this space meeting your needs?
Sandbox/experimental spaces
Furniture with questionnaire
New equipment with interviews
15. Assessment basics
What do we know about what
students like?
Surveys including LibQual
Focus groups
Diaries/photo studies
Light
Power and wifi
Both solo and collaborative spaces
Lots of writing surfaces
16. Assessment basics
What do we know about how
students work/spend their time
Diaries/photo studies
Focus groups
Some students spend many hours in the library
Individual students have individual behavior patterns
17. How do you use basic space
data?
Trend lines, including during pandemic
Benchmarking
Capacity issues
Assessing continued need for equipment
Your thoughts?
19. Assessment in these areas is
complex
The impact of space alone is difficult to
isolate
The impact of what we think of as “space”
may be a combination of the physical
facility, technology, programs, and
expertise
20. Thinking about what matters
For libraries, “studying” has been the
clearest link to space and learning
outside the classroom
Do we want to broaden and/or deepen
the links to learning?
Support of specific programs
Support of capstone projects or
undergraduate research
Support of creativity through new media
21. How do students perceive their use of
different types of spaces?
Taylor Family Digital Library,
U. Calgary
https://docs.lib.purdue.edu/c
gi/viewcontent.cgi?article=21
30&context=iatul
22. Library spaces and learning
What do faculty need in order to
create new types of assignments for
their courses
Class assignments determine what
kind of learning activities students
engage in for much of their time
outside of class
23. What kind of spaces do students need for
particular kinds of work?
Duke University - The Edge
24. Needs Assessment:
Lead Users
“We found that even at the undergraduate level, lead users
are attempting to discover new modes of visualizing and
communicating their work. In this instance, the lead user
was a member of the library’s student advisory board and a
chemical engineering major seeking to visualize chemical
engineering data. There exist many visualization spaces on
campus but they are typically housed in secure
departmental labs, so we designed a suite of spaces and
services available to everyone in order to support digital
scholarship, whether through visualization, high
performance computing, or even retro-technologies.”
Ameet Doshi and Elliot Felix. Lead Users: A Predictive Framework for Designing Library Services and Spaces
LAC 2016
25. Thinking about institutional context
• Looking at spaces at the
institutional level
– Ex: Can students easily find
collaborative spaces in
which to work?
• Looking at specialized
facilities at the institutional
level
– Ex: Is the Engineering
makerspace open to all?
• Analyzing new programs
offered by colleges or
departments
– Ex: Are more departments
incorporating use of GIS in
student assignments?
26. Thinking about institutional interest
in assessment
• What is important to your institution?
– Student success
– Persistence at the institution
– Establishing a sense of community
– New learning goals
– Undergraduate research
27. Thinking about institutional interest
in assessment
• National Survey of Student Engagement
(NSSE)
• AAC&U Liberal Education and America’s
Promise (LEAP)
• National Institute for Learning Outcomes
Assessment (NILOA)
28. Partners in assessment
Campus
– Office of Undergraduate Education
– Center for Teaching & Learning
– Office of Institutional Research
– Faculty in departments with “methods”
classes
– Campus initiatives
– Office of Undergraduate Research
– Student Success Center
– ESL Office
30. Library Stories: NC State
• “The Visualization
Studio makes possible a
rich presentation of
knowledge and a more
interactive environment
for its communication,”
McManus says. “I was
immediately struck by
the creative potential it
offered students in my
ethnographic research
methods course.”
lib.ncsu.edu/stories
32. Needs assessment for digital
scholarship
Background reading
Faculty interviews and survey
Library staff interviews
Peer institution interviews
Brenner, Aaron. Audit of ULS Support for Digital Scholarship. University of Pittsburgh, 2014.
http://d-scholarship.pitt.edu/25034/
33. Focus on digital scholarship
https://www.cni.org/events/cni-workshops/digital-scholarship-planning-2020-webinar-series/assessment-needs-and-ongoing
34. Ongoing assessment of digital
scholarship program
Data gathered
Event attendance
Space headcounts
Room reservations
Describes how they use data
Ongoing assessment of
program in relation to
strategic priorities
https://www.cni.org/events/cni-workshops/digital-scholarship-planning-2020-webinar-series/assessment-needs-and-ongoing
35. Digital scholarship
How important are physical spaces?
An opportunity to assess
What to measure?
Access to equipment
Access to expertise
Access to programs
Building community
Your thoughts?
36. Digital scholarship
What data is being collected and
disseminated?
What data is included with overall reference,
consultation, instruction transactions?
Which staff are included?
What else should be documented?
Number of projects (how defined?)
Grant funds received
37. Digital scholarship
University of Calgary study
Mellon-funded
Faculty completed assessment
What did the library contribute to their project, e.g.
collections, space?
What did library staff contribute to their project?
https://www.cni.org/topics/assessment/redesigning-the-researcher-library-
experience-case-studies-key-questions
39. Libraries and community
The library as a safe gathering place
The library’s role in welcoming
underserved groups
Do we know what matters and how to
assess whether our spaces provide a
sense of community?
40. Community, inclusion
A sense of belonging
Correlation with persistence and improved grades
Under-studies topic in libraries
“Mapping the Sense of Belonging in Library Spaces”
Ted Chocock, College of Southern Nevada
Studied community college & research university
Qualitative methods
Paper at LAC 2020
41. Does this space provide a sense of
community for undergrad commuting students?
Odegaard Library – University of Washington
42. Which sub-
populations should
you study?
What kinds of spaces
would encourage
students to spend more
time learning outside of
class?
Family Study Space, Robarts Library, U. Toronto
https://onesearch.library.utoronto.ca/family-study-space-robarts
43. Space assessment - 1st
generation students
Qualitative study
3 progressive interviews with students
Photos and diary
Questionnaire/demographics
“Students perceive the library as a place of enduring
academic knowledge that is signaled through the historic
architecture and the grandeur of design, and supports their
academic success.”
The library fosters a social and academic community
beneficial to her work.
“…a lot of students who use the library know that the true
learning that they get for their degree comes from here, from
their research and the time they spend studying.”
Karen Neurohr and Lucy Bailey, “First-Generation Undergraduate Students and Library Spaces.” Assessing
Library Space for Learning. Ed. By Susan Montgomery. Rowman & Littlefield, 2017.
44. How one library promoted a
sense of community
Architectural
elements
Artwork
Gathering places
Social events
https://www.cni.org/events/cni-workshops/digital-scholarship-planning-2020-webinar-series/diversity-equity-and-inclusion
45. Bringing the community into
the library
School and summer
programs
Introducing under-
served students to
technology
What is the impact?
On the students
On the university
https://www.cni.org/events/cni-workshops/digital-scholarship-planning-2020-webinar-series/initiatives-in-teaching-learning
46. Wrap-up
Don’t miss this unique opportunity to
gather data
Consider what is important to your
institution
Think about what data (quantitative and
qualitative) you’ll need to tell the library’s
story as we emerge from the pandemic
47. Discussion
Are there other space-related topics you’d like
me to discuss?
Do you have some good practice in library
space assessment to share?