Library Faculty Works

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https://hdl.handle.net/20.500.14078/36

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2016 census of Canadian academic librarians cross tables
(2017) Revitt, Eva; Schrader, Alvin; Kaufman, Amy
The goal of the census is to build a comprehensive demographic picture of the profession of academic librarianship in Canada by collecting data about librarians working in college and university libraries in Canada. It is the intention of CAPAL to share that data for research, policy development, advocacy, and education purposes. In fall of 2015 a census project team was created to design, test and conduct the census survey. A twenty-eight (28) question census survey was emailed to 1,730 academic librarians working in colleges, universities and other institutions across Canada. The census was open between June and September, 2016 and garnered 904 responses. A User Guide and Results Summary report presenting aggregate findings was compiled and shared with the community in December, 2016. This report includes some preliminary attempts to represent relationships from the census data including: - Librarians’ geographic, visible minority, ethnicity, and sexual orientation distribution - Gender identity and age group - Percentage of respondents who are Indigenous (First Nations, Metis or Inuit) and age group - Additional hours to regular work week and age group - Appointment type and age group and much more.
2016 census of Canadian academic librarians user guide and results summary
(2016) Revitt, Eva; Schrader, Alvin; Kaufman, Amy
The goal of the census is to build a comprehensive demographic picture of the profession of academic librarianship in Canada by collecting data about librarians working in college and university libraries in Canada. It is the intention of CAPAL to share that data for research, policy development, advocacy, and education purposes. In fall of 2015 a census project team was created to design, test and conduct the census survey. The team would like to thank CAUT Research Analyst John Hollingsworth, members of the CAPAL Advocacy Committee, and the CAPAL Board of Directors for their feedback and counsel. The survey instrument was purposefully called a census. It is an enumeration of a target population and questions typically include socio-demographic information: e.g. occupation type, education level, marital status, and so on. What follows is a descriptive summary of the data. Explanatory or contextual notes are added where deemed relevant; however, no attempts are made to analyze the data.
2018 census of Canadian academic librarians user guide and results summary
(2019) Revitt, Eva; Magnus, Ebony; Schrader, Alvin; Wright, John
The goal of the census is to build a comprehensive demographic picture of the profession of academic librarianship in Canada by collecting data about librarians working in college and university libraries in Canada.
Activate your Learners! Active learning strategies for fostering participant engagement in information literacy sessions
(2013) Shamchuk, Lisa; Plouffe, Leah; Nelson, Jody
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
Adventures in the study of scholarly communications
(2023-05-02) Hall, Robyn; Hurrell, Christie; Hayman, Richard
Scholarly communications practitioners are increasingly conducting important research into the practices, services, and programs that define and sustain their work. During this session, hear about the opportunities and challenges that presented themselves during three such projects recently undertaken by librarians who have lived to tell the tale of their scholarly endeavours to better understand scholarly communications in the Canadian context. Participants will also have an opportunity to discuss their own experiences conducting research relevant to scholarly communications, and identify research gaps attendees may be interested in engaging with moving forward. We anticipate that this session will equip attendees with practical skills for engaging in research activities, whether as part of a formal research leave, or in the course of their daily work.
Arctic science and technology information system
(2021) Duffy, Jane
ASTIS offers over 83,000 records that provide freely available access to publications, including research and research projects, about Canada’s north. This database is a product of the Arctic Institute of North America at the University of Calgary, Alberta, Canada which also maintains subsidiary regional, subject, and initiative-based databases. The subsidiary databases are all housed within and accessible through the main ASTIS database. Examples of the smaller databases include: ArcticNet Publications Database, the Nunavik Bibliography, and the Northern Granular Resources Bibliographic Database. ASTIS offers the ability to browse through its access points, including its own thesauri, thus permitting users to select and use a variety of free-text and controlled search terms.
Authentic and active: a pilot project to assess a large-scale information literacy program
(2012) Knoch, Jessica; Hayman, Richard; Shamchuk, Lisa; Townsend, Leah
The dual goals of helping students achieve immediate success in their first year English class and developing a baseline set of IL skills and attitudes form the basis of MacEwan University Library’s English Library Instruction Program (ELIP). With more than 120 sessions offered each year, ELIP has become a sizable yet essential service offered by MacEwan University Library. While the resources, personnel and time needed to develop and administer ELIP at MacEwan are substantial, these needs are mitigated by the impact that this program may have on student ability to locate and evaluate information relevant to their courses. In January 2011, MacEwan University Library undertook a pilot project to begin measuring this impact. Informed by the assessment-for-learning theory, ELIP team members designed a pedagogical approach that included a learning tool to collect assessment data while providing an authentic and active learning experience for students. A rubric was then used to evaluate the learning tool and determine the extent of student learning. Join us as we discuss how we blended authentic IL assessment with fresh pedagogical approaches to demonstrate the effectiveness of our library’s largest instructional program. Preliminary results will be shared along with the tools you will need to deliver a similar program in your institution.
Authentic assessment/assessment-for-learning: early findings from a large scale information literacy assessment program
(2013) Shamchuk, Lisa; Nelson, Jody; Plouffe, Leah; Knoch, Jessica; Morrison, Joan
How does one systematically evaluate a large-scale information literacy program and make the assessment both authentic and meaningful for learners? This was the problem faced by an instruction team at MacEwan University Library in Edmonton, AB. This poster outlines the development of an assessment program, highlighting early results and the impact of these results on curriculum and pedagogy.
Beyond usability: considering student preferences around point-of-need instructional resources
(2017) Stieglitz, Tara; Whitson, Lindsey
Preferences for and usage of written instructions versus video tutorial are examined for first-year chemistry students. Student preference was captured through a questionnaire. Google Analytics tracked student tutorial use before, during, and after a lab assignment. Discussion will centre on student feedback and assessment of usage data.
Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: a quasi-experimental study
(2021) Berga, Keri-Ann; Vadnais, Elisha; Nelson, Jody; Johnston, Sharon; Buro, Karen; Hu, Rui
Background: Blended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. Objectives: To investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. Design: This was a quasi-experimental pre-post test design. Setting: This study was conducted at an undergraduate university in Alberta, Canada. Participants: A total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. Methods: A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). Results: There were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. Conclusion: Blended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.
Book review: breaking into the lab: engineering progress for women in science
(2013) Garstad, Roxy
The importance of getting to know your user community is a common mantra heard in library schools around the world but often we librarians become so mired in the day-to-day work of science librarianship that we forget this central tenet. An easy way to solve this problem for science librarians is to read one of the growing numbers of books on the nature of scientific practice, such as Sue Rosser's monograph, Breaking into the Lab: Engineering Progress for Women in Science.
Building capacity and awareness for the UN Sustainable Development Goals through project-based and community-engaged pedagogies
(2022) Munro, Tai; King, Martina
Purpose - The key sustainability competencies are fundamental to sustainability transformations. The purpose of this study is to investigate the effectiveness of project-based and community-engaged pedagogies in supporting student development of all key sustainability competencies. Additionally, the study examines whether the UN SDGs provide an appropriate framework to support engagement with the breadth of sustainability topics and increase awareness and support of the goals within the community. Design - This case study triangulates scaled self-assessment, performance observation, and regular course work in an undergraduate interdisciplinary sustainability course to gain insights into how all key sustainability competencies can be developed through recommended pedagogies. Findings - Project-based and community-engaged pedagogies are supportive of key sustainability competencies development. The act of engaging with an interdisciplinary group towards achieving a common goal created effective learning opportunities for students. However, the project-based and community-engaged pedagogies cannot be completely separated from the context of the course. The use of the SDGs to guide community partner participation and project development was effective in increasing awareness of the goals among students and community partners. Implications - These findings support the use of project-based and community-engaged pedagogies to facilitate student development of key sustainability competencies. Originality - This study demonstrates that using the SDGs to guide community partner participation and project development is effective both in facilitating a wide range of projects from the identified areas of sustainability: environment, economic, social, and cultural, and in increasing awareness of the goals among students and community organizations.
Bursaries reimagined: addressing digital inequity through a library-led, university-wide laptop bursary program
(2023) King, Martina; Whitson, Lindsey
The rapid switch to online learning in early 2020 exacerbated problems students were already having with obtaining and maintaining up-to-date devices and a reliable internet connection. MacEwan University Library began offering 4-month term laptop loans at the beginning of the pandemic, but it was clear this was not fully meeting student needs. In response to conversations with faculty and students, the library secured funds from the university’s Student Technology Fee to launch a laptop bursary pilot in Winter 2022, which in turn expanded to a university-wide bursary in Fall 2022. This article discusses why an in-kind laptop bursary was the right approach at the right time in this setting; how this initiative contributes to equity and accessibility; and finally, perceptions of the value of this work, its fit within the scope of the library, and how the unique position of the library as a stu-dent-focused service and academic unit positioned it well to successfully offer this bursary. Challenges and opportunities for improvement are also discussed.
Changing professional roles in academic libraries: Structures and relationships
(2015) James, Norene; Shamchuk, Lisa; Koch, Katherine; Laplante, Denis
Investigators conducted a survey in February 2014 that captured perceptions from library technicians and librarians across Canada about the changing roles and dynamics of work relationships. Focused on results from the academic library sector, this paper will share how work responsibilities, professional roles, and relationships between the professions are perceived to be changing. Results will be of interest to academic librarians who seek evidence on changing professional roles, relationships between professions, issues of power and hierarchy in the workplace, as well as the need to mindfully reinvent organizational structures and culture.
Changing professional roles in academic libraries: structures and relationships
(2015) James, Norene; Shamchuk, Lisa; Koch, Katherine; Laplante, Denis
Investigators conducted a survey in February 2014 that captured perceptions from library technicians and librarians across Canada about the changing roles and dynamics of work relationships. Focused on results from the academic library sector, this paper will share how work responsibilities, professional roles, and relationships between librarians and library technicians are perceived to be changing, as well as provide suggestions for improving workplace culture. Results will be of interest to academic librarians and library technicians who seek evidence of changing professional roles, and relationships between professions, as well as the need to mindfully reinvent organizational structures and culture.
Changing roles of librarians and library technicians
(2015) James, Norene; Shamchuk, Lisa; Koch, Katherine
What significant changes are librarians and library technicians experiencing in their roles? A survey put forward across Canada to librarians and library technicians addressing this question was conducted in February 2014. Eight hundred eighty-two responses were obtained from librarians, defined as MLIS graduates, and library technicians, defined as graduates from a two-year library diploma program. Respondents needed to have been employed in the last two years in these roles and students of either an MLIS or LIT program were also welcome to participate. The results suggest that both librarians and library technicians perceive their roles as growing in scope and complexity and that the lines of responsibility are blurring. A majority of respondents indicated that they perceive a change in their roles in the past five years and commented on what the perceived changes were. Librarian and library technician roles may be shifting away from what may be viewed as traditional or clearly defined responsibilities and both librarians and library technicians may be taking on new tasks as well as experiencing task overlap. All library staff will need to be fluid, adaptable, and open to change. Library school curricula and workplace training need to incorporate the development of these competencies.
Choose-your-own learning: using Google Forms to improve asynchronous learning
(2021) Foster, Alison; Nelson, Jody; Pitcher, Alison; Stieglitz, Tara
This session consists of sharing experiences of online lesson creation with Google Forms, exploring challenges, sharing workarounds for those challenges, and discussing further use and reflections.
Choosing the best journal for your paper
(2017) Hall, Robyn
With thousands of academic journals to choose from, deciding where to submit a paper can be a daunting task. What journal is the best fit for your area of research? Which journals have the greatest impact? Should you consider open access publishing options? Which publishers should you avoid? This session will provide insight into these questions, while giving attendees an overview of tools that can help with finding and assessing journals, including Ulrichsweb.
Choosing the best journal for your paper
(2015) Stieglitz, Tara; Hall, Robyn
With thousands of academic journals to choose from, deciding where to submit a paper can be a daunting task. What journal is the best fit for your area of research? Which journals have the greatest impact? Should you consider open access publishing options? Which publishers should you avoid? This session will provide insight into these questions, while giving attendees an overview of tools that can help with finding and assessing journals, including Ulrichs Web and InCites: Journal Citation Reports.
Collective consciousness: wading into the discomfort of systemic discrimination
(2022) Foster-Boucher, Caroline; Maykut, Colleen; Bremner, Sydney; Nelson, Jody
Background: Racism in nursing towards Indigenous peoples has been evident and well documented (Allen, & Smylie, 2015; Browne, 2005; Vukic et al., 2012). Canadian schools of nursing have been called upon to incorporate teaching of colonial history and address systemic discrimination against Indigenous peoples in response to Canada’s Truth and Reconciliation Commission (TRC) findings (Baker, 2019; Blanchet Garneau et al., 2017, 2021; Truth and Reconciliation Commission [TRC], 2015). Methods: Our faculty of nursing has charged a team with forging a path forward in addressing the TRC Calls to Action. Our collective approach in pursuit of transformative nursing education for reconciliation aligns with the United Nations’ Sustainable Development Goal (2015): Quality education. Results: Learning and pivoting to meet the needs of the professional development for faculty and staff is an iterative process. This team has discovered the transformative potential of collective learning in moving towards systemic change (Jakubec & Bourque Bearskin, 2020; TRC, 2015) to inform curricular decisions. Conclusion: As a team seeking ways to decolonize pedagogies and practice, we are collectively engaged in the learning necessary to confront and unsettle our own thinking. In doing this difficult yet vital work together, we hold one another accountable and support each other; we are developing a collective, anti-oppressive consciousness as we solidify our commitment to this ongoing work. By wading into collective discomfort as a group of learners and educators, we can foster true disruptive change (Blanchet Garneau et al., 2021; Kenney, 2008).

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