Ghosts in the IR: Integrating Student folklore into our online Collections

For decades, student folklorists have been collecting stories, jokes, and tall tales from their neighbors in our community. This is an integral part of research lives of students as well as an essential collection for those interested in American folklives. This poster explores the design of an online database and preservation process for this collection as well as ongoing digitization efforts to make this work available to larger scholarly communities

Your Librarian: Breaking Down Barriers with Emotional Design

There can be many barriers between undergraduates and subject librarians: a poor web presence, lack of awareness, and crucially, reluctance to seek help. To reduce this friction, USU libraries have explored a web design concept that is more emotionally-engaging and presents librarians as friendly, capable partners in the research process

Digital Strategies for Personalizing the Book-a-Librarian Process

On-demand consultations extend librarians beyond the classroom, supporting critical, one-on-one library instruction. But a successful consultation service requires more than a simple build it and they will come digital strategy, as users face numerous challenges in understanding their options, overcoming library anxiety, and finding the right expert to meet their needs. Following up on a prototype introduced last year, presenters will discuss research-informed design concepts and demonstrate a more engaging, friendlier interface for on-demand librarian consultations

Simplifying the Library Experience: Better Serving Regional Campus Users

Are you struggling to understand the needs of library users on at your institution’s regional campuses or centers? Learn how to design usability test strategies to gather information on distance users’ research habits and how to use the data to better tailor online library services to meet their needs

A Tale of Five Case Studies: Reflections on Piloting a Case-Based, Problem-Based Learning Curriculum in English Composition

Part of a volume about storytelling in academic library contexts, this chapter reflects on the use of case studies in a sequenced information literacy curriculum in ENGL 2010 (Intermediate Writing: Research Writing in a Persuasive Mode). In highly interactive sessions across the semester, students collaboratively researched a case study topic and co-created artifacts that reflected their shared journey as researchers. The chapter is organized into the following sections, consistent with the other chapters in the book: classroom vignette, storytelling goal, audience, delivery, theory, cultural considerations, and practical examples. Readers will learn about things to consider when using case-based problem-based learning (CBPBL) through reading about case study details, curricular design, and students’ experiences with the lessons

From Anecdotes to Data: Leveraging Our Assessment Toolkit to Determine How a New Curriculum Measures Up

This presentation shared the design and results of a mixed-methods assessment of a new library curriculum for ENGL 2010, the required English Composition course at Utah State University. Piloted with two sections of the course in fall semester 2019, this new three-session curriculum was grounded in case-based problem-based learning (CBPBL), a specific type of problem-based learning (PBL) in which students work together to solve real life scenarios and immediately apply their skills to a relevant and complex problem. Student teams used case studies to practice source evaluation, topic development, and synthesis of research in writing. Multiple assessment methods afforded us a rich understanding of our approach’s pedagogical efficacy, benefits, and challenges. We leveraged several approaches that have been used to evaluate library instruction in general and PBL in library instruction in particular. These were: a pre-/post-test student survey (e.g., Cook & Walsh 2012; Roberts 2017; Spackman & Camacho 2009); classroom observations (e.g., Carbery 2011); instructor reflections (e.g., Macklin 2001); and qualitative analysis of a sample of students’ weekly reflection papers (e.g., Cook & Walsh 2012; Diekema, Holliday, & Leary, 2011). Importantly, we also administered our pre-/post-test survey to two “control” sections of ENGL 2010 (not using the CBPBL curriculum), allowing for direct comparison of perceived and demonstrated student learning. These assessments helped us evaluate if a case-study-driven approach is indeed more engaging for students, and if practicing information literacy skills in the context of stories impacts student learning. Our research not only informs our practice teaching ENGL 2010 going forward but also offers a new contribution to the Scholarship of Teaching and Learning (SoTL) in information literacy

None of Our Business: Examining the Economics and Business Dynamics of the Library and Information Industry

Librarians are often referred to as information professionals and talk of the information industry, but how much do we actually know about the business side of publishing and library vendors? As vendors and publishers continue to consolidate, and costs increase for libraries and our communities, the business side of libraries deserves greater scrutiny from the library community which often shies away from critically examining our role in the greater information industry. Building our awareness and engaging in critical discourse of the library industry is essential for securing our bargaining power, navigating our role as stewards of our collections, and situating our profession in relationship to broader economic forces within the information business

International consensus statement on nomenclature and classification of the congenital bicuspid aortic valve and its aortopathy, for clinical, surgical, interventional and research purposes.

peer reviewedThis International Consensus Classification and Nomenclature for the congenital bicuspid aortic valve condition recognizes 3 types of bicuspid valves: 1. The fused type (right-left cusp fusion, right-non-coronary cusp fusion and left-non-coronary cusp fusion phenotypes); 2. The 2-sinus type (latero-lateral and antero-posterior phenotypes); and 3. The partial-fusion (forme fruste) type. The presence of raphe and the symmetry of the fused type phenotypes are critical aspects to describe. The International Consensus also recognizes 3 types of bicuspid valve-associated aortopathy: 1. The ascending phenotype; 2. The root phenotype; and 3. Extended phenotypes

Summary: International Consensus Statement on Nomenclature and Classification of the Congenital Bicuspid Aortic Valve and Its Aortopathy, for Clinical, Surgical, Interventional and Research Purposes.

peer reviewedThis International evidence-based nomenclature and classification consensus on the congenital bicuspid aortic valve and its aortopathy recognizes 3 types of bicuspid aortic valve: 1. Fused type, with 3 phenotypes: right-left cusp fusion, right-non cusp fusion and left-non cusp fusion; 2. 2-sinus type with 2 phenotypes: Latero-lateral and antero-posterior; and 3. Partial-fusion or forme fruste. This consensus recognizes 3 bicuspid-aortopathy types: 1. Ascending phenotype; root phenotype; and 3. extended phenotypes