Exploring reference and information service in a global information context

Reference and information service (RIS) is a global phenomenon. Some studies have taken a global perspective on the work (e.g., Sanders et al., 2013). However, in-depth study of RIS tends to have an ethnocentric focus. This work-in-progress examines conceptualizations of RIS by 70 experienced librarians in Slovenia, South Africa, and the United States using Q methodology. Following Q methodology procedures (Stephenson 1935; Watts & Stenner 2005), data for this study are collected using a card sort and brief interview. The cards consist of 35 statements that reflect the breadth of conceptualizations of RIS represented in the literature. Data are analyzed using a web app designed specifically for Q methodology to identify clusters of similar conceptualizations. Interview data are analyzed qualitatively to interpretation of the profiles generated by the web app. Participants from South Africa and the United States were distributed fairly evenly among the factors. The preliminary results reveal that conceptualizations of RIS cross boundaries of culture, indicating the potential usefulness of a more global approach to professional education and professional development

Advancing Research for Library and Information Science with Qualitative Secondary Analysis

This paper presents the results of a study utilizing a seldom-used method in Library and Information Science (LIS): Qualitative Secondary Analysis. The data is drawn from two phenomenological studies about experiences of Reference and Information Services (RIS) librarians. We discuss how we repurposed the interview data in this study, and also the strengths, weaknesses, and wider applications of the method across LIS

Integration of information behavior theory, models and concepts into basic reference courses: A survey

This paper reports on a study currently underway, exploring the use of information behavior theory in basic master’s level courses in reference and information services. The study reported is the third phase of a project which previously examined course syllabi and assigned textbooks, and interviewed course instructors. In the third phase, an online census survey of course instructors at American Library Association-accredited Library and Information Science programs seeks to confirm the findings of the previous interview phase. The conference presentation will focus on presentation of survey results in the context of data from the first two phases, and their implications for education of librarians who provide reference and information services

The Syllabus as a Student Privacy Document in an Age of Learning Analytics

Purpose The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi. Design/methodology/approach The authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus. Findings Most syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments. Research limitations/implications The transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses. Practical implications The findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities. Social implications Instructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience. Originality/value In an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices

Problems and Promises of Qualitative Secondary Analysis for Research in Information Science (Paper)

Qualitative secondary analysis (QSA) is a method that has been applied in other disciplines even though it has rarely been explicitly used or discussed in information science. This paper discusses the epistemological and ethical issues surrounding QSA, explains the value of the method for information science research, discusses its benefits and challenges, and provides an example case study

Student Privacy in the Datafied Classroom: Privacy Practices in an Interconnected World

In an interconnected world, student privacy concerns take on increasingly higher stakes. To address the imminent concerns of student privacy, this work-in-progress study investigates faculty perspectives of student privacy and their practices in relation to emerging learning analytics tools and initiatives. The project is motivated by the team’s previous research (Jones & VanScoy, 2019) that analyzed more than 8,000 library and information science syllabi and found that there is a need to better understand how faculty perceive student privacy issues and strategize to address them in practice. The current project consists of three phases; during the first phase, , the research team is conducting a survey with faculty from diverse disciplinary backgrounds who have online and face-to-face instructional experience. For the second phase, the team will use phase-one data to pursue interviews with faculty members who participate in the survey. In the third and final phase, the team will aggregate key findings from the research phases and the extant literature to facilitate discussions between faculty and librarians. Results from the phase one survey will be available to present on the poster. Focusing on instructors’ attitudes toward personal privacy and student privacy, their knowledge of privacy policies and learning analytics, and their instructional practices, the findings will deepen our understanding of student privacy in the interconnected educational environment. Jones, K. M., & VanScoy, A. (2019). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation, 75(6), 1333-1355

Re-Conceiving Time in Reference and Information Services Work: A Qualitative Secondary Analysis

Purpose The purpose of this paper is to use the sociology of time to understand how time is perceived by academic librarians who provide reference and information service (RIS). Design/methodology/approach This study is a qualitative secondary analysis (QSA) of two phenomenological studies about the experience of RIS in academic libraries. The authors used QSA to re-analyze the interview transcripts to develop themes related to the perception of time. Findings Three themes about the experience of time in RIS work were identified. Participants experience time as discrete, bounded moments but sometimes experience threads through these moments that provide continuity, time is framed as a commodity that weighs on the value of the profession, and time plays an integral part of participants’ narratives and professional identities. Research limitations/implications Given that the initial consent processes vary across organizations and types of studies, the researchers felt ethically compelled to share only excerpts from each study’s data, rather than the entire data set, with others on the research team. Future qualitative studies should consider the potential for secondary analysis and build data management and sharing plans into the initial study design. Practical implications Most discussions of time in the literature are presented as a metric – time to answer a query, time to conduct a task – The authors offer a more holistic understanding of time and its relationship to professional work. Social implications The methodology taken in this paper makes sense of the experiences of work in RIS for librarians. It identifies commonalities between the experience of time and work for RIS professionals and those of other professionals, such as physicians and software engineers. It suggests revising models for RIS, as well as some professional values. Originality/value This paper contributes a better understanding of time, understudied as a phenomenon that is experienced or perceived, among RISs providers in academic libraries. The use of secondary qualitative analysis is an important methodological contribution to library and information science studies

Sustaining an ethical digital learning environment: Perceptions of student privacy among faculty, librarians, and instructional designers

Despite educators’ eagerness to return to “normal,” the pandemic has demonstrated the importance and usefulness of online learning and its accompanying technologies, especially in times of crisis. No one wants to re-experience the chaos of the Spring 2020 transition to online learning, so taking care to plan ahead and make deliberate choices is important. In the rush to convert courses to the online format, the increased student privacy risks that result from online learning technologies were likely not at the forefront of educators’ minds. But with time to reflect and make rational decisions, educators can consider their values about student privacy and whether or not their instructional choices reflect these values. Just as the pandemic was beginning, our team surveyed instructors from a variety of disciplines and institutions in the United States. We found that educators highly valued student privacy. Although privacy can be defined in many ways, most defined personal privacy and student privacy in the same way, generally with a focus on limiting information access. Instructors’ discipline, rank, and personal demographics did not influence their views of student privacy. We are currently interviewing instructors, librarians, and instructional designers to provide context for the survey findings and to explore how these groups can productively discuss student privacy issues and make informed decisions. By sharing the results of the ongoing project, our aim is to stimulate conversation among library and information science educators about our student privacy values and actions, and to discuss how we prepare future academic librarians to support faculty in ethical decision-making about student privacy

Theory usage in empirical research in ISIC conference papers (1996-2020)

Measuring the use of theory that informs empirical research demonstrates the rigour of research in a discipline. It also identifies key theories and connections to other disciplines. This study focuses on use of theory, broadly defined, in information behaviour. Full-length empirical papers from ISIC conference proceedings were analysed. Kumasi et al.’s (2013) theory talk framework was adapted for determining the level of theory use. Content analysis was used to identify theories, level of theory use, and discipline of origin for theories in the papers.Results. Most ISIC empirical papers include theory and more than half of them use theory substantially. Most theories are drawn from information science and other social sciences. Kuhlthau’s information search process is the most frequently mentioned framework. ISIC empirical papers continue to set a high standard for quality, demonstrating consistent theoretical rigour throughout the years studied. Their authors draw mainly on key information behaviour theories and models, as well as some lesser known and non-information science theories.Peer Reviewe

The Potential to Transform: Information Behavior Theory and Reference Service Professional Education

Information behavior is a critical research area for informing research and information services. The growth of information behavior research over the past few decades has resulted in theories, models, and concepts that can transform thinking about reference and information service. This study explores the extent to which these theories, models, and concepts have been integrated into reference professional education through a syllabus study and interviews with instructors. Preliminary results indicate that inclusion of information behavior theories, models, and concepts remains limited and suggests that a transformation in reference professional education is yet to come