We thought it might encourage participation.” Using lottery incentives to improve LibQUAL+(TM) response rates among students

Libraries deploying the LibQUAL+™ survey can offer a lottery incentive and many do in the hope of increasing response rates. Other libraries may be prohibited from offering one because of Institutional Review Board restrictions, as is the case at [institution name]. We wanted to discover why libraries offer lottery incentives and what kinds and if they believe these incentives have a positive impact on their response rates. The responding libraries hold a general belief that lottery incentives are effective but base this on feeling rather than research. We examine what the literature says about lottery incentives and student populations

Instruction for International Students Living in Oregon: Censorship in the U.S.

Enrollment numbers for international students have more than doubled in the last 10 years across the Or-egon University System (Oregon University System, 2013). According to the 2008 Oregon University System Fact Book, in the fall of 2008 Oregon State University (OSU) had 992 international students. In the fall of 2013 international student enrollment at OSU was an astound-ing 3,407 (Randhawa, 2014). This dramatic increase in numbers is in large part due to the public-private partner-ship between Oregon State University and INTO OSU, which was established in 2008. The INTO OSU partner-ship is described as follows on the INTO OSU website, “OSU leads and maintains full control of all academic and admissions decisions, while INTO contributes to [inter-national] market knowledge, leads [international] studen

Giving a Student Voice to California's Dropout Crisis

Shares what first-year high school students find motivating or discouraging; how they view family, peer, and school factors; and how demographic characteristics, attitudes toward school, and support networks affect the odds of their dropping out

We Thought it Might Encourage Participation.” Using Lottery Incentives to Improve LibQUAL+(TM) Response Rates Among Students

Libraries deploying the LibQUAL+™ survey can offer a lottery incentive and many do in the hope of increasing response rates. Other libraries may be prohibited from offering one because of Institutional Review Board restrictions, as is the case at [institution name]. We wanted to discover why libraries offer lottery incentives and what kinds and if they believe these incentives have a positive impact on their response rates. The responding libraries hold a general belief that lottery incentives are effective but base this on feeling rather than research. We examine what the literature says about lottery incentives and student populations

We hope it helps : The impact of incentives on LibQual+ Response Rates

Purpose: Our research focuses on the question: what is the perception among librarians of the impact of lottery incentives on response rates to the LibQual+ survey? Design/Methodology/Approach: A LibQual+ incentives survey was developed by the researchers to find out why administrators do or do not offer incentives, what types of incentives are offered, and what the perception is of the impact of lottery incentives for the LibQual+ survey. The 25-item questionnaire was administered to all 124 US and Canadian (English language only) academic libraries (excluding community college) that participated in LibQual+ in 2010. Additionally, data for the LibQual+ data repository provided additional information on the 124 institutions including response rate broken down by population, potential respondent pool size, and survey used. Findings: We received a 31% response rate to the survey. While the results should be viewed with caution due to the sample, the findings are revealing in the type of advertising used, the amount and type of incentives offered, and if the LibQual+ administrators felt the incentives made an impact on their response rates. Incentives are only one variable to help increase response rate, especially among students. Based on extensive literature on incentives, alternatives are offered and suggestions made for combining different methodologies, including offered prepaid incentives. Practical implications/Value: Every LibQual+ administrator needs to determine whether they will offer an incentive(s) and if so, what kind of incentives and how much needs to be determined. Our research shows that LibQual+ administrators make the decision mainly based on past practice or a sense of competition with other surveys on campus. However, there is extensive literature on the use of incentives and what amounts can impact response rate. Our research can help LibQual+ administrators make more educated decisions about incentives before implementing LibQual+

Wikipedia and Library & Information Science: A bibliographic review, 2001-2020

Presentation delivered at the 12th Qualitative and Quantitative Methods in Libraries International Conference, 26-29 May 2020. The presentation covered a bibliographic review of the Web of Science using the following search parameters: TS=Wikipedia AND SU=Information Science & Library Science, Document type: Article

The relationship between student involvement and self-esteem among college sophomore women

This study examined the relationship between self-esteem and student involvement among American college sophomore women. Self-esteem is defined as "a positive or negative attitude toward the self" (Rosenberg, 1989, xxviii). Student involvement is defined as the amount of time a student spends actively involved in various activities in college (Astin, 1985a). Using the five categories of student involvement (involvement with faculty, involvement with work, involvement with student peers, academic involvement, and other involvement) as outlined by Astin (1985a), a Pearson correlation analysis was conducted between student involvement and self-esteem. In addition, demographics information was gathered to determine additional trends. This study was conducted using a random sample of sophomore women. An additional 40 students of color were chosen as an oversample using a random sampling technique so that comparative analysis could be conducted. The survey instrument, Student Involvement and Experiences, was designed by the researcher and utilized the Rosenberg Self-Esteem Scale (Rosenberg, 1989). The instrument assessed time involved in five categories of student involvement, level of self-esteem, and additional demographics information. Results of the study did not confirm that student involvement is positively related to the personal outcome of self-esteem (Astin, 1985a). Results showed a negative correlation between high self-esteem and high other and total involvement for the random sample. Results showed a negative correlation between high self-esteem and high other involvement for white/caucasian students. No correlation was found between student involvement and self-esteem for students of color. The results of this study suggest further quantitative and qualitative research should be conducted to determine the cause behind the negative relationship between high student involvement and high self-esteem for sophomore women. In order to provide for the best college experience, it is important that staff, faculty, and administrators more fully understand the experiences of sophomore women

Face-to-face on Facebook: students are there... should we be?

Chapter 7 from Teaching Generation M: a Handbook for Librarians and Educators. Reprinted with permission of Neal-Schuman Publishers from Teaching Generation M: A Handbook for Librarians and Educators edited by Robert J. Lackie and Vibiana Bowman Cvetkovic. ©2009 by Neal-Schuman Publishers, Inc. All Rights Reserved.Keywords: Facebook, Generation M demographics, Social networking site

Librarians as Wikimedia Movement Organizers in Spain : An interpretive inquiry exploring activities and motivations

How do librarians in Spain engage with Wikipedia (and Wikidata, Wikisource, and other Wikipedia sister projects) as Wikimedia Movement Organizers? And, what motivates them to do so? This article reports on findings from 14 interviews with 18 librarians. The librarians interviewed were multilingual and contributed to Wikimedia projects in Castilian (commonly referred to as Spanish), Catalan, Basque, English, and other European languages. They reported planning and running Wikipedia events, developing partnerships with local Wikimedia chapters, motivating citizens to upload photos to Wikimedia Commons, identifying gaps in Wikipedia content and filling those gaps, transcribing historic documents and adding them to Wikisource, and contributing data to Wikidata. Most were motivated by their desire to preserve and promote regional languages and culture, and a commitment to open access and open education.Keywords: Wikipedia, Wikimedia, Wikimedia Commons, Wikidata, Wikisource, Libraries, Librarians, Education, Information Literacy, Spain, Spanish, Catalan, Basque, Catalonia, Basque Country, GLAM, Wikimedia Movement Organizer

Exploring ChatGPT with undergraduate students : misinformation and fabricated references

This post first appeared in the OSU Center for Teaching and Learning Blog.Educators everywhere are grappling with the disruptive technology of generative artificial intelligence (AI). Librarians, who are at the center of information literacy instruction in many schools and universities, are juggling the task of learning about this quickly evolving technology while also teaching students about the algorithms within language learning models that lead to the creation of false information and fabricated references. As librarians and other educators explore these quickly emerging AI tools, we should involve students in conversations and experiential activities that investigate both the potential and challenges associated with using AI tools as part of the learning process. In the spring of 2023 we, two librarians, were teaching a 2-credit class at Oregon State University titled Wikipedia and Information Equity. Halfway into the term, we decided to dedicate one 50-minute class period to a hands-on activity and discussion about ChatGPT. The capstone project in our course is a student-authored Wikipedia article on a topic of their choice. Students go through an iterative process in creating a Wikipedia article, which includes drafting their work in a sandbox and receiving feedback via peer review, along with instructor review. In mid-May, after students had finished their final draft but before publishing their articles, we facilitated the ChatGPT class activity.Keywords: Wikipedia, ChatGPT, Pedagogy, Artificial Intelligenc