Using Culture to Cultivate Conversations: Lessons Learned from Whiteboard Ethnographic Research

This presentation will report on the outcomes of a longitudinal collaboration between the University of Richmond and the University of Tennessee, Knoxville libraries to create, scale, and sustain an ethnographic research project utilizing open-ended questions posted on whiteboards. Presenters will highlight methods of coding and communicating large amounts of data to disparate communities and share lessons learned regarding participatory assessment projects, space usage and the ways in which culture should inform the creation of strategic ethnographic projects

Ethnography in student-owned spaces: Using whiteboards to explore learning communities and student success

“Student success” and the “user experience” are terms that have gained prominence in conversations around the ways in which academic libraries support and engage with their student populations. Ethnographic methods provide a unique opportunity to incorporate student voices into these conversations. This study reports on a longitudinal ethnographic study conducted at two academic libraries in the United States. Through a semi-structured participatory approach using whiteboards, the researchers garnered more than 2,000 responses. By coding that qualitative data, the researchers were able to examine student usage of library spaces, how students create informal learning communities within these spaces, and how students define success for themselves. The research specifically highlights the importance of using transitional spaces, highly visible communal spaces not specifically set aside for academic purposes within libraries, to gather participatory data. This paper shares key findings to inform both library practice and further research

Practices and Perceptions of Academic Library Instruction: A Survey of Composition & Rhetoric Instructors

Instructional services play a central and growing role in academic libraries' offerings. As these services continue to evolve, librarians are increasingly called upon to not only plan and deliver instruction, but also to assess their efforts. This study sought to evaluate library instruction through an electronic survey of English 105 and English 105i course instructors within the University of North Carolina at Chapel Hill's Writing Program. Survey questions were designed to examine both the attitudes and behaviors of respondents, with the goal of gaining an understanding of factors involved in instructors' decisions to include library-led instruction sessions in their courses, their expectations of this instruction, and their motivation for future use. Individual responses are highlighted, as are potential associations observed among length of teaching experience, course objectives, assignment development practices and perceptions of library instructors. Implementations for both practice and further research are also discussed.Master of Science in Library Scienc

How to Establish an SGA Open Education Award on Your Campus

In 2015, Texas A&M University (TAMU) Libraries and the TAMU Student Government Association (SGA) established the Open Educator Awards through student legislation. Dr. Bruce Herbert shared documentation via TAMU’s institutional repository to guide other universities in creating similar awards (1). In academic years 2017 and 2018, the SGA at University of Tennessee (UT) has recognized faculty and instructors who are leaders in adopting open educational resources (OERs), and open textbooks in particular, through the SGA Open Education Awards. Based on TAMU’s model, the awards include significant support from UT’s University Libraries throughout the process. Because workload and stakeholder expectations are difficult to gauge when beginning any new project, presenters will outline their experiences establishing the awards with the aim of helping other OER advocates determine whether such an outreach approach may be effective on their campuses. This poster will provide an overview of steps taken to create UT\u27s SGA Open Education Awards. The steps can be generally summarized as 1) establishing the awards, 2) organizing and coordinating efforts, 3) distributing awards, and 4) harnessing momentum generated by the awards. Additionally, the poster will include considerations in forecasting potential outcomes of the awards by listing partnerships and collaborations in campus OER advocacy that may occur after the awards become established on a campus. Accompanying the poster will be handouts (physical and digital) with more information about the process. Rather than presenting the steps in a traditional presentation, the poster format will allow others to read through this “recipe,” consider how it might be improved in their own kitchens, and discuss ideas freely with other cooks. With this outline, and documentation on SGA legislation from TAMU, OER advocates will have a practical handbook for developing a student-driven OER award for their campuses. (1) Bruce Herbert, “Texas A&M Student Government OER Teaching Awards,” Texas A&M OAKTrust Digital Repository, 2015, http://hdl.handle.net/1969.1/156092

Writing and Reviewing for Inclusion: Programs to Lift Library Worker Voices

Poster Presented at the American Library Association 2024 Annual Conference, San Diego, CA, United States Publishing and peer review are two core ways librarians can support each other in their work. After noticing an untapped opportunity to support library workers from across the spectrum of libraries who would like to publish or provide professional service in the field, a group of library workers established First Draft Matchmaker, a peer review program that pairs volunteer reviewers with writers for supportive and nonjudgmental feedback. This initiative supports library workers’ writing processes prior to submission for a journal, conference proposal, book chapter, or trade publication and encourages many voices to participate in the professional conversation. Writers from any type of library can take part in this program, with opportunities to begin their participation and engage at a time of year that best fits their schedule. This free, librarian-led service offers a more equitable opportunity for writers to give or receive feedback.Following the success of this program and inspired by feedback from peers, in 2023 we developed and launched a National Article Writing Month (NaArWriMo) program that supports writers as they work on their submissions. This support includes optional accountability partners, weekly Zoom writing sessions, and helpful weekly emails with calendars and playlist suggestions. Writers can also use the First Draft Matchmaker program to have additional support during this writing period.This poster will present data on how the First Draft Matchmaker and NaArWriMo programs began, the outreach and effect they’ve had with participants so far, and where they’re heading in the future. Learning Objectives: Upon completion, participants will be able to identify how they can receive support for their writing, provide support for other writers, or both. Upon completion, participants will be able to explore approaches to setting goals and celebrating milestones in their writing process. Upon completion, participants will be able to identify strategies for providing and acting on constructive feedback

Love at First Abstract: A Program to Lift Library Worker Voices and Foster a Future of Supportive Peer Review

Slides from presentation for the ACRL 2023 Conference, March 15-18, 2023, Pittsburgh, Pennsylvania How can all of us, as library workers, develop our writing and foster the growth of others in the profession? This question led to the 2022 launch of a program to connect writers with reviewers. Organized by library workers, this free service matches volunteer reviewers with writers for supportive and nonjudgmental feedback to improve the writing process prior to submission to a journal, conference proposal, or trade publication, and encourages many voices to participate in the professional conversation. This presentation will discuss the first year of the program, including reflection, key takeaways, and future opportunities for involvement. Learning Outcomes: Attendees will learn about the program\u27s purpose, goals, and takeaways from its first year. Attendees will identify ways that they can get involved with the program, either as a writer or reviewer. Attendees will learn tactics for moving past emotional barriers to writing and publishing

In Person, Online and In Between: Finding Balance as Instruction Increases

One‐shot sessions. Larger‐scale auditorium assemblies. An assignment‐embedded LibGuide. Over the span of three years, library instruction for Public Speaking, one of our university’s largest enrollment general education courses, has shifted from the classroom to the computer screen. This shift has presented new opportunities for assessment while promoting scalability and flexibility. At the same time, it has limited opportunities for enrolled students to see librarians as partners in, and resources for, their research process. This session will highlight learnings involved in transitioning to an online information literacy approach and librarians’ exploration of supplementary offerings to support both students and instructors. In addition to discussing takeaways applicable to a variety of instructional settings, participants will be encouraged to join in an ongoing conversation about finding equilibrium between fostering student connections and providing scalable, sustainable instruction

Building and Enhancing Global Connections through Sister Libraries

“Building and Enhancing Global Connections through Sister Libraries” is a report prepared by the 2017 Emerging Leaders (ELs) Group C members for the American Library Association’s (ALA) International Relations Round Table (IRRT). The ELs were tasked with identifying factors that lead to successful and sustainable international library partnerships, proposing new approaches to improve the sustainability of these partnerships, and providing updated information and materials about Sister Libraries (SL) partnerships. Data was collected through a literature review, emailed questionnaire, and online survey. The most frequently mentioned factors for a successful SL partnership were having a formal agreement, being in frequent communication, having face-to-face visits, having a flexible mindset, and planning a trial period. Recommendations for improving the SL program centered around how partnerships are created, marketing and outreach, and participant resources. The ELs also created a template survey for collecting SL participants’ contact information and success stories, a list of potential funding opportunities, and a template Memorandum of Understanding