Rachel A. Fleming-May

What Is Library Use? Facets of Concept and a Typology of Its Application in the Literature of Library and Information Science1

The “use” of library resources and services is frequently presented in library and information science (LIS) literature as a primitive concept: an idea that need not be defined when it is being measured as an operational variable in empirical research. This project considered representations of library use through the Evolutionary Concept Analysis (ECA) method, developed by nursing scholar Beth L. Rodgers to explore the significance of concepts within specific disciplinary, chronological, and theoretical contexts. Analysis of a 200-item sample of the LIS journal literature revealed that “use” is not a monolithic concept but, in fact, has multiple facets of meaning that are deployed in diverse contexts across the LIS publication spectrum. In addition to reviewing key discussions of library use in the LIS literature, this article presents a typology of its conceptual facets.

The LibValue Project: Three Reports on Values, Outcomes, and Return on Investment of Academic Libraries

Follow this and additional works at: https://docs.lib.purdue.edu/charleston An indexed, print copy of the Proceedings is also available for purchase at: http://www.thepress.purdue.edu/series/charleston. You may also be interested in the new series, Charleston Insights in Library, Archival, and Information Sciences. Find out more at: http://www.thepress.purdue.edu/series/charleston-insights-library-archivaland-information-sciences.

Experience assessment: designing an innovative curriculum for assessment and UX professionals

Purpose While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues. Design/methodology/approach In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program. Findings In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness. Research limitations/implications At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support. Originality/value This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

A Gutenberg moment: the do-it-yourself world of online literary publishing

The Internet has changed the publishing industry irrevocably; this phenomenon has affected the print‐centric sphere of literary publishing as well as those fields that have typically accepted change more readily. This poster presents findings from a study of the opinions and practices of editors and publishers of literary journals published online either in part or exclusively. In a survey and follow‐up interviews, we asked respondents to describe the benefits and drawbacks of publishing literature using web‐based platforms as well as their perceptions of the larger impact online publishing is having on literature. This study represents a unique attempt to explore the creative field of literature through the theoretical lens of information science.