Academic libraries and the academy

Academic Libraries and the Academy: Strategies and Approaches to Demonstrate Your Value, Impact, and Return on Investment VOLUME TWO Marwin Britto and Kirsten Kinsley Association of College and Research Libraries A division of the American Library Association Chicago, Illinois 2018 The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences–Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 ∞ Cataloging-in-Publication data is on file with the Library of Congress Copyright ©2018 by the Association of College and Research Libraries All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976 Printed in the United States of America 22 21 20 19 18 5 4 3 2 1 Contents (this volume) ix Foreword Megan Oakleaf xiii Introduction and Context Demonstrating Value through Library Assessment 303 SECTION REACHABLE FRUIT 305 Chapter 20 Problems and Promises of Using LMS Learner Analytics for Assessment: Case Study of a First-Year English Program Valerie Beech and Eric Kowalik 332 Chapter 21 Reframing Information Literacy Assessment: Reaching for College Seniors Toni Carter and Dr Megan Rodgers Good 342 Chapter 22 Library Instruction, Net Promoter Scores, and Nudging beyond Satisfaction Richard “Ted” Chaffin 353 Chapter 23 Gathering User Behaviors: Improving Library Space while Enhancing the Library’s Profile Margaret A Fain and Jennifer H Hughes 367 Chapter 24 Constructing the Evaluation Mosaic of a Library Module for New Undergraduate Students Diana M Finkle iii iv CONTENTS 384 Chapter 25 Breaking the SEAL: Enhancing Engagement with Academic Libraries and the Academy through Educational Design Innovation in Technology-Enhanced Learning Mary Fleming, Paul Flynn, Tony Hall, Barry Houlihan, Niall McSweeney 398 Chapter 26 Using Reflective Writing to Enhance the Student Research Process Larissa Gordon 410 Chapter 27 Assessing the Effectiveness of Collaboration Workshops in an Academic Library: A Mixed-Methods Approach April Hines, Bess de Farber, and Michael LeDuc 427 Chapter 28 Transitioning from a Teaching to a ResearchFocused Collection in a Middle Eastern University: A Road Map for Future Directions Lilly Hoi Sze Ho 442 Chapter 29 Creating a Strategic and Flexible Assessment Framework for Undergraduate Student Outreach Amanda Hornby and Emilie Vrbancic 456 Chapter 30 Value Assessment Strategies and Return On Investment of the Twenty First Century Libraries: Covenant University in View Mercy A Iroaganachi, Michael O Fagbohun, and Nwanne M Nwokeoma 480 Chapter 31 Cracking the Code: Course Syllabi Unpacked, Decoded, and Documented for Evidence of Library Value Colleen Mullally, Jeremy Whitt, and Casey Ann Mitchell 495 Chapter 32 Building a Case for the Replacement of a Legacy Library Management System Shameem Nilofar 519 Chapter 33 When Numbers Are Not Enough: Using Assessment toward Organizational Change Nancy B Turner 529 Chapter 34 Assessment as Engagement: Understanding Faculty Perceptions of Research at Trinity College Erin Valentino, Rob Walsh, and Rachael Barlow 547 Chapter 35 Targeting Collection Assessment Data to the Intended Audience Kimberly Westbrooks and Paula Barnett-Ellis Contents 567 SECTION HARD-TO-REACH FRUIT 569 Chapter 36 Story Time in the Academic Library: Using Assessment Evidence to Communicate Library Value Amanda B Albert 586 Chapter 37 “We Only See What We Look At”: Sight as a Metaphor for Exploring Student Library Use, Study Habits and Research Behaviors Valeda Dent, Kim Mullins, Eamon Tewell, and Natalia Tomlin 596 Chapter 38 Longitudinal Information Literacy Skills Assessment Jessame E Ferguson and Robin Dewey 618 Chapter 39 The Maturing of a Big Library Data Project: OR How to Future-proof your Library Data and Student Success Project Jan Fransen, Kristen Mastel, Shane Nackerud, Kate Peterson, and Krista Soria 633 Chapter 40 A Voice of Their Own—Letting Library Collections Tell Their Story: The UNT Libraries Collection Map Karen Harker and Janette Klein 658 Chapter 41 A Story for the Ages: Staff Engage in Reorganization by Reading a Decade’s Trend Data Elena O’Malley 672 Chapter 42 Using Program Evaluation as a Proxy for Assessment: Diffusion from Policy Literature to Improve Academic Program Assessment Seth M Porter 687 Author Bios Contents (volume one) ix Foreword Megan Oakleaf xiii Introduction and Context Demonstrating Value through Library Assessment v vi CONTENTS SECTION SEEDING THE INITIATIVE Chapter High-Impact Practices and Archives Kyle Ainsworth, Jonathan Helmke, and Linda Reynolds 22 Chapter Growing Our Field Evidence: Succession Planning for Sustainable Information Literacy Assessment Amanda L Folk 34 Chapter Connecting Student Success and Library Services Diane Fulkerson and Jessica Szempruch 47 Chapter Our “Special Obligation”: Library Assessment, Learning Analytics, and Intellectual Freedom Sarah Hartman-Caverly 74 Chapter Research and Writing in the Discipline: A Model for Faculty-Librarian Collaboration Talia Nadir and Erika Scheurer 100 Chapter Thinking LEAN: The Relevance of Gemba-Kaizen And Visual Assessment in Collection Management Nazimah Ram Nath 114 Chapter Delivering on the Institution’s Mission: Developing Measures for a Research Library’s Strategic Plan Laura I Spears, Trey Shelton, Chelsea Dinsmore, and Rachael Elrod 135 Chapter Begin Again Holt Zaugg 149 SECTION LOW-HANGING FRUIT 151 Chapter Three Thousand Library Users Can’t Be Wrong: Demonstrating Library Impact Using One Open-Ended Survey Question Jackie Belanger, Maggie Faber, and Megan Oakleaf 161 Chapter 10 Rowan University Libraries’ Head-Counting Study Susan Breakenridge 174 Chapter 11 Measuring Accessibility and Reliability of a Laptop-Lending Kiosk in an Academic Library Hae Min Kim Contents 191 Chapter 12 Triangulating an Assessment Plan Starr Hoffman 203 Chapter 13 Leveraging Research to Guide Fundamental Changes in Learning: A Case Study at Kreitzberg Library, Norwich University Richard M Jones 218 Chapter 14 Answering the Question before It’s Asked: Building a Library Impact Dashboard Jacalyn Kremer and Robert Hoyt 229 Chapter 15 Closing the Gap: The Library in Academic Program Review Bridgit McCafferty and Dawn Harris 240 Chapter 16 An Ounce of Performance Is Worth Pounds of Promises: The Impact of Web-Scale Discovery on Full-Text Consumption Anthony J McMullen 251 Chapter 17 Show Them the (Data-Driven) Goods: A Transparent Collection Assessment Tool for Libraries Caroline Muglia 268 Chapter 18 Q-methodology: A Versatile, Quick, and Adaptable Indirect Assessment Method Eric Resnis and Aaron Shrimplin 282 Chapter 19 Assessing Discovery: How First-Year Students Use the Primo Discovery Tool Karen Viars and Sofia Slutskaya 295 Author Bios vii Foreword Megan Oakleaf Reflection is the hallmark of an effective practitioner At the core of reflection is a spirit of introspection, a willingness to consider and question one’s own thoughts and actions In professional roles, practitioners engage in reflection by considering the implications of their actions and leveraging a sense of doubt Practitioners who allow themselves to doubt whether (or to what degree) their efforts lead to desired outcomes open a mental space through which awareness and learning may enter In educational spheres, assessment is a key tool for reflective practice It is hard to overstate the importance of assessment; it is the lifeblood of teaching and learning Without assessment, educators sever their relationships with learners, resulting in instructional efforts that succeed only by chance and may often fail to reach, support, or empower learners In contrast, educational practitioners who conduct assessments 1) gain insights into the needs, goals, and values of their learners; 2) design learning experiences that meet students where they are, engage them in meaningful ways, and enable them to attain greater agency in their own lives; and 3) reflect and improve throughout each iterative teaching cycle, ultimately increasing the value of education for their present and future learners As active contributors to the educational mission of their institutions, academic librarians can expand student access to learning, ensure students are able to persist and attain their goals, and scaffold student experiences to aid attainment of independent learning capacity They can support students as they develop productive self-awareness, metacognition, and self-actualization in a variety of contexts, including their immediate learning environments, the broader community, and the world around them They can fulfill these educational roles; however, to ensure that they do, librarians must engage in reflection and assessment Academic librarians who practice reflective assessment participate in “triple-loop” learning, thereby exploring whether they’re providing library services, resources, and spaces in the “right” ways, for the “right” reasons, and whether those “right” reasons align with professional convictions about information, education, and the role of libraries in higher education The act of engaging in deep assessment as a reflective practice can be both revelatory and energizing for librarians, and the ix 684 Chapter 42 Notes Section Richard Bingham and Claire Felbringer, Evaluation in Practice (New York: Chatham House, 2002) Association of College and Research Libraries, The Value of Academic Libraries: A Comprehensive Research Review and Report, researched by Megan Oakleaf (Chicago: Association of College and Research Libraries, 2010), http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/ val_report.pdf “Program Evaluation and Performance Measurement at the EPA,” Environmental Protection Agency, accessed May 15, 2017, https://www.epa.gov/evaluate/program-evaluation-and-performance-measurement-epa Peter Rossi and Howard Freeman, Evaluation, 5th ed (Newbury Park, CA: Sage, 1993) “Program Performance and Evaluation Office,” Centers for Disease Control and Prevention, accessed May 15, 2017, https://www.cdc.gov/eval/framework/ Centers for Disease Control and Prevention, Framework for Program Evaluation in Public Health (Washington, DC: Centers for Disease Control and Prevention, September 17, 1999), https://www cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm J Timmons, M Mack, A Simms, R Hare, and J Wills, “Useful Program Evaluation,” chapter in Paving the Way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities, 6-1–6-14 (Washington, DC: National Collaborative on Workforce and Disability for Youth, 2006), http:// www.ncwd-youth.info/assets/guides/mentoring/Mentoring-Chapter_6.pdf Carter McNamara, Basic Guide to Program Evaluation, (Albuquerque: University of new Mexico, 2005), 3–4, https://www.unm.edu/~egrong/web/docs/R3_Basic%20Guide%20to%20Program%20 Evaluation.pdf Alison J R Metz, “Why Conduct a Program Evaluation? Five Reasons Why Evaluation Can Help an Out-of-School Time Program,” Research-to-Results brief, 2007-31, Child Trends, October 2007, https://cyfar.org/sites/default/files/Child_Trends-2007_10_01_RB_WhyProgEval.pdf 10 Bingham and Felbringer, Evaluation in Practice 11 Bingham and Felbringer, Evaluation in Practice 12 Bingham and Felbringer, Evaluation in Practice 13 David E Meyer and Roger W Schvanevedt, “Facilitation in Recognizing Pairs of Words: Evidence of a Dependence between Retrieval Operations,” Journal of Experimental Psychology 90, no (October 1971): 227–34, https://doi.org/10.1037/h0031564 14 Bingham and Felbringer, Evaluation in Practice, 79 15 Bingham and Felbringer, Evaluation in Practice, 109 16 Bingham and Felbringer, Evaluation in Practice 17 Optimizely, “A/B Testing,” Optipedia, Optimization Glossary, accessed July 13, 2018, https://www optimizely.com/optimization-glossary/ab-testing/ 18 Optimizely, “A/B Testing.” 19 Brian Christian “The A/B Test: Inside the Technology That’s Changing the Rules of Business,” Wired Magazine, April 25, 2012, https://www.wired.com/2012/04/ff_abtesting/ 20 Bingham and Felbringer, Evaluation in Practice 21 Bingham and Felbringer, Evaluation in Practice 22 Bingham and Felbringer, Evaluation in Practice 23 “Toolkits,” Association of College and Research Libraries, accessed May 15, 2017, http://www.ala org/acrl/proftools/toolkits 24 Bingham and Felbringer, Evaluation in Practice 25 Association of College and Research Libraries, Value of Academic Libraries Bibliography Association of College and Research Libraries “Toolkits.” Accessed May 15, 2017 http://www.ala.org/ acrl/proftools/toolkits Using Program Evaluation as a Proxy for Assessment 685 Section ——— The Value of Academic Libraries: A Comprehensive Research Review and Report Researched by Megan Oakleaf Chicago: Association of College and Research Libraries, 2010 http://www.ala org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdf Bingham, Richard, and Claire Felbringer Evaluation in Practice: A Methodological Approach New York: Chatham House, 2002 Centers for Disease Control and Prevention Framework for Program Evaluation in Public Health Washington, DC: Centers for Disease Control and Prevention, September 17, 1999 https://www.cdc gov/mmwr/preview/mmwrhtml/rr4811a1.htm ——— “Program Performance and Evaluation Office.” Accessed May 15, 2017 https://www.cdc.gov/ eval/framework/ Christian, Brian “The A/B Test: Inside the Technology That’s Changing the Rules of Business.” Wired Magazine, April 25, 2012 https://www.wired.com/2012/04/ff_abtesting/ Environmental Protection Agency “Program Evaluation and Performance Measurement at the EPA.” Accessed May 15, 2017 https://www.epa.gov/evaluate/program-evaluation-and-performance-measurement-epa McNamara, Carter Basic Guide to Program Evaluation Albuquerque: University of New Mexico, 2005 https://www.unm.edu/~egrong/web/docs/R3_Basic%20Guide%20to%20Program%20Evaluation.pdf Metz, Alison J R “Why Conduct a Program Evaluation? Five Reasons Why Evaluation Can Help an Outof-School Time Program.” Research-to-Results brief, 2007-31 Child Trends, October 2007 https://cyfar.org/sites/default/files/Child_Trends-2007_10_01_RB_WhyProgEval.pdf Meyer, David E., and Roger W Schvaneveldt.“Facilitation in Recognizing Pairs of Words: Evidence of a Dependence between Retrieval Operations.” Journal of Experimental Psychology 90, no (October 1971): 227–34 https://doi.org/10.1037/h0031564 Optimizely.“A/B Testing.” Optipedia, Optimization Glossary Accessed May 15, 2017 https://www.optimizely.com/optimization-glossary/ab-testing/ Rossi, Peter, and Howard Freeman Evaluation: A Systematic Approach, 5th ed (Newbury Park, CA: Sage, 1993) Timmons, J., M Mack, A Simms, R Hare, and J Wills “Useful Program Evaluation.” Chapter in Paving the Way to Work: A Guide to Career-Focused Mentoring for Youth with Disabilities, 6-1–6-14 Washington, DC: National Collaborative on Workforce and Disability for Youth, 2006 http:// www.ncwd-youth.info/assets/guides/mentoring/Mentoring-Chapter_6.pdf Author Bios Author Bios Marwin Britto is the Business, Economics, Education and Public Policy Librarian at the University of Saskatchewan His online, face-to-face and blended teaching experiences span K-12, ESL in Canada and Japan, community college, and university undergraduate and graduate levels His leadership experiences in higher education include positions as Director of the Educational Technology Center, Executive Director of Online Learning, Director of Instructional Technology, Chief Information Officer, Associate Dean of the University Library, and University Librarian Marwin has delivered more than 140 refereed conference presentations and authored 60+ refereed papers in academic journals and conference proceedings in the areas of distance education/ online learning, teaching and learning, teacher education, instructional technology, library science and change management He holds four graduate degrees including a Masters in Education (specializing in Educational Technology), a Masters in Business Administration, an ALA-accredited Masters in Library and Information Science, and a Ph.D in Instructional Technology For further information, visit https://ca.linkedin com/in/marwinbritto and www.marwinbritto.info Kirsten Kinsley is an Assessment Librarian at the Florida State University Libraries and a liaison with the College of Criminology and Criminal Justice, and a co-liaison for the Department of Psychology and the College of Social Work Kirsten completed her Master of Science in Library and Information Studies in 1999 and received a Master of Science and Specialist in Education degrees in Counseling and Human Systems in 1995 from the Florida State University In 1989, she graduated with a Bachelor of Science in Psychology with Honors Ms Kinsley previously worked for the FSU Career Center Library and Law Research Center and has been working in libraries on campus in various capacities since 1991 Kirsten seeks to foster and measure how the library through campus collaborations can contribute to student and faculty success Amanda B Albert is the Information Literacy Coordinator and director of the Instruction and Information Literacy Program at Washington University in St Louis Amanda earned her MSLIS from the iSchool at Syracuse University in 2014 As a graduate student, Amanda held positions in both public and academic libraries Amanda’s 687 688 Author Bios current research interests include information literacy instruction, instructional design, assessment, and communicating library value She has presented at conferences including ACRL, LOEX, NISO Virtual Conference, the Southeast Library Assessment Conference (SELAC), the Library Assessment Conference (LAC), and the Distance Library Services Conference (DLS) Amanda is published in The Journal of Academic Librarianship and the Journal of Library & Information Services in Distance Learning Rachael Barlow is the Associate Director of Assessment at Wesleyan University She earned her Ph.D in Sociology from Indiana University and her B.A in Sociology and Anthropology from Washington and Lee University She worked as the data librarian at Trinity College for five years before moving into the world of accreditation, institutional research, and assessment In her current role, she is working to develop a structure and process for general education assessment while honoring the institution’s history of having an open curriculum Paula Barnett-Ellis (pbarnett@jsu.edu) is Professor, Health and Sciences Librarian at Jacksonville State University, Jacksonville, Alabama, where her responsibilities as a subject specialist include collection development and assessment Ms Barnett-Ellis has played a role in JSU’s evolving collection assessment process through several terms of service as a member of the library’s Collection Development and Management Group Her writing credits include academic collection development and assessment Valerie Beech is Research and Instruction Librarian at Marquette University Raynor Memorial Libraries since 1998; subject area responsibilities include business, advertising and French Previously worked in reference and interlibrary loan in other midwestern academic libraries Has been teaching library instruction to beginning college students since 1990 and enjoys working with them MLIS from Simmons College Can be reached at valerie.beech@marquette.edu Toni Carter is the Instruction Coordinator at Auburn University Libraries She has Master’s degrees in Library & Information Studies and History from the University of Alabama As Instruction Coordinator, Toni collaborates with her fellow instruction team members to support and advance information literacy on campus Toni has also worked as a reference librarian at the Virginia Historical Society in Richmond and as an instruction librarian at the University of Tennessee at Chattanooga Her research interests focus mostly on information literacy assessment and pedagogy Richard “Ted” Chaffin is the Head of Academic Support & Collaboration (AS&C) at Washington University Libraries in St Louis Prior to moving to St Louis, Ted was a part-time librarian at Baton Rouge Community College, a Reference & Instruction Librarian at Southern University in Baton Rouge, and served as Instruction Librarian, Undergraduate Services Librarian, and more at Florida State University Libraries in Tallahassee Ted is currently completing his engagement in the Olin Library Transformation Project (multi-part library expansion which allowed him the opportunity to Author Bios 689 design three new library instruction spaces and an AV recording studio), collaborating with St Louis colleagues to plan the 3rd annual Gateway Library Instruction Conference, and hoping to collaborate with librarians passionate about instruction Away from the office, Ted spends his time practicing Brazilian Jiu Jitsu, watching standup comedy and Sci-Fi, and trying to make wife, daughter, and son laugh Bess de Farber, a nonprofit management specialist, is the grants manager for the University of Florida George A Smathers Libraries and served in the same capacity at University of Arizona Libraries Author of Collaborative Grant-Seeking: A Practical Guide for Librarians, she has provided grantsmanship instruction throughout the past twenty-eight years and has led efforts to secure millions in grant funding for nonprofits and academic libraries Her research interest is asset-based collaboration development As president of ASK Associates and a certified professional facilitator through the International Association of Facilitators, she created the CoLAB Planning Series(R), group processes serving thousands of individuals and their organizations to find new collaborative partnerships Valeda Dent, Ph.D is Dean and Professor, University Libraries at St John’s University in New York She holds an M.S.W and M.I.L.S from the University of Michigan and a Ph.D from the Palmer School at Long Island University Her primary research interests include ethnographic approaches to understanding the user experience; the impact of chronic poverty on development; and rural libraries in Africa and related literacy and reading habits Dr Dent has published a number of books, including Qualitative Research and the Modern Library (2011) and Rural Community Libraries in Africa: Challenges and Impacts (2014) with co-authors Dr Geoff Goodman and Dr Michael Kevane Dr Dent is the Founder of the Rural Village Libraries Research Network and her work in Africa has been published in a wide variety of peer-reviewed journals and presented internationally at conferences in South Africa, China, South Korea, the United Kingdom, and Swaziland Robin Dewey is the Director of Institutional Research and Sponsored Programs at McDaniel College in Westminster, MD She holds a B.S from the University of Delaware and an M.S from the University of Rochester Initially trained as a scientist, her career started as a researcher working in laboratories at DuPont and small biotechnology startup companies She then transitioned to working in research administration for a large academic medical center, and finally to a leadership role in institutional research and assessment Michael O Fagbohun holds a Bachelor Degree in Library and Information Science from Tai Solarin University of Education, Ogun State and Masters Degree in Library and Information Science (MLS) from University of Ibadan, Nigeria He is a Digital Serials Librarian, Centre for Learning Resources, Covenant University, Ota, Ogun State Nigeria His research areas includes: Digital and data services, cloud computing, library 690 Author Bios user satisfaction, quality control, e-discovery and knowledge management, information literacy skills and information access to disadvantaged individuals Margaret Fain is currently interim Head of Instruction Services at Kimbel Library, Coastal Carolina University and serves as Director of Core Curriculum for Coastal Carolina University She received her MS in LS from the University of North Carolina Chapel Hill and her MAW from Coastal Carolina University She been involved in many aspects of public services in her career at Coastal Carolina University, including library instruction, reference, and assessment Jessame E Ferguson is Director of Hoover Library at McDaniel College in Westminster, MD where she has been since July of 2008 She received her M.L.I.S from Louisiana State University, and has been a professional librarian for over 22 years at four different types of academic institutions, including Anne Arundel Community College, UMass-Amherst and UMBC Her current professional interests focus on assessment and information literacy education as well as everything related to running a college library in the current age and planning for the future Diana M Finkle is Online Projects Coordinator and Graphic Designer for Clemson University Libraries, where she has worked since 2013 She earned her MLIS from the University of Alabama through its online cohort and has a BA from Wofford College in Spanish and Art History A technophile and accessibility advocate, Diana enjoys finding new ways to create content, improve services, and teach others She is co-author of Take Your Library Workshops Online! and has presented on library technology topics at local and national conferences Diana serves on Clemson Libraries’ Instruction Team and the Clemson University President’s Commissions on Accessibility When not at the library, Diana enjoys exploring and photographing nature, spending time with family, and watching post-apocalyptic and science fiction Dr Mary Fleming: Senior lecturer and Director of Teacher Education in the school of Education, NUI Galway, with primary responsibility for the graduate post primary teacher education programme: Professional Master of Education(PME) Research interest in School leadership and learning in schools through teacher capacity building and continuous professional development The establishment of a learning community is the basis for supporting pupils’ learning and this project links coherently with this as it aims to triangulate the school and university as spaces for enhancing the learning experiences for the pupils Dr Paul Flynn is a Lecturer and Programme Manager at TechInnovate at NUI Galway Fellow of the International Society of Design & Development in Education CoPI STARTED Project (Erasmus+), Co-Director of Breaking the S.E.A.L Programme Graduate of the Entrepreneurship Development Programme at MIT (Sloan) and Director of Innovation21—a newly formed innovation based outreach programme at NUI Galway Co-Founder of LaunchPad Education & Founder of D-Tech24 Author Bios 691 Jan Fransen (fransen@umn.edu) is the Service Lead for Research Information Management Systems at University of Minnesota Libraries in the Twin Cities In that role, she works across divisions and with campus partners to provide library systems that save researchers’, students’, and administrators’ time and improve their access to the resources they need to get to their next steps Jan’s previous library experience was as an engineering liaison librarian, working with faculty and students in her alma mater, the College of Science & Engineering at the University of Minnesota Before becoming a librarian in 2008, Jan had a career as a programmer, trainer, and writer, with a focus on helping people use technology to be more effective in their jobs Dr Megan Rodgers Good is the Director of Academic Assessment at Auburn University She has a doctorate in Assessment and Measurement completed at James Madison University (JMU) At JMU, she served as an assessment consultant in the Center for Assessment and Research Studies and as an Assessment Coordinator for the Center for Faculty Innovation Her dissertation focused on how programmatic learning improvement could be achieved by connecting assessment with faculty development work Megan joined Auburn in 2015 as the inaugural Director of Academic Assessment In this role, she supports general education assessment, the assessment work of 250 academic degree programs, and other entities on campus that have articulated student learning outcomes (e.g., Honors College, Libraries) Larissa Gordon (MS-LIS, M.Ed.) is a Reference and Instruction Librarian at Arcadia University, in Glenside PA She gained experience with assessment by attending ACRL’s Assessment Immersion Program and through participation in ACRL’s Assessment in Action program She has served for many years on her university’s Curriculum Assessment Team Currently, she sits on the Faculty Senate of her university, and serves as a member of her university’s Middle States Accreditation Self Study steering committee She also teaches a semester long course on Science Fiction as part of the University Seminar component of Arcadia’s undergraduate curriculum Tony Hall is Senior Lecturer in Educational Technology and Deputy Head of School, School of Education, NUI Galway A former second-level teacher of physical education, English, mathematics and ICT, Tony jointly directs the BA Mathematics and Education programme at NUI Galway, and his research interests centre on design-based research He is joint principal investigator for the EU Designing and Evaluating Innovative Mobile Pedagogies (DEIMP) Project, to design mobile learning for teacher education and schools, and the national Research Expertise Exchange (REX) Project to design a social network to support teacher research Karen R Harker, MLS, MPH, is currently Collection Assessment Librarian for the University of North Texas Libraries in Denton, Texas She started her professional librarian career at the University of Texas Southwestern Medical School Library after earning her MLS from Texas Woman’s University in 1999 After earning her MPH from 692 Author Bios the University of Texas School of Public Health, she was Biomedical Statistician for the University of Texas Southwestern Medical Center Psychiatry, analyzing data from clinical trials on adolescent stress, smoking cessation, and depression In 2015, Karen returned to librarianship as Collection Assessment Librarian, where she is able to apply her statistical and analytical skills to the analysis of the collections to determine the most efficient and effective resources, as well as the impact of collections on learning and research outcomes April Hines is the journalism and mass communications librarian for the University of Florida (UF) George A Smathers Libraries Her research areas include inquiry-based information literacy instruction, face-to-face facilitative processes, library marketing and outreach, and social media engagement She has presented and published on such topics as academic librarians and personal branding, using ethnic newspapers to reach underserved communities, and developing a library student ambassador program Hines has participated on several grant projects and leads the Collaborating with Strangers In and Outside Mass Communications project sponsored by Procter & Gamble Lilly Hoi Sze Ho (M.A., MSc.) is the Assistant Director of Technical Services at Zayed University’s Library and Learning Commons in Dubai, United Arab Emirates Lilly earned her Master’s degree in Information and Knowledge Management from the University of Technology Sydney and has a specialist Master’s degree in Applied Mathematics for Science and Technology at The Polytechnic University of Hong Kong Before joining Zayed, Lilly worked as information professional for over 15 years and has extensive experience in technical services She has participated in various high-level technical and large-scale renovation projects in different industry sectors Lilly Ho can be contacted at: lillyho@gmail.com Amanda Hornby is the Head of Teaching & Learning at the University of Washington’s Odegaard Library Amanda provides coordination, promotion, management and evaluation of the University of Washington Libraries’ teaching and learning program She co-chairs the Libraries Teaching & Learning Group, a tri-campus teaching and learning advisory committee, supervises the Undergraduate Student Success team and co-supervises Odegaard Library Graduate Research & Learning Services Specialists Amanda’s research interests include active learning spaces, library assessment, library teaching and learning, and mentoring Past publications include co-authored work in Practical Pedagogy for Library Instructors: 17 Innovative Strategies to Improve Student Learning and Library Leadership & Management, as well as national presentations at conferences that include Library Assessment Conference, Association of College & Research Libraries (ACRL) Conference, Workshop for Instruction in Library Use (WILU) Conference, and the Society for College & University Planning (SCUP) Pacific Regional Conference, among others Author Bios 693 Barry Houlihan is an archivist at the Hardiman Library, National University of Ireland, Galway He lectures on a range of programmes focusing on archives literacy through disciplines of History, Drama and Theatre Studies, Irish Studies and Children’s Studies Barry is the editor of Navigating Ireland’s Theatre: Theory, Practice, Performance (Peter Lang Press, 2018) and is a Phd candidate in the Discipline of English, researching archival histories of theatre and social change in modernising Ireland Barry is Co-Director of the Breaking the S.E.A.L programme at NUI Galway Twitter: @stagedreaction Jennifer Hughes currently serves as the Associate University Librarian at Kimbel Library, Coastal Carolina University Ms Hughes earned her BS and MBA from Coastal Carolina University and her MLIS from the University of South Carolina She has extensive experience in public services, with focus on access services for patrons Mercy A Iroaganachi is a professional librarian, and hails from Delta State, Nigeria She holds a Bachelor degree (B.A Hons.) in Communication and Language Arts and Masters Degree in Library and Information Science (MLS) from the University of Ibadan, Nigeria, respectively She heads the Readers’ Services section of the Centre for Learning Resources, Covenant University Ota, Ogun State, Nigeria Janette Klein, MLS, PhD candidate, is currently Business & Technology / Safety Sciences Library Liaison for the University of Central Missouri and the Collection Assessment Specialist She received her MLS from University of North Texas in 2013 and also holds Graduate Academic Certificates in Advanced Management in Libraries and Information Agencies, and Digital Content Management Leaving the corporate world of finance and internal audit in 2014 to pursue an Interdisciplinary Information Science PhD, she combines both her professional experience and her interest in data analysis and collection assessment with a variety of research areas of interest including communities of practice, collection assessment, undergraduate/graduate student success and retention, information behavior needs and practices within alternative information worlds, sociocultural norming behavior, social network analysis, and information science theory development Janette Klein was a Graduate Library Assistant in the Collection Development Department at the University of North Texas Libraries through May 2017 Eric Kowalik is a recovering web developer working as an instructional designer at the Raynor Memorial Libraries at his alma mater, Marquette University, from which he earned a bachelor’s degree in Journalism and History Prior to Marquette, he spent years as a code jockey at the University of California, Irvine, hanging ten at the beach and earning a Master’s degree in Instructional Design and Technology When not working, Eric enjoys long walks in hubsites, fine loose-leaf tea, and over-sharing on social networking sites He can be contacted at eric.kowalik@marquette.edu 694 Author Bios Michael LeDuc is an evaluation specialist with Collaborative Assessment & Program Evaluation Services, or CAPES, at the University of Florida As a graduate student in UF’s Research and Evaluation Methodology program, he completed coursework in quantitative and qualitative research methodology, and collaborated on several education research and evaluation projects involving teacher education reform, early childhood special education, and reading education intervention LeDuc completed his Master’s thesis on the use of educational technology in higher education and graduated in December of 2016 Kristen Mastel (meye0539@umn.edu) Kristen Mastel is an outreach and instruction librarian at the University of Minnesota She received her Masters of Library Science from Indiana University, and her undergraduate Bachelor of Arts from the University of Minnesota-Morris Her research areas of interest include instruction, information literacy, outreach and instructional design Kristen is a Past President of the Minnesota Library Association She also is President-Elect of the United States Agricultural Information Network She enjoys teaching students, staff, and faculty across the University through the Libraries’ Workshop series and by developing online instruction Niall McSweeney is currently the Head of Research and Learning in James Hardiman Library, NUI Galway He previously worked there as Head of Customer Focus and Information Services, since 2001 He started his career in the Boole Library, University College Cork, working as Health Sciences Librarian for many years His interests include areas such as: academic skills, digital literacy and technology-led teaching He holds a BA degree in English and philosophy and a Higher Diploma in Teaching from University College Cork He holds a Higher Diploma in Librarianship from Aberystwyth University in Wales Niall is currently the Chair of the CONUL Teaching and Learning Group Casey Ann Mitchell is the Metadata Librarian at the Margaret Herrick Library, where she oversees the book and pamphlet collection Colleen Mullally worked as Pepperdine University’s assessment librarian from 20142016 She is now the head of the Drescher Library at Pepperdine University, serving Malibu’s business, public policy, and psychology graduate community Her research interests relate to information, media, and data literacy among students of all ages Kimberly Mullins is an Associate Professor and Instructional Design Librarian at Long Island University Post and Adjunct Professor for the Palmer School of Library and Information Science She received her MLIS from LIU Post and MS in Instructional Design from New York Institute of Technology Kimberly has published and presented on her IDEA (interview, design, embed, assess) instruction design model for librarians and ethnographic research on student study and research behaviors in the library Author Bios 695 Shane Nackerud (snackeru@umn.edu) has worked at the University of Minnesota– Twin Cities since 1998, first as the Libraries webmaster, then as the Director of Web Development, and currently as Technology Lead for Libraries Initiatives In his current position Shane is working on finding new ways of integrating open and library content into courses and curricula, as well as investigating new publishing and content creation models Shane’s research interests include library use assessment, libraries and e-learning, resource integration, academic publishing, and web design Shane received a B.A in history from Augustana College in 1994 and his MLS from Indiana University in 1995 Shameem Nilofar, B.E (Computer Science), M.Sc., MLIS, heads the Information Access and Resources division as well as Library Technology and Innovation division of Singapore Management University (SMU) Libraries She is responsible for the management of collections as well as the systems infrastructure at SMU Libraries to support the teaching, learning and research needs of the SMU community She is a member of the Library’s senior management team and has worked in the library sector for over 10 years In her role, she has managed the migration of SMU’s Library Management system and overseen the implementation of IT infrastructure and services for the newly constructed Kwa Geok Choo Law Library, among other service innovations She also plays an active role in international user communities, being on the Steering Committee of the International Group of ExLibris Users (IGeLU) Nwanne M Nwokeoma is a Librarian in Covenant University Library, Ota Nigeria She holds a Bachelor of Library, Archival and Information Studies (BLIS), Masters in Information Science, both from the University of Ibadan, Nigeria Her research interest include User Satisfaction, Information Access, Application of Technology to Libraries and Information Literacy for the Young Elena O’Malley, MSLIS (Simmons, 1998), MA in Publishing and Writing (Emerson, 2010) has worked in Emerson College’s Iwasaki Library for the past 15 years and currently holds the position of Assistant Library Director for Systems and Technology She has published two academic articles and is a member of Beta Phi Mu and ACRL/NEC She once gave an early-morning presentation on inventories with a PowerPoint which contained primarily images, because she recognizes that for most people, a picture is worth one thousand rows of data She can be reached at elenaom@gmail.com Kate Peterson (katep@umn.edu) is Undergraduate Services Librarian at the University of Minnesota-Twin Cities After graduating with her MLIS from the University of Wisconsin-Madison in 2003, Kate Peterson worked for two years as a science and engineering librarian at California State University, Long Beach She then worked at St Cloud State University with science and instruction and taught IM2004: Research Strategies In 2006, she moved to Capella University, an online university, as Information Literacy Librarian She started working at the University of Minnesota-Twin Cities in 2008 She is the liaison to Writing Studies, First Year Writing, the University Honors Program and support Orientation and Undergraduate services 696 Author Bios Seth Porter is Co-Coordinator of Instruction and the Social Sciences Liaison at the Georgia Tech Library His main responsibilities are coordinating a large instruction program focusing on information literacy, cognitive biases, research skills and resources, and data analysis Seth holds an MLIS from San Jose State University and an MA in Public Policy from The University of Alabama in Huntsville Seth earned his Bachelor of Arts in History and Political Science from the University Wyoming Seth Porter previously worked as the Instruction Coordinator and Government Documents Coordinator/Lecturer at the University of Alabama in Huntsville Prior to UAH, Seth worked as the Library Director at the American Academy of Dramatic Arts in Hollywood, California Seth’s research interests are innovation in higher education, project management, education policy, instructional design, e-learning, cognitive science and decision making, and information literacy Krista Soria (ksoria@umn.edu) provides support for the Office of Institutional Research studies on the assessments of educational outcomes, and creates and maintains research databases, analyses, and reports or presentations in support of institutional assessment activities for the University of Minnesota Krista has a BA in English and psychology from Hamline University, MS in academic advising from Kansas State University, M.Ed in adult education and MA in English from University of Alaska Anchorage, and recently completed a Ph.D in educational policy and administration (higher education) from the University of Minnesota Eamon Tewell is Assistant Professor and Reference & Instruction Librarian at Long Island University Brooklyn, where he supports the teaching and learning activities of the campus community Eamon has published and presented on the topics of critical information literacy, popular media and active learning in library instruction, and televisual representations of libraries, and is the recipient of the 2016 Jesse H Shera Award for Distinguished Published Research Natalia Tomlin is an Associate Professor and Technical Services Librarian at the B Davis Schwartz Memorial Library, Long Island University Post She also serves as a Coordinator for Digital Commons @ LIU institutional repository Natalia has more than fifteen years of academic librarianship experience in the field of cataloging and bibliographic control Natalia served as is a guest lecturer at the Palmer and Pratt schools of Library and Information Science She is an author and co-author of several research articles published in leading LIS journals Nancy B Turner serves as the Associate Director of Organizational Research and Strategy Alignment at Temple University Libraries In this role she supports data-driven decision making by cultivating a robust data collection infrastructure, provides oversight for assessment and research activities at the Libraries, and helps to develop organizational structures that align practice with the Libraries’ strategic actions She received her B.A in Anthropology from the University of Pennsylvania, an M.A in Social Sci- Author Bios 697 ence from the University of Chicago, her M.L.I.S from Clark Atlanta, and is currently working on an M.Ed in Adult and Organizational Development at Temple’s College of Education Turner profiles local assessment activities on her blog Assessment on the Ground at https://sites.temple.edu/assessment/ She is currently co-chair of the LLAMA Assessment Community of Practice Organizational Practices committee, leads the Technology Group for the Library Assessment Repository pilot project, and convenes the ACRL Assessment Discussion Group Erin Valentino is the Director of Research Services at the Trinity College Library She holds a M.S.L.I.S from Simmons College, a Ph.D in the History of Art from Yale University, and a B.A in Art History from the University of Delaware She has coordinated the research education program at the Library since 2006, and in that role developed the “Assessment as Engagement” program She also teaches First-Year seminars on the information age and the digital divide and on contemporary art Originally trained as an art historian, she never predicted that she would be enthusiastic about assessment, but is now convinced of and excited about the potential of assessment to improve and sustain both an educational program and the engagement of students, faculty, and librarians with that program Emilie Vrbancic is the Undergraduate Experience Librarian at the University of Washington’s Odegaard Library Emilie collaborates with academic and student success offices to design and deliver programs, instruction and services that contribute to undergraduate academic success, with an emphasis on international students and first in family students Emilie serves on the University of Washington Libraries Teaching and Learning Group and the ACRL Instruction Section Teaching Methods committee Emilie’s research interests include whole person librarianship, student success and engagement-focused outreach, and equity and inclusion initiatives in academic libraries Emilie has presented on universal design in information literacy instruction at the LOEX Annual Conference in 2016 and outreach assessment at ACRL 2017 Rob Walsh is the Social Sciences Librarian at Trinity College in Hartford, CT In this position, he is most passionate about his role as a teacher, engaging and empowering students in their academic research He was a 2008 ALA Emerging Leader In 2017, he was a scholar at the Institute for Research Design in Librarianship As part of the study he designed at IRDL, he is presently conducting in-depth interviews with students to better understand their holistic conceptualization of the research process He earned a M.A in African American Studies from the University of Wisconsin, Madison and a M.L.S from Southern Connecticut State University Kimberly Westbrooks (kwestbrooks1@jsu.edu) is Assistant Professor, Business and Social Sciences Librarian at Jacksonville State University, Jacksonville, Alabama She has a passion for user-centered services and outreach in libraries Her favorite part of the collection assessment process are the colorful graphs that visually organize usage 698 Author Bios statistics With two years of experience as an academic librarian and eight years of experience as a public librarian, she has a broad appreciation of the value of collection assessment data and its varied applications Jeremy Whitt is the Scholarly Resources Librarian at Pepperdine University Libraries, where he works in the areas of electronic resources, collection development, and collection management His research interests include issues related to collection evaluation and library assessment ... demonstrate, and articulate the value of their libraries Presented in four sections, Academic Libraries and the Academy provides guidance for librarians at any stage of the assessment and value demonstration... articulate, own, and enact their role within academic libraries and the academy, writ large Indeed, it is insufficient to deploy library services, resources, and spaces in hopes that they will contribute... resources, and spaces can continue and expand their contributions to student learning Likewise, librarians must demonstrate their value in other contexts Academic libraries contribute to the success