Libraries Publications (UMKC)
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Items in this collection are the scholarly output of the University Libraries faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format.
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Item Using R to develop a corpus of full-text journal articles(Journal of Information Science, 2023) Anderson, Billie; Bani-Yaghoub, Majid; Kantheti, Vagmi; Curtis, ScottOver the past two decades, databases and the tools to access them in a simple manner have become increasingly available, allowing historical and modern-day topics to be merged and studied. Throughout the recent COVID-19 pandemic, for example, many researchers have reflected on whether any lessons learned from the Spanish flu pandemic of 1918 could have been helpful in the present pandemic. This study developed a methodology needed to create a full-text corpus to answer this question. Most studies using text-mining applications rarely use full-text journal articles. This article presents a methodology used to develop a full-text journal article corpus using the R fulltext package. Using the proposed methodology, 2743 full-text journal articles were obtained. The aim of this article is to provide a methodology and supplementary codes for researchers to use the R fulltext package to curate a full-text journal corpus.Item Cracking the code: Building an assessment plan with student discussion boards(University of Missouri -- Kansas City, 2021) Rodgers, Anthony; Strimel, CourtneyLibrary instruction sessions offer students a chance to learn a variety of information literacy skills and often give them a chance to apply these abilities with a librarian close by for assistance. But how can the librarian be sure the tips and tricks being taught are retained beyond the classroom? In the Fall of 2019, librarians at the University of Missouri-Kansas City recognized an assessment gap in their library instruction program. Undergraduate student responses to source evaluations were assessed after completing the program’s flipped classroom educational module but not after in-person instruction sessions—a pre-test without a post-test. In an effort to measure the effectiveness of classroom instruction, librarians created an assessment plan and tool to capture results post-instruction. Students were asked to respond to information literacy questions in a Canvas discussion board within 24 hours of receiving instruction regarding sources found. A total of 231 students reported 411 sources on the discussion board. The posts were extracted from Canvas and imported into OpenRefine, where the data was anonymized, organized, and generally cleaned up. Data was then coded by the librarians using Google Forms, replicating the assessment process for each source presented by the students, both scholarly and popular in type. With a new data set, the librarians were able to create visualizations and identify trends from the student responses. After analyzing the coded information, librarians were able to then alter lesson plans with the intention of better meeting the student learning outcomes for undergraduate library instruction.Item Collective responsibility: seeking equity for contingent labor in libraries, archives, and museums(University of Missouri -- Kansas City, 2019) Rodriguez, SandyThe Collective Responsibility project seeks to address the specific problems of precarity that grant-funded positions in digital library, archive, and museum work create and reproduce, and how those positions impact the lives and careers of workers, particularly workers from marginalized and underrepresented populations. The project’s work consists of two phases: (1) Developing a collective understanding of worker experiences, and (2) Constructing best practices, recommendations, and benchmarks appropriate to participating institutions and funders. This white paper presents the outcomes of the first phase. It draws worker experiences from a pre-forum survey and outcomes of Meeting 1: Experience, which took place in Pittsburgh, Pennsylvania, over 1.5 days, April 24-25, 2019.Item Principles for designing active and adaptable onboarding experiences for library employees(Nova Science Publishers, Inc., 2019) Wellemeyer, Dani; Williams, JessThe development of an active, adaptable, culture-centric experience for new library employees is a crucial first step in building effective teams. Establishing a culture of teamwork has long-lasting benefits and can be accomplished by thoughtfully scheduling the onboarding experience and considering ways to show trust in new employees. Using your organization’s designated technologies to guide employees through their onboarding serves to efficiently train the employee and concurrently establish a template for future iterations. Creating an active process optimizes the onboarding experience by employing such techniques as competency-based training, flexible content delivery for various learning styles, and conversational evaluation. Academic libraries encompass substantial variation among types of work, types of staff members, and rates of evolution in the associated fields of practice. A library that has developed adaptable onboarding materials that prioritize early integration of new employees into the team and that incorporate the principles of training design in this chapter can then update or improve its training as quickly as the field of librarianship changes.Item Interlibrary loan and serving graduate students(2018) Salvo-Eaton, JenniferWhen undergraduate students become graduate students, their library needs change. In order to meet these different needs, some academic libraries stratify their resources, services, and programming to provide for various user groups. For many graduate students, interlibrary loan (ILL) serves as an essential service for completing graduate work and for researching their theses and dissertations, but, fundamentally, the service functions largely the same for every user regardless of status. Libraries implement policies and procedures, and even customize their ILL management systems to tailor the service for different user groups. Depending on a library’s service philosophy or its financial resources, ILL service at one institution can be quite different from another institution. Libraries must also consider graduate students’ previous experiences (or lack thereof) with ILL. As undergraduates, they may have had little reason or opportunity to use ILL and may not be familiar with the service. Graduate students returning to school after a long break, perhaps even after establishing a career or family, may think of ILL as a last-resort option for obtaining research materials. Other students, fully enmeshed in the age of instant gratification, may view (sometimes accurately) that ILL service is too slow. Despite blatant copyright and terms of service violations, crowdsourcing through social media is a serious competitor for ILL, and libraries cannot deny its appeal to students. International students may have other hesitancies to using ILL because it may have functioned differently in their home countries. For these reasons, talking strategically to graduate students about ILL services can serve as a bridge to other important conversations. This chapter offers strategies for starting these conversations.