The 100-page study presents data from 1,140 college students from 4-year colleges in the United States concerning their use of specialized library technology, group and individual study rooms. The report enables its end users to answer questions such as: which students use individual and group study rooms? Which use specialized technology rooms? How often do they use them?
Data in the report is presented in the aggregate and then broken out separately for sixteen different variables including but not limited to: college grades, gender, income level, year of college standing, SAT/ACT scores, regional origin, age, sexual orientation, race & ethnicity, college major and other personal variables, and by Carnegie class, enrollment size and public/private status of the survey participants institutions of higher education.
From FYE to ROI to HIP, librarians are seeing new acronyms emerge in their campus administrations’ initiatives. How can today’s academic libraries position themselves to improve student success and retention, using high-impact practices (HIPs) to demonstrate a return-on-investment (ROI)? Many libraries struggle to define and implement their services in a way that meets these shifting expectations.
Wednesday, June 13, 2018 2:00 PM Eastern 1:00 PM Central12:00 PM Mountain 11:00 AM Pacific
Session Title: Measuring Learning Outcomes of New Library Initiatives Coordinator: Professor Plamen Miltenoff, Ph.D., MLIS, St. Cloud State University, USA Contact: firstname.lastname@example.org Scope & rationale: The advent of new technologies, such as virtual/augmented/mixed reality, and new pedagogical concepts, such as gaming and gamification, steers academic libraries in uncharted territories. There is not yet sufficiently compiled research and, respectively, proof to justify financial and workforce investment in such endeavors. On the other hand, dwindling resources for education presses administration to demand justification for new endeavors. As it has been established already, technology does not teach; teachers do; a growing body of literature questions the impact of educational technology on educational outcomes. This session seeks to bring together presentations and discussion, both qualitative and quantitative research, related to new pedagogical and technological endeavors in academic libraries as part of education on campus. By experimenting with new technologies such as Video 360 degrees and new pedagogical approaches such as gaming and gamification, does the library improve learning? By experimenting with new technologies and pedagogical approaches, does the library help campus faculty to adopt these methods and improve their teaching? How can results be measured, demonstrated?
Preliminary Information and Literature. Please do not hesitate to share in the comments section your ideas, suggestions and questions
предварителна информация и литература по дискусията. Не се колебайте да споделите мнения, препоръки и въпроси в “Comment” секцията:
For more information and for backchanneling please use the following social media
за повече въпроси и информация, както и за споделяне на вашите идеи и мисли използвайте следните канали / социални медии:
#pm Open Discussion #EmbeddedLibrarian and #gamification in #libraries – May 14, 2018, 9AM Eastern European time….
Publisher / Organization: The University of Illinois at Chicago- University Library
Year founded: 1996
Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.
Academic Management: University of Catalonia (UOC)
Year founded: 2004
Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.
Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).
Publisher / Organization: International Forum of Educational Technology & Society
Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.
Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.
DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.
Publisher / Organization: British Educational Research Association (BERA)
YEAR FOUNDED: 1970
DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.
Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.
Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.
Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..
Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.
Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.
Publisher / Organization: Society for Information Technology and Teacher Education (SITE)
Year founded: 1997
Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
Publisher / Organization: Association for the Advancement of Computing in Education (AACE)
YEAR FOUNDED: 2015
DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).
Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.
“Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.
ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.
Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.
Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.
The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.
The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.
more on metrics in this iMS blog
p. 4 “Modern university libraries require remote access for large numbers of concurrent users, with fewer authentication steps and more flexible digital rights management (DRM) to satisfy student demand”. They found the most frequent problem was that core reading list titles were not available to libraries as e-books.
p. 5 Overcoming the “textbook taboo”
In the US, academic software firm bepress notes that, in response to increased student textbook costs: “Educators, institutions, and even state legislators are turning their attention toward Open Educational Resources (OER)” in order to save students money while increasing engagement and retention. As a result bepress has developed its infrastructure to host and share OER within and across institutions.21 The UMass Library Open Education Initiative estimates it has saved the institution over $1.3 million since its inception in 2011. 22 Other textbook initiatives include SUNY Open Textbooks, developed by the State University of New York Libraries, which has already published 18 textbooks, and OpenStax, developed by Rice University.
p.5. sceptics about OER rapid progress still see potential in working with publishers.
Knowledge Unlatched 23 is an example of this kind of collaboration: “We believe that by working together libraries and publishers can create a sustainable route to Open Access for scholarly books.” Groups of libraries contribute to fund publication though a crowdfunding platform. The consortium pays a fixed upfront fee for the publisher to publish the book online under a Creative Commons license.
p.6.Technology: from library systems to educational technology.The rise of the library centric reading list system
big increase in the number of universities in the UK, Australia and New Zealand deploying library reading lists solutions.The online reading list can be seen as a sort of course catalogue that gives the user a (sometimes week-by-week) course/module view on core resources and provides a link to print holdings information or the electronic full text. It differs significantly from the integrated library system (ILS) ‘course reserve’ module, notably by providing access to materials beyond the items in the library catalogue. Titles can be characterised, for example as ‘recommended’ or ‘essential’ reading and citations annotated.
Reading list software brings librarians and academics together into a system where they must cooperate to be effective. Indeed some librarians claim that the reading list system is a key library tool for transforming student learning.
Higher education institutions, particularly those in Australia, New Zealand and some other parts of Europe (including the UK) are more likely to operate a reading list model, supplying students with a (sometimes long) list of recommended titles.
p.8. E-book platforms (discusses only UK)
p.9. Data: library management information to learning analytics
p.10. Leadership “Strong digital leadership is a key feature of effective educational organisations and its absence can be a significant barrier to progress. The digital agenda is therefore a leadership issue”. 48 (Rebooting learning for the digital age: What next for technology-enhanced higher education? Sarah Davies, Joel Mullan, Paul Feldman. Higher Education Policy Institute (HEPI) Report 93. February 2017. )
A merging of LibTech and EdTech
The LITA discussion is under RE: [lita-l] Anyone Running Multiple Discovery Layers?