Social Sciences and Humanities

2019 Social Sciences & Humanities, Academic and Education Divisions’ Joint Poster Session 

06-12-2019 15:42

Digitization of the U.S. Army's Archives by Greta Braungard, U.S. Army War College

The U.S. Army Heritage and Education Center, which has a collection of approximately 24,000 linear feet of archival materials, including personal papers, memoirs, diaries, photographs, and other ephemera, has been funded by the U.S. Army to digitize this collection in a $31 million contract over the next five years. This came in a two-part process, including the purchase of a new content management system that will tie together the Library, Archive, and Museum into one unified search. The other piece of this project is the contracting of the scanning and the application of metadata to every digital file created. The contractor, QualX with its subcontractors Iron Mountain and TDEX partnering, established a crawl, walk, run methodology to their proposal.  This methodology allows for lessons learned and on the spot adjustments to occur as part of the project, which has allowed for numerous process efficiencies including: preparing materials for scanning, shipping, and the review of materials as they are returned, both digitally and back on our shelving. The content management integration of the 3 divisions worth of diverse materials and information requirements and required careful analysis of the many different systems that were in use at the USAHEC, as the organization underwent a merger in 2014. There were many different methodologies, taxonomies, and operating procedures that were being utilized on the over 75,000 museum objects, 500,000 library materials, and 24,00 linear feet of archival materials in our collections. The US Army awarded a contract to a company called Axiell to bring the vast resources of the Army under one search interface. The USAHEC’s motto is “Telling the Army’s Story…One Soldier at a Time” and by making all of these holdings available, the USAHEC hopes to reach a worldwide audience by making more resources available at the patron’s fingertips

Tree of Knowledge - The reimagining of Bishop’s University Library Learning Commons by Kiersten Bradley and  Catherine Lavallée-Welch, Bishop's University, Sherbrooke, QC Canada

The Library Learning Commons (LLC) is the new library building that opened its doors in September 2018 at Bishop’s University, in Sherbrooke, QC, Canada after a complete gut and remodel of the previous John Bassett Memorial Library. The surrounding woods are reflected in the physical shape of the LLC. The building also symbolizes a tree of knowledge as it is a highly collaborative, highly innovative building designed to explore the rich intersections between learning, space, and technology. The LLC regroups five different units and contains single and group study spaces, technology-equipped study rooms of various sizes, two active-learning labs, a digital video production studio and editing suites, a public Agora, a teleconference room, student peer-mentoring, a café, etc. In one academic year, it became an academic super-hub on campus, bringing new users to the LLC. By serving 4,000 students of college and university levels, the LLC proves that being small doesn’t automatically mean having to stay traditional.


Wayfinding in the Library by Dana Eckstein Berkowitz, Yale University, New Haven, Connecticut.

Navigating a new place can be a challenge for users who need library resources but do not know where to find them. While staff can provide directions, patrons express a sense of expectation that they should know where things are, often prefacing directional questions with "I'm sorry." Giving patrons the information to navigate without needing to ask empowers them, resulting in a more satisfying experience. In 2017, the only map at the Arts Library at Yale University was limited, outlining just the stacks, excluding any other information about library layout, including the location of bathrooms, water fountains, printers, study rooms, and elevators – all of which are commonly needed. A SWOT analysis recognized that there was strength in staff knowledge. Staff members knew from frequent questions which areas patrons had trouble finding. The weakness was that information was not being actively made available to visitors. This presented an opportunity to design a new map which included the entire floor plan of both levels of the library. After collecting input from the whole staff team, the map also evolved to include emergency exits, special collections areas, and a guide to call numbers. Some of the challenges of the project were overcrowding the map with too much information, incorporating accessibility guidelines, and updating the map as layouts changed. This is the old map: This is the new map: The poster will review the success of the map and outline other way-finding possibilities.


Which Research Data Management Course Is Right For Me? A Decision Tree to Pair Librarians with Training to Meet Professional Goals by Sarah Clarke,National Library of Medicine Associate Fellow, National Library of Medicine, Bethesda, Maryland and  Candace Norton, Biomedical Librarian, Zimmerman Associates, Inc., National Institutes of Health Library, Bethesda, Maryland

Objective: Librarians are increasingly bringing research data management (RDM) services to their institutions. Exploring available RDM training can be tedious and time-consuming. The purpose of this project is to produce an easy to navigate flow chart to assist librarians in selecting an RDM course that will best suit their professional development requirements and the data needs of their institution.

Methods: The authors performed a literature search of PubMed, Web of Science, and Scopus to identify professional development training opportunities in RDM. Search strategies are available on request. In addition, the authors consulted two books on data management for librarians, and performed a web search in Google, supplemented by hand searching select online resources: National Network of Libraries of Medicine RDM resources, Medical Library Association Education Clearinghouse, Coursera, edX, and FutureLearn. Twenty-two courses were identified.

A data capture system was developed in Excel to collect relevant data points on each course for analysis and inclusion in the decision tree: course title, sponsoring organization, time commitment, timeframe, continuing education credit or other completion certificate, cost, and the course activities. Electronic correspondence was utilized when information was not readily available on the training website. A set of general questions were compiled for use as choices in the tree structure.   

Courses were excluded from the decision tree if they were not publicly available, if they did not provide a general overview of RDM, if their target audience did not include information professionals, and if their content was not updated within the last four years.

Results: Seven RDM courses were determined to be in scope for inclusion in the decision tree. Librarians are prompted to follow a series of questions discussing whether certifications, continuing education units or Academy of Health Information Professionals (AHIP) points are desired, whether they favor working at their own pace, if they prefer beginning training immediately, and whether they have funding available for training. As the librarian flows through these decisions, they are paired with a course located at the bottom of the tree structure which matches the needs they identified. Additional course information is also included: cost, time commitment, sponsorship, and learning activities.

Conclusion: Researching RDM training courses for librarians can be a time-consuming task. This project produced an easy to navigate, printable decision tree that pairs librarians with an RDM course that best suits their professional development requirements and the data needs of their institution.  


Reinventing an Online Business Research Course by Willow Fuchs, University of Iowa, Iowa City, Iowa

Instructors often think that an online course need not be more than recording lectures, moving content online, and doing exactly what one does in an in-person class. In fact, creating an engaging online course means adapting to change and considering the unique perspective of students in an online environment. In the fall of 2018, I participated in an intensive 8-week faculty development program, Design4Online, run by the University of Iowa’s Distance and Online Education instructional designers. This hybrid program, which had us meet in-person as well as complete additional online course tasks, took us through a number of topics, including: course alignment and syllabus development, assessment and instructional strategies, engagement, course management, and evaluation. I will describe some of these topics in more detail and discuss how I applied them to our librarian taught Business Research course in the spring of 2019.  The changes and enhancements I have made have positively affected student engagement and interaction, course feel, and learning outcomes. The Design4Online program, in particular participating in the online component of the program, and working collaboratively with faculty across campus, has helped me to reinvent our online business research course.

Innovative Library Services: An experiment at IIT Delhi by Nabi Hasan, Librarian & Head  Central Library, Indian Institute of Technology Delhi, India

The Indian Institute of Technology Delhi (IITD) is ranked third in India and its Library is the early adapter of new and emerging technologies, services and products. It works on the vision to satisfy the needs of the users, utilizing its collections and innovative services and become one of the leading libraries in the country in the field of resources, services, and technology adoption. The transition phase from the web to the semantic web may be seen as passing through different landscapes which can be divided under different eras like, web 1.0, web 2.0, web 3.0 and may be future web 4.0 era? The poster discusses the background of different web technologies and especially web 3.0 and their uses in different web environments. It explores the different opportunities and challenges of using the Artificial Intelligence/Semantic Web/Web 3.0. Web 3.0 applications in libraries, focussing on some specific areas. The IIT Delhi library system has a history of early adoption of the new and innovative technologies, and the efforts of the system have been discussed as a modest beginning in using the web 3.0/semantic based services. The poster may provide an idea of the semantic-based services that a library may explore to provide to its clientele in the changing information environment and may also initiate discussion amongst interested professionals and users so that they may make optimum use of this technology.


Disability Services in the Bodleian Library – my year as Disability Librarian at the University of Oxford by Monica Kirkwood, University of Oxford

In September of 2018, I began a year-long maternity cover as the Bodleian Disability Librarian at the University of Oxford.  I will present in the poster what the role of a Disability Librarian is within the context of the University-wide disability services.  I will show the 2 different roles of the position: Library Services within the Bodleian Libraries & to other University groups and Management of the Accessible Resources Acquisition and Creation Unit (ARACU).  The poster will highlight key challenges and brief case studies on services and support we provide to students.

TinkerSpace: Mobile Maker Modelling
, by Sarah Siddiqui, University of Rochester

University STEAM programs are progressively integrating hands-on learning and scientific computing skills into undergraduate curricula. However, most academic departments lack the bandwidth to develop these programs. Based on conversations with faculty, the TinkerSpace program at the River Campus Libraries started offering workshops to build skills in Arduino and Raspberry Pi - based hardware, coding and basic electronics. The workshops have been well-received by the UR community, and additional programs were created based on feedback gathered from participants. The addition of other workshops provided an excellent opportunity to hold sessions at diverse locations across campus, and to collaborate with related groups and programs. In this poster, we will discuss the timeline of TinkerSpace, our assessment techniques, and vision for the future. As a bonus, we will also provide a sneak-peek into some of the popular workshops.


Developing a Controlled Vocabulary for Curriculum Mapping by Kelly Thormodson – Associate Dean for Library & Information Services, Library Director Penn State College of Medicine, Penn State Health Milton S. Hershey Medical Center, Hershey, Pennsylvania; Annie Nickum – Research and Education Librarian, School of Medicine and Health Sciences, University of North Dakota, Grand Forks, North Dakota; Marcia Francis – Southwest Clinical Campus Librarian, School of Medicine and Health Sciences, University of North Dakota, Bismarck, North Dakota

Librarians at the University of North Dakota School of Medicine and Health Sciences were recruited to a new Curriculum Evaluation and Management Subcommittee tasked with revising policies that guide writing learning objectives and mapping those objectives within the medical school curriculum. Other members included instructional designers, academic faculty, course directors, and the medical curriculum coordinator. Curriculum mapping is an essential activity in complying with accreditation standards and this collaborative group was tasked with finding a way to make the system more efficient. Committee work commenced with a retreat that included presentations highlighting successes and challenges of curriculum mapping at another medical school. A timeline then was established with goals relating to assigning terminology to describe content within the curriculum mapping software, identification of specific content within the curriculum, gap and redundancy analysis, and updating of course objectives. In order to effectively locate content within the curriculum and map objectives appropriately, librarians advocated for creation of a controlled vocabulary as the software did not include this. The subcommittee tasked librarians with creating a controlled vocabulary based upon the USMLE® (United States Medical Licensing Examination) Content Outline and a list of “hot topics” (terms generated by faculty). Librarians compiled a controlled vocabulary list that was adopted for use and also provided recommendations regarding a policy for ongoing maintenance of the list. While serving on a subcommittee comprised of professionals with various expertise, librarians were provided an opportunity to educate colleagues about their professional roles and unique expertise, especially expertise in the effective organization of information to optimize searching. Librarians developed a controlled vocabulary list to be used when mapping curriculum objectives for efficient searching and analysis of curricular content that has been well-received. Librarians also expect to be involved in the ongoing maintenance of the list to ensure its continued functionality and to adapt it as needed to accommodate new curricular content


A bibliometric exploration of LIS scholarship by Amy Trost,  Priddy Library, University of Maryland Libraries

Librarians who practice bibliometrics are often asked to compare the research output of an academic department or research group to a larger body of scholarship. Here I explore techniques to address these requests with a case study examining the field of Library and Information Science (LIS). I will analyze and evaluate the scholarship around academic libraries in two ways: broadly, and as produced by librarians within the University System of Maryland (USM).

This analysis will rely on bibliographic data from EBSCO's Library and Information Science Source (LISS) database for the time period of 2008-2018. By exploring themes within title, abstract, and keyword terms, I will try to answer the following questions:

- Can LIS scholarship be grouped into a number of distinct clusters? How are these clusters connected?

- Are certain terms and phrases more prevalent in 2018 than in 2008?

- Which scholarship topics among USM librarians overlap with topics in the broader landscape?

This poster will include network visualizations and topic clusters. Technologies used to access, analyze and visualize the data will include text mining, topical analysis, and bibliometric packages in R; VOSViewer; and Gephi.

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