Session Description:
How can the library quantify its value? What are the significant contributors to student success? This presentation seeks to answer these questions by exploring student engagement and success at one large, public research university. The university library, along with representatives from the Provost’s Office, Student Affairs, the Career Center, and Academic and Student Support Services, joined together to align student engagement metrics with measures of student success. Key findings and the processes used to accomplish this alignment and analysis will be shared and can be used a model by other institutions.

Session Description:
Still relatively new at many educational institutions, the positions of Digital Scholarship Librarian and Data Services Librarian frequently require the appointees to find novel ways of expanding the repertoire of new services. Writing from the perspective of library specialists working at a mid-size urban university and using the data collected from a faculty digital scholarship needs assessment survey and follow-up interviews in the background, the paper will focus on the question of whether libraries are places that primarily incubate relationships or (new) services and how these two distinct roles complement and sometimes compete with each other.

Session Description:
Learn about one high-impact learning experience: student participation in faculty research. Two librarians designed a collaborative research process for themselves and three students, investigating the reading experiences, abilities, habits, and preferences of students at an urban community college. Introducing new skills, tools, and concepts to novice researchers was key. Each step was “slowed down,” not just planning what to do next, but also discussing the whys and hows of research. This had a profound impact on researchers and research design. Most importantly, having members of the subject population invested in the research design process helped ensure reliability of research findings.

Session Description:
Faculty and institutions are increasingly called upon to present succinct, quantified descriptions of their research impact to administrators, funders, legislators, and academics. This project explores how researchers feel about these research impact measures across disciplines and institutions. Presenters will discuss findings from a multi-institutional faculty survey (n=1202), including what faculty actually know about journal and article-level impact metrics, what faculty think about these metrics, and how they use statistical measures to demonstrate the importance of their scholarship, as well as possible implications for librarians supporting these faculty members.

Session Description:
This presentation will provide an overview of the “Digging Deeper, Reaching Farther: Libraries Empowering Users to Mine the HathiTrust Digital Library” project, an IMLS-funded initiative aiming to train librarians on methods and tools in text data mining. The presenter will provide an in-depth report of the results from the assessment study on professional development for librarians: the strategies implemented to develop the ‘train the trainer’ curriculum and conduct workshops for librarians on text data mining and how to support digital scholarship at their home institutions.

Session Description:
The professional debate around demonstrating the value of academic libraries has turned to a legitimate concern for protecting the privacy of students and their data. We will share a vision for academic library value research that involves mixed methods research, as a way to bridge the conversation about library value through quantitative and qualitative methods. We will also present our experiences conducting a value of libraries study while considering and preserving student privacy. Attendees will share their philosophies regarding the value of libraries and student privacy and engage in a kinesthetic debate about this issue with colleagues.

Session Description:
TRUE: Students use academic libraries as places of study and group work. TRUE: Students who utilize effective study strategies are more likely to succeed academically. TRUE: People become attached to places that are useful, and where they feel they belong. TRUE? If library spaces are designed based on place attachment theory and effective study strategies, students will find these spaces supportive of their academic success. Researchers used formal and informal methods in an effort to answer this question. Join them in a discussion of methods used and results generated and engage in some interactive exercises in this lively session.

Session Description:
Community college librarians regularly participate in outreach and training events to connect with teaching faculty. However, these events are often limited in terms of scope, duration, and level of interactivity. This session details a community college library’s development of online “mini-courses” for teaching faculty. The session will illustrate how library faculty used an instructional design model to develop and improve two “mini-courses” intended to speed OER adoption on campus, and it will explain why developing online mini-courses represents a significant professional development opportunity for librarians. Finally, the impact of the mini-courses upon a community college’s OER dialogue will be considered.

Session Description:
For many liaison librarians, forming collaborative research relationships with faculty is the ultimate form of supporting faculty research in an environment where faculty are faced with publish or perish tenure requirements and increased institutional pressure to produce impactful scholarship. But how do liaisons overcome the barriers that often limit their ability to collaborate with faculty on research endeavors? This paper will present both the factors that serve as barriers and those that serve as facilitators to liaisons’ ability to develop successful research collaborations with faculty and suggestions for how to best overcome those barriers.

Session Description:
Frequently the issue of accessibility within the context of libraries is framed as accommodation predicated on difference. Our paper reframes this issue as one of diversity, equity, and inclusion (DEI) within the instructional design of information literacy learning. Using DEI to recast this issue reveals significant intersections of Universal Design for Learning (UDL) principles with three current models for learning: the ACRL Framework, growth mindset, and design thinking. By illustrating these intersections, we will provide a conceptual framework for designing information literacy teaching and learning, and empower participants to enact curricular change in their library.