Online Northwest 2017 took place March 31 at Portland State University in Portland, OR.
Keynote
Session 1
Mind the Gap: Research Instruction in Online vs. Face-to-Face Courses
Presenters
- Elizabeth F. Pickard, Portland State University
Abstract
A 2016 Pew study showed people increasingly rely on libraries to help determine what information is authoritative, so what happens to students’ research when they do not encounter a librarian at all? Many online-only courses pose this scenario. The presenter is currently working with anthropology faculty on a study that suggests online-only students use less authoritative sources. The study also explores ways to address this divide. This session will present some early findings of the study and look across existing research to address the questions: Who is currently teaching research skills to online-only students? How do online-only students encounter the library, and how does it compare to the experience of students in face-to-face courses? What are some strategies for connecting students in online courses to research skills instruction?
Learning Outcomes
This presentation aims to help participants:
- Better understand the current divide in the provision of research-skills instruction to students in online versus face-to-face courses.
- Model ways for librarians to engage with faculty teaching online courses.
- Identify and model more effective ways for librarians to provide research instruction in online courses.
- Model ways to facilitate self-service research instruction for students via online tools and digital objects.
Links
Ostriches, Minotaurs, Ghosts and Fossils in the Brave New Metadata World
Presenters
- Kelley McGrath, University of Oregon
Abstract
Linked data promises to make library metadata more accessible and powerful. The clearly-defined URIs will form chains that lead to new connections and insights. But is there a flip side to such sharply-delineated data? Real life is messy and natural language doesn’t come with precise definitions. What happens in an environment that seems to require black-and white conclusions? What are the implications for the usefulness of linked data? This presentation will look at some challenges for bibliographic metadata in a linked data environment and discuss some possible approaches to handling them.
Learning Outcomes
- Better understanding of strengths and weaknesses of linked data.
- Awareness of some of the challenges for transitioning to and using linked data.
Links
The (Non) Use of Repositories: A Case Study
Presenters
- Kimberly D. Pendell, Portland State University
Abstract
Research is key for professionals in fields such as social work to improve practice; however, most articles are unavailable outside the academic sphere, locked behind expensive paywalls. Repositories could help overcome this barrier, but are authors depositing their work? This presentation presents the results of examining over 600 citations from high impact social work journals for access via repositories and other platforms. Due to the recentness of data collection, the study also documents authors’ use of the ResearchGate platform to share research. The presentation will prompt discussion regarding repositories, discoverability outside of the academy, and copyright awareness among faculty.
Learning Outcomes
- Identify the gap between research and practice, and the possible role that public access/open access might have in minimizing it.
- Gain a current snapshot of faculty engagement in utilizing repositories to share their research.
- Learn about ResearchGate and its developing role in the sharing of research.
Links
When It Breaks: Minimizing and Mitigating System and User Errors in eResources
Presenters
- Jill Locascio, SUNY College of Optometry
Abstract
System and user errors are an inevitable part of using libraries' online resources. Encountering these errors as well as any accompanying error messages lead to significant pain points in user experience. This presentation will describe libraries can combat these pain points by conducting a tandem availability-usability study to identify common system and user errors and develop various work-arounds ranging from tool tips to error page customization (where possible) to ameliorate the frustration involved with encountering these errors.
Learning Outcomes
Following this session, participants will be able to:
- conduct their own availability-usability study to identify common system and user errors
- create more helpful error messages where possible,
- and develop user friendly work-arounds when modifying error messages is not possible
Links
Session 2
Bridging the Digital Divide: The Tech Connect Model
Presenters
- Amy Payne, Klamath County Library Service District
Abstract
This presentation will discuss Tech Connect, a monthly “book club for computers” held by the Klamath County Public Library. Library staff demonstrate various online tools and sites, and patrons can get hands-on experience in a supportive environment. The digital divide is alive and well in southern Oregon: many Klamath County patrons do not own their own computers and are reliant on the library to connect to the internet at all. Because of this, they lack experience using these tools. Tech Connect helps them become more confident in their skills, making them more independent computer users.
Learning Outcomes
- Participants will learn how to start their own Tech Connect program.
- Get concrete lesson planning advice.
- Learn possible pitfalls of digital divide programming and how to avoid them.
Links
Help the Library Receive Candy: The ILL Usability Project at Reed College
Presenters
- Eric Alwine, Reed College
- Annie Downey, Reed College
Abstract
This session examines the methods and results of a usability project assessing the Reed College Library’s interlibrary loan (ILL) program. Employing a service design approach (including “guerrilla”-style web usability studies, user surveys, and student worker interviews), the Reed Library User Experience (LUX) team worked closely with library users and staff to understand the various processes that make up the ILL user experience.
Though this session will focus on Reed’s ILL usability project as its example, it will be especially concerned with exploring tools and methods that could be used to conduct similar projects at other institutions.
Learning Outcomes
Attendees will leave this session with simple and low cost strategies for conducting ongoing usability studies of interlibrary loan (and other) services. They will also be introduced to the service design methodology as a viable method for understanding user needs and expectations of library services.
Links
The Design of Library Things: Creating a Cohesive Brand Identity for your Library
Presenters
- Stacy Taylor, Central Washington University
- Maureen Rust, Central Washington University
Abstract
Establishing a cohesive visual look for your library improves recognition, engagement, and trust among your community. But presenting a unified appearance can be a challenge when there are a wide variety of faculty and staff members creating promotional and marketing materials. In this session we’ll explore the challenges faced and lessons learned as the Brooks Library developed, revised, and ultimately implemented a library-wide brand identity to establish standards and best practices for the design and tone of the library’s print and digital content. Attendees will receive access to our approved Brand Identity, including helpful resources used.
Learning Outcomes
- How to put together a Brand Identity task force.
- Considerations to take when developing the content.
- Resources used to guide the process and inform best practices.
- Challenges met in adopting organization-wide policies and procedures.
Links
Using OpenRefine to Standardize and Augment Your Data
Presenters
- Blake Galbreath, Washington State University
Abstract
As librarians, we work with an ever-increasing amount of data and metadata. However, these data are often messy, disorganized, and seemingly disparate from other caches of data. Free tools such as OpenRefine allow us to clean, organize, and connect data sets to one another – all without knowing how to write complicated code. In this presentation, I will demonstrate the refining I have undertaken to create better and more usable data sets.
Learning Outcomes
- Learn how to install OpenRefine
- Learn how to use the tools in OpenRefine to standardize data:
- Facets
- Transformations
- Clusters
- Filters
- Learn how to augment your data with data from web services
- Learn how to use the Google Refine Expression Language
Links
Session 3
Academic-Public Libraries Partnerships: Providing Technology Workshops for the Central Valley Community
Presenters
- Raymond Pun, California State University, Fresno
Abstract
This session explores how the academic library collaborates with the public to provide new services and support to the community at large. The academic library created a grant proposal focusing on bridging the digital divide in the Central Valley. Librarians trained and selected student ambassadors to visit different library branches and teach various technology workshops in fall 2016-spring 2017. The presentation explores the challenges and opportunities of creating this collaborative program and emphasizes the importance of such partnerships between public and academic libraries. Attendees will also gain ideas on best practices in creating collaborative programs with public/academic library partners.
Learning Outcomes
- Attendees will learn how to create a partnership/collaboration with other libraries to engage with the community.
- Attendees will learn how to design an effective and creative strategy to promote and market technology workshops.
- Attendees will learn how to create engaging technology workshops for the community.
Is Your Research Valid?: Reflections on the Institute on Research Design in Librarianship
Presenters
- Jonathan O. Cain, University of Oregon
- Tatiana Bryant, University of Oregon
Abstract
This session will talk about two librarians experience in attending the Institute on Research Design in Libraries. The presenters will give an overview of the program (its history and focus), will discuss research methods in library research. There will be a focus on qualitative research methods. There will be a brief hands on exercise on qualitative data analysis.
Learning Outcomes
- Knowledge of IRDL
- Basic understanding of qualitative research methods
Links
Open Oregon Resources: From Google Form to Interactive Web Apps
Presenters
- Amy Hofer, Linn-Benton Community College
- Tamara Marnell, Central Oregon Community College
Abstract
The Open Oregon Resource page is a unique list of known OER adoptions at Oregon's community colleges. It provides a peer endorsement for faculty who want to know which open, free, or low-cost materials their colleagues at other colleges are using in their courses. With approximately 200 entries, this list represents tremendous progress on textbook affordability across the state.
In this session, the Open Oregon coordinator and web developer will demonstrate how they used the Sheets API to output the results of a Google Form into a searchable table on a WordPress website. The same data powers the interactive Z-Degree graphic that shows how close we are to a fully OER transfer degree pathway, both statewide and at each community college. These two projects provide powerful tools to represent the impact of the OER movement at Oregon's community colleges.
Learning Outcomes
Participants will learn about the free and low-cost tools available to build similar OER marketing applications.
Links
When to Teach It and When to Trash It: Library Terminology, Instruction, and Content Strategy
Presenters
- Adrienne Alger, University of Montana, Missoula
Abstract
When should jargon be trashed and when should it be taught? We conducted an undergraduate survey of library terminology on our library’s website. Terms with less than 60% comprehension were brought to a committee of instruction librarians to determine which jargon is worth eradicating and which is worth saving for the sake of research and information literacy instruction. Saved jargon will be worked into the library website’s new content strategy, editorial standards, library guides, and instruction guidelines, so that librarians can make important terminology more meaningful and less confusing to students.
Learning Outcomes
- Identify terminology used on the library website that students are unfamiliar with or incorrectly define.
- Embed meaningful terminology into librarian-led instruction and emphasize the use of terminology in live instruction and instruction materials.
- Strategize & synchronize library content across digital and physical channels.
- Seek methodologies which treat our users more like students and less like consumers: instead of indiscriminately scrapping unfamiliar jargon, recognize that terminology we use in libraries supports the world of research we are introducing to students.
Links
Session 4
Assessing and Addressing Patrons’ Digital Problem Solving Skills: What Does Digital Equity Look Like in the Library?
Presenters
- Cindy Gibbon, Multnomah County Library
- Judy Anderson, Multnomah County Library
- Jill Castek, University of Arizona
Abstract
Data from the Programme for the International Assessment of Adult Competencies (PIAAC) shows that adults in the US are less skilled in digital problem solving than in many other countries. How does that translate to our patrons, and what does it mean for how we provide services?
We used a digital problem solving assessment tool to find out if our patrons’ skills matched up with national data, and we mapped the digital skills we assessed to common library tasks. Results will help us take action to inform our training efforts, our digital presence, and how we advocate for our patrons. (100 words)
Learning Outcomes
By the end of this session, you will:
- Understand how digital problem solving skills and common library tasks are related.
- Have the data you need to advocate for digital literacy training and digital skill building sessions at your own library.
- Bring some assessment strategies back to your own library.
Links
Best Practices in Information Literacy Videos
Presenters
- Sami Kerzel, Oregon State University Cascades
Abstract
Online. Hybrid. Flipped. Blended. Active. According to The Chronicle of Education, 28% of college students take an online course, and 63% of colleges find online courses important long-term. Where does information literacy fit in this changing landscape? This presentation will review information literacy instruction practices, and outline best practices based on an analysis of information literacy videos, including user engagement data and length, to help achieve heightened viewer engagement. A group discussion and expanded list of best practices will conclude the presentation. No matter the type of library these best practices will be applicable to any online tutorial.
Learning Outcomes
Attendees, after attending this presentation, will be able to:
- Identify best practices in instructional videos.
- Evaluate the impact of educational resources.
- Implement best practices in a way which increases viewer engagement with instructional videos and by extension instruction sessions.
Links
Creating a System for the Online Delivery of Oral History Content
Presenters
- Chris Petersen, Oregon State University
Abstract
Over the past four years, faculty and staff in the OSU Libraries have created the largest oral history collection ever gathered at Oregon State University. This same group of archivists, programmers, and students have created a platform for the delivery of contextualized video- and audio-recorded oral history interviews, complete with transcripts delivered as web text and PDF, as well as contextual information (biographical sketches, abstracts) for each interview. Interviews are also tagged according to interviewee affiliation or theme, and can be sorted as such. This talk will discuss the platform that the OSU Libraries created to present this information online. The platform relies upon description of digital objects using the METS, MODS, and TEI metadata standards, as well as custom XSL stylesheets that batch generate HTML for eventual upload to the web.
Learning Outcomes
This talk will provide an overview of the technical workflow that was designed to solve the problem of how to present a very large volume of transcribed oral history content (nearly 400 hours) in a contextualized, cohesive and highly usable web portal.
The audience will also gain a broader understanding of the OSU Sesquicentennial Oral History Project and its role as a centerpiece initiative that has been sponsored in anticipation of OSU's 150th birthday in 2018.
Links
Reducing Textbook Cost with Current Library E-book Holdings
Presenters
- Maura Valentino, Oregon State University
Abstract
The high cost of textbooks interferes with student success. Last fall, librarian Maura Valentino began a program to compare the list of required textbooks across the university to the library’s holdings of e-books with unlimited license. This allows each student in a given class to access the textbook for free, from anywhere, at any time. To date, this program has saved students $830,000 and that figure grows each quarter. This presentation will review the number of books found and purchased, the amount saved and the workflow that can be used to create a similar program at other institutions.
Learning Outcomes
- Participants will understand the immense amount of money that their own library can save their students.
- Participants will understand the workflow and time required to create a similar program at their university.
Session 5
Lightning Talk: Use Analytics to Put Your Social Media on Cruise Control
Presenters
- Adele Larson, Portland State University
Abstract
This session will discuss how you can easily use analytic data on Facebook and Twitter to improve user engagement. Developing a workflow around social media analytics will help you reach out to your audience – and keep track of what is working, and what is not.
- Engage users while keeping your communications higher-education focused – no cat pictures required
- Spend minimal time maintaining social media when you know your peak times and topics
- Utilize trending topics to highlight unique collections or library/campus events
Learning Outcomes
- Learn how to read and compare social media analytics.
- Develop a workflow to minimize time spent.
- "Partner" with other active groups to promote library collections and events.
Links
Lightning Talk: 240,000 Items Validated in 10 Weeks at 40 Libraries: Google App Script to the Rescue!
Presenters
- Sara Amato, Eastern Academic Scholars' Trust
Abstract
The Eastern Academic Scholars’ Trust (EAST) conducted a Validation Study to determine the likelihood that materials retained by EAST Retention Partner libraries will both be available when needed and in adequate condition to be used. Over the course of 10 weeks in the winter of 2016, each of 40 retention partner libraries confirmed the presence (or absence) of 6,000 items, using a homegrown tool built with Google App Script to interact with collection data. This talk will reflect on the outcomes of the study and the use of Google App Script to manage the project.
See more about EAST at eastlibraries.org
Learning Outcomes
- Pros/Cons of using Google App Script
- Results of large validation study in shared print project
Links
Lightning Talk: Electronic Marginalia
Presenters
- Lorena O'English, Washington State University
Abstract
Increasingly students and researchers are reading documents and other sources online. Annotation is a crucial part of critically evaluating a source to extract meaning and prepare for later re-reading and review. This lightening talk will briefly discuss modes of electronic annotation and implications for scholarly conversation.
Learning Outcomes
- Increase awareness of web annotation
- Learn about positive and negative aspects of web annotation
Links
Lightning Talk: Designing Digital Literacy Programming for Transformative Social Engagement
Presenters
- Tim Miller, Humboldt State University
Abstract
Developing library programming that meets the needs of the organization and community but is also interesting and accessible to your audience often feels impossible. However, engaging with the community is not a sisyphean task. Spending time on social engagement and activism will allow you to understand what the community’s needs and interests are so that you can design digital literacy programming that has an audience. Learn how the Humboldt State Library has used the Salzburg Curriculum (http://salzburg.hyperlib.sjsu.edu/) to guide the role of the Digital Media Lab and how you can strategize to improve your programming.
Learning Outcomes
- Identify components of Transformative Social Engagement that can be used to better understand the community.
- Apply principles of digital literacy to programming that engages the campus community in social activism and advocacy.
- Design programming to fit with the social needs of the community as well as the library/campus mission.
Links
Lightning Talk: The Lab: Hip Hop and Library Technology
Presenters
- Max Macias, Portland Community College
- Craig Arthur, Virginia Tech
Abstract
Hip hop is a creative and inspiring tool that you can use to engage library users in a litany of ways. With the appropriate classroom technology (in this case, two turntables and a mixer) as well as knowledge acquired over decades in the culture, we will explore how traditional hip hop production methods can alter our understanding of library technology as well as remix our notion of how libraries can support creativity. Can understanding hip hop literacies - particularly how the culture organizes information and classifies concepts - help inspire innovation? Let’s figure it out together.
Learning Outcomes
- Participants will understand hip hop’s relationship to libraries and technology.
- Participants will be able to articulate how their institution can support hip hop-based modes of creativity.
- Participants will think deeply about hip hop and the culture’s intersection with information and education.
Social Justice in LIS: Finding the Imperative to Act
Presenters
Abstract
Dr. Safiya Umoja Noble is an assistant professor in the Department of Information Studies in the Graduate School of Education and Information Studies at UCLA. She also holds appointments in the Departments of African American Studies, Gender Studies, and Education. Her research on the design and use of applications on the Internet is at the intersection of race, gender, culture, and technology. She is currently working on a monograph on racist and sexist algorithmic bias in search engines like Google (forthcoming, NYU Press). She currently serves as an Associate Editor for the Journal of Critical Library and Information Studies, and is the co-editor of two books: The Intersectional Internet: Race, Sex, Culture and Class Online (Peter Lang, Digital Formations, 2016), and Emotions, Technology & Design (Elsevier, 2015).