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AAAS Pacific Division
2015 San Francisco
Symposium Abstracts
02 Library Science and Archives Symposium Schedule and Abstracts
The Academic Library as the Space of Learning: Accommodating Needs and Expectations of Users Outside Traditional
Territories, VALERIA E. MOLTENI and TERESA SLOBUSKI (King Library, San Jose State University, One
Washington Square, San Jose, CA, 95192; valeria.molteni@sjsu.edu, teresa.slobuski@sjs.edu).
During the last fifteen years, a remarkable shift in the academic library paradigm has occurred, moving from the concept
as a depository of books to an engaging space to study and research for the campus community. This change has brought
about many discussions by campus stakeholders, some who still see the library as only a place to keep and preserve
information. However, libraries today are more related to the concept of intentional learning rather than the historical concept
as a place for the conservation of information. The library has changed vastly throughout human history, as the methods of
learning and acquisition knowledge have changed as well. Regardless of time period, libraries have always been and continue
to be a place of spontaneous and serendipitous learning across all disciplines. By engaging students who use the space,
libraries can grow to be more intentional learning centers on campus and fill the needs of an ever changing academic
community.
This presentation will discuss the place of a library on campuses today. Furthermore, the authors will present the
findings of a student survey developed in the Spring 2015 in the SJSU MLK Library. The research will 1) Identify the actual
use of library space, 2) Learn how students incorporate the library in research and learning, and 3) Make recommendations
for future services that enhance the library. As a space unlimited by discipline, libraries provide the opportunity for students
in all subjects to collaborate, interact, and use the space in new ways.
PICO on Padlet: An Interactive Tool for Engagement and Assessment, ZOE PETTWAY UNNO (Pollak Library, California
State University Fullerton, Box 4150, Fullerton, CA 92834; zpettwayunno@fullerton.edu).
Nursing students first develop a clearly stated clinical or management question in evidence-based practice research – this
can guide the literature search through the use of the PICO model. The PICO model ensures that the researcher includes the
population, interventions, and outcome when conducting a search. In a one-shot instruction session, the instructional
librarian can use the innovative web-based interactive tool, Padlet, to engage graduate nursing students in the search process
by guiding the students through their individual searches during the session and providing feedback. The instructional
librarian can assess the students’ research knowledge and article selection during the session and provide assistance in realtime. After the session, the librarian can use the information obtained on the Padlet board to assess the quality of the search
and whether the articles obtained answer the students’ research questions.
The presenter will describe the PICO model, explain the Padlet interactive tool and how to use it in the instruction
session, and the effectiveness of the tool for engaging the students in the research process and for assessment.
Early Modern Libraries' Impact on Scientific Learning, NED FIELDEN (Library, San Francisco State University, 1630
Holloway Ave., San Francisco, CA 94132; fielden@sfsu.edu).
Rapid changes in the range and depth of scientific learning in 17th Century Europe have spawned considerable study of
the communications network of the practitioners of the “new learning.” These include the “invisible college” of letters, the
development of scientific societies such as the Royal Society in England and the Académie des Sciences in France, and the
creation of learned journals such as the Acta Eruditorum. University and college libraries also became a key factor for the
study of “natural theology,” as the arena of scientific discovery was then known. We will examine evidence showing the
growth of library collections, changes in their cataloguing and indexing apparatus, improved, more systematized methods of
collection development, as well as the evolution in the actual physical layout of libraries that affected the discovery of new
knowledge. As study of the natural world expanded into the modern world, private libraries proved increasingly inadequate,
and academic libraries were pressed to pick up the slack. Library catalogues, quantitative calculations of collection sizes,
manuals outlining library practices, and a consideration of the physical interior layouts of academic libraries will all inform
our consideration of library development and its impact on the study of science at a highly transitional stage.
Digital Preservation of 3D Objects in Academic Libraries, ERICH PURPUR1* and AMBER SHERMAN2* (1University
of Nevada, Reno 1664 N. Virginia St., Reno, NV 89553, epurpur@unr.edu; 2Boise State University 1865 Cesar Chavez Ln.,
Boise ID 83725, ambersherman704@boisestate.edu).
Academic libraries are embracing the Maker Movement and 3D printing is the showpiece of the new types of resources
libraries are providing as the landscape of scholarly and intellectual property changes. Libraries continue to provision access
to emerging and expensive technologies; except now students and faculty on campus need different tools. Alongside
traditional library resources like books and online databases, libraries are investing in equipment like 3D printers, 3D
scanners, laser cutters, and other related technologies. As users design and print 3D objects, these new forms of intellectual
property need to be preserved. An environmental scan of work related to digital preservation of 3D objects shows a lack of
metadata requirements necessary to provide long term preservation and access. In this presentation, we will overview the
current practices for describing and sharing 3D printing files and explain why they fall short compared to traditional library
cataloging standards. We will discuss possible recommendations for metadata that would improve access to these files and
help users re-create the models as well as draw attention to the challenges involved in the creation of a metadata schema for
these files.
Badges for Biology: Benefits of a Blended Library Instruction Model, JULIE MASON, KATHERINE KOZIAR, and
MICHELE POTTER (Orbach Science Library, University of California, Riverside, P.O. Box 5900, Riverside, CA 92517;
julie.mason@ucr.edu, katherine.koziar@ucr.edu, michele.potter@ucr.edu).
Integrating information literacy (IL) into the science curriculum is an ever-evolving process. With a variety of online
learning platforms introduced each year, librarians have a wide array of options available for delivering online information
literacy instruction. Toward increasing student engagement and IL competencies, researchers have recently examined the
impact of gamifying information literacy using digital badging systems. By using an established IL-integrated general
biology lab course in conjunction with a badging system developed using Blackboard, the librarians and biology lab
coordinator collaborated on creating a digital badge requirement for lab students introducing them to scientific literature prior
to their in-person library session. Students’ information literacy skills are assessed through an in-class online exercise and a
lab writing assignment. This presentation compares the effectiveness of gamification to the previous online tutorial that was
used in past instruction sessions for this lab class and discusses the future impact of gamifying information literacy
throughout the science curriculum.
Risk and Reward: Motivations to Publish in Hybrid Open Access Journals, GREGORY M. NELSON (Harold B. Lee
Library, Brigham Young University, 2320 HBLL, Provo, UT 84602; greg_nelson@byu.edu).
The journal researchers choose to publish their work in is a complex issue based on a journal’s perceived quality,
readership size and prestige. Recently some high quality subscription-based journals have chosen to offer authors an open
access option at the article level, creating a hybrid journal of subscription and open access articles. A hybrid open access
journal is a subscription journal that allows authors the opportunity to provide immediate and free access to their individual
article at the time of publication. This opportunity comes at a cost to the author in the form of an author fee; however, the
possible advantages of an open access article are increased readership and more citations for the author’s work. Little
research has been done to actually determine why authors publish their articles in hybrid open access journals. This
presentation will examine why authors chose to publish their results in a hybrid open access journal. Authors were surveyed
about 1) why they chose the hybrid open access option, 2) how they funded the open access author fee, and 3) if they felt the
money was well spent. Survey results revealed that authors chose the hybrid open access option for various reasons, but
primarily because of a government or agency mandate and did so with grant funding. The majority of authors felt that it was
money well spent, not only to satisfy the mandate, but because of strong feelings about the benefits that open access provides
the scientific community and the general public.
Creative Commons and Open Access: Redefining the Scope of Intellectual Property Rights, IFEOMA ANN
OLUWASEMILORE (Department of Commercial and Industrial Law, University of Lagos, Akoka-Yaba, Lagos, Nigeria;
ifeomashodeinde@gmail.com).
This paper attempts to balance Intellectual Property Rights (IPRs) with the need to avoid hindering access to knowledge
and development. Traditionally, copyright ranged from full copyright where ‘all rights are reserved’, to the public domain or
‘no rights reserved’ in which the creator asserts all rights concerning the creative work. Over the past decade, there has been
a movement towards creating more freely accessible materials and documents. This is particularly in the light of advances in
digital technologies and the internet, where works can be made accessible to a much larger group of people on different
continents. Creative commons and open access were created to make it easier for a creator to share works freely with the
public. The idea was to ask copyright owners, where they were willing, to agree or give permission for their material to be
shared through a generic licence that acted as permission in advance. This paper contends that these emerging concepts have
led to widespread rethinking of the ownership of intellectual property. Most important have been the broadening acceptance
of Creative Commons and open access licensing policies. The paper concludes that although these concepts do not actually
lead to a change in the ownership of the copyright in works, they provide for effective means to share rights and to use many
scholarly works for research and development.
Finding the Signal in the Noise: Normalizing Data Management into Library Literacy Programs, ANN HUBBLE,
CHRISTY HIGHTOWER, and CHRISTY CALDWELL (University Library, University of California, Santa Cruz, 1156
High Street, Santa Cruz, CA 95065; ahubble@ucsc.edu, christyh@ucsc.edu, caldwell@ucsc.edu).
University of California Santa Cruz science librarians created a series of data management instructional modules aimed
at upper division and graduate students. These were designed to be delivered in one-shot instruction sessions of twenty
minutes each. Our intent was to create one set of modules for researchers in any science department that would not require
further disciplinary customization, and could also fit into an existing instructional program. Each module was also split into
smaller narrated movies, which were posted online for asynchronous use. The classes resulted in an added bonus of requests
for one-on-one data consultations with faculty, which furthered our larger data service goals. In this talk we will discuss how
to launch a data literacy program on a shoestring while training yourselves in this rapidly paced field. We will briefly discuss
our process in creating these modules, decisions that shaped the content of the sessions, the types of assessment we used and
the lessons learned that would benefit others. We will also discuss how data management fits into a broader information
literacy program, and some distinctions between data management services and data literacy instruction.
Building a First-Year Library Instruction Program across Multiple Courses and Disciplines, CRYSTAL GOLDMAN
(Geisel Library, University of California, San Diego, 9500 Gilman Drive #0175Q, La Jolla, CA 92093-0175;
clgoldman@ucsd.edu).
The organizational system at the University of California, San Diego is relatively unique for an American institution—all
undergraduate students are enrolled in one of six colleges, each with its own core curriculum, writing program, First Year
Experience (FYE) program, and “neighborhood” on campus. This is designed to provide the environment of a small liberal
arts college with the many resources of a large research institution.
From the library perspective, the diversity of curricula across colleges for lower-division courses poses a distinct
challenge for embedding information literacy. All colleges require students to take a series of classes within their writing
program; however, those writing programs may include anywhere between two and five courses. The library has established
partnerships with half of the college writing programs in order to introduce research concepts, databases, search strategies,
and academic integrity.
Additionally, the college provosts launched an FYE pilot program during the 2014-2015 year. The library created a
module for this program which included a brief in-class presentation about library resources, an online interactive library
scavenger hunt given as an in-class activity, and a homework assignment wherein students created a PSA highlighting their
favorite library resource, service, or space.
The FYE program module began what would become a multi-course introduction to library services and research, which
bridged to the writing programs. This paper will discuss how information literacy instruction is being scaffolded across firstyear programs in three of the six colleges at UC San Diego, which can serve as a model for other institutions.
Observations of Teaching Information Literacy to Engineering Freshmen and Sophomores, FRANK JACOBITZ1* and
AMY BESNOY2 (1Mechanical Engineering Department, Shiley-Marcos School of Engineering, University of San Diego,
5998 Alcalá Park, San Diego, CA 92110, jacobitz@sandiego.edu; 2Copley Library, University of San Diego, 5998 Alcalá
Park, San Diego, CA 92110, abesnoy@sandiego.edu).
In the undergraduate student, information literacy is an essential skill set that promotes critical thinking habits. Over the
past several years, information literacy skills were introduced and developed in undergraduate engineering students by
embedding a librarian into the classroom over several course periods throughout the semester. This approach was chosen to
teach fundamental information literacy skills while the students were exposed to the subject material in an iterative process.
Information literacy principles were included within basic research assignments in the first semester and continued within the
context of an in-depth study project during the second semester of the freshman year. The students researched a creative,
critical thinking, or problem-solving topic in engineering, prepared and delivered a lecture to peers, as well as peer-assessed
student knowledge and understanding of that topic. The students then performed an in-depth analysis of the results of their
project in their sophomore year as part of an independent study course, presented their findings at conferences, and submitted
a journal publication. This presentation will discuss the course structure and assigned materials, but also focus on the
progression of students' information literacy skills over the two-year freshman and sophomore experience.
Mind the Gap: A Collaborative Effort Between Library and Science Faculty to Help Improve Science Student Writing,
TALITHA MATLIN1* and JULIE JAMESON2* (1Kellogg Library and 2Department of Biology, California State
University San Marcos, 333 S. Twin Oaks Valley Road, San Marcos, CA 92078; tmatlin@csusm.edu).
Students in the sciences are required to write extensively for their classes. However, they often don’t receive targeted
instruction on how to write specifically for the sciences. Additionally, the supplemental instruction that is available on
campus is not tailored to in-depth scientific research and writing assignments. This poster will demonstrate how two faculty
members -- a Biology professor and the Science Librarian -- worked together to meet this need by providing a weekly science
writing workshop throughout the academic year. The workshops started as “open lab” sessions where students could drop in
for research and writing assistance for their school-related assignments. Over time, students have started coming for help
with writing their statements of purpose and CVs, searching for jobs, and more. The workshop facilitators also worked
together to provide directed supplemental instruction (such as in-depth PubMed searching, citation help, and bibliographic
management) that often struggles to find a place in a packed syllabus or one-shot library instruction sessions. The main
challenges the workshop facilitators faced were: finding a time that worked with busy student and classroom schedules and
increasing student involvement in non-required (yet recommended) instruction. Future plans for the workshop may include
pre-/post-testing of participants on particular skills (citations, writing samples, searching, etc.), obtaining grant funding to
work with some of the other offices on campus that do complementary work, and providing targeted instruction on writing
structure/approach (in addition to information literacy instruction).