School of Library & Information Studies

Permanent URI for this collectionhttps://hdl.handle.net/11274/9563

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Integrating a new framework for inclusive evaluation: EPIC-SCREAM
(ALISE, 2022) Becker, Kristen
Diversity and inclusion are critical elements of community-based organizations; however, many agencies do not have the information necessary to incorporate diversity, equity, inclusion, and social justice (DEIJ) elements into their daily operations. Nevertheless, libraries and other community-based organizations must provide services and programs to all populations at little or no cost. However, they may lack available data or the willingness of employees to engage in evaluation efforts such as strategic planning, which are necessary to ensure inclusive and equitable programs and services. Research (George et al., 2018) shows that many employees do not engage in strategic planning efforts because the process is cumbersome and daunting, they feel the goals do not apply to them, or they do not believe changes will be meaningful and long- lasting. Continual evaluation is critical in identifying demographic changes in the community while introducing culturally-sensitive programs and services.
Faculty participation in open access repositories (OARs) based on their individual traits
(Emerald, 2023) Tmava, Ahmet; Ryza, Sara
Purpose: The number of open access repositories has been growing globally but faculty members have been reluctant to embrace OAR and submit their work. While there are studies that looked at socio-technical factors that affect faculty participation in OARs, this study aims to explore how the individual characteristics of faculty might impact faculty willingness to deposit their work in an OAR.
Our world is officially rocked: Are we prepared for patrons in crisis?
(Texas Library Association, 2022) Lanier, Amy
The pandemic persists, and society is worn out. Optimists claim we’re on the mend, but restoration still eludes a depleted and depressed public who are trying desperately to put their lives back together. Now, more than ever, librarians are asked to step in to provide support. But are we prepared?
School libraries without walls: Preserving the library's sense of place
(Texas Library Association, 2020) Lanier, Amy
LIBRARIES AS PHYSICAL SPACES HAVE LONG BEEN THE OBJECT OF FASCINATION, REVERENCE, AFFECTION, AND EVEN OBSESSION, so it’s a curious thing to see so many of the old standards are fading away. Trending now is a new architectural phenomenon in which forward-thinking school districts are building libraries as the literal “hub” of the school, physically speaking. These modern learning commons reside in the center of the building as open spaces without walls, the goal being that at long last the library can function with no barriers to its patrons, who are free to come and go at any time as the library melds as one with the rest of the building. This eliminates the separation of the library from the classrooms and faculty, making resources more accessible and creating a culture of deeper research and increased learning. The Texas Administrative Code, Section 239.55, Standard IV, commissions certified school librarians to “develop and maintain a flexible, functional, and barrier-free library facility that conforms to national and state library standards”. In light of this, a library with no walls sounds like the perfect solution. Or does it?
School librarianship: A profession in 4 acts
(American Association of School Librarians, 2018) Elkins, Aaron J.; Nevares, Mary; Dyer, Renee; Bryan, Len
Although school libraries—and indeed our world—have changed greatly since the publication of the f irst set of school library standards in 1920 (National Education Assoc. and North Central Assoc. of Colleges and Secondary Schools 1920), each subsequent iteration of the standards has sought to define the next incarnation of a profession undergoing continual evolution. In this article, four professionals who have transitioned into different phases of their school library careers offer reflections on how the professional standards influence their work.
Paralegal students’ and paralegal instructors’ perceptions of synchronous and asynchronous online paralegal course effectiveness: A comparative study
(Universitas Malikussaleh, 2021) Farmer, Kristine; Allen, Jeff; Khader, Malak; Zimmerman, Tara; Johnstone, Peter
To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies. Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practicalapplicability and opportunities for future research.
Faculty perceptions of open access repositories: A qualitative analysis
(Taylor & Francis, 2022) Tmava, Ahmet
Open Access Repositories (OARs) are viewed as a new channel of scholarly communication and a way for scholars to disseminate their work faster to a broader audience. Finding a solution to low faculty participation in OARs is an intricate task that requires a deeper understanding of faculty perceptions of OARs. Previous studies have investigated the motivating and hindering factors using different forms of surveys that focused on external factors, which were either social or technological in context. The goal of this qualitative study was to provide an understanding of the psychology of the faculty reluctance towards their participation in OARs. The results reveal that while close to half of the faculty support the OA principles and are willing to share their work in Open Access (OA), a little over half of faculty seem to be unfamiliar with the OA goals and the purpose of OARs. In addition, faculty comments reveal a wide range of perceived concerns regarding OARs, from submission process, plagiarism, and copyright concerns to the perception of OARs as low-quality publishing venues that can have a negative impact on their academic careers. Thus, to better address faculty needs and concerns, it is crucial for OAR staff to take a multifaceted approach, targeting each faculty concern independently.
Let’s put on a show! Creating an interdisciplinary student journal
(2021) Perryman, Carol L.; Tmava, Ahmet (Meti); Evans, Woody; Shapiro, Adrian; Headrick, Elizabeth
In response to unsustainable serials subscription models, academic libraries have had a growing role in advocating for and supporting technological solutions for new forms of publishing, such as open access journals. By engaging in the scholarly publishing process with librarians, faculty, and students as the major stakeholders, we can continue the transformation of scholarly publishing begun by OA visionaries. Cancellation of the TWU Research Symposium in 2020 due to the pandemic presented an opportunity to think about new ways to support students and introduce them to a new, open-access world. SLIS faculty and Blagg-Huey library staff began to talk about what could be done, and dreamed of an interdisciplinary, experiential student journal that could offer hands-on opportunities in scholarly publication. In this presentation we share our goals and experiences with the creation of the TWU Student Journal, as well as challenges we have faced so far -- and our next steps.
Get LITerate: Improving information literacy through school/university library partnerships
(2021) Lanier, Amy; Morris, Abigail
As public schools persist in their efforts to produce college-ready graduates, academic librarians are too often called upon to calm the anxieties of disillusioned college freshmen who feel incapable of navigating their way through the realm of scholarly information. This presentation will offer a collaborative approach to better prepare high schoolers as information-literate individuals who can truly succeed in their research endeavors throughout college and beyond.
Computational thinking in your school library
(American Association of School Librarians, 2019) Moore, Jennifer; Bartley, Erin; Hernandez, Veronica; Williams, Amy
School and public libraries offer youth formal and informal learning environments, while providing access to a variety of resources. Librarians can introduce students to computational thinking and coding concepts in low-stakes contexts. This month’s post features Dr. Jennifer Moore (associate professor in the School of Library and Information Studies at Texas Woman’s University), Erin Bartley, Veronica Hernandez, and Amy Williams (three of her former students and current practicing librarians) discussing computational thinking (CT) in general and in the context of libraries.
Data literacy: School librarians as data coaches
(International Association of School Librarianship, 2019-10-21) Moore, Jennifer; Smith, Daniella; Schultz-Jones, Barbara; Marino, John
School library educators at two university locations in North Texas collaborated on a research initiative to address the perceived need for data literacy preparation at the pre-service level. The research initiative explored the potential for school librarians to provide data literacy leadership through the systematic development of competencies in the master’s-level pre-service professional preparation program. Participants from various school levels operated as a focus group in the fall of 2018 to identify competencies necessary for library professionals to develop as part of a pre-service training program.The answers to the nine key questions are presented as participant data related to data-informed decision-making in schools.
Transforming Libraries into Community Anchors in Rural Texas (TLCART)
(2019) Jeng, Ling Hwey; Perryman, Carol L.
Preparing library professionals for data literacy leadership: Administrator perspectives
(Association for Library and Information Science Education, 2019) Elkins, Aaron; Marino, John; Evans, Sarah; Moore, Jennifer; Smith, Daniella; Schultz-Jones, Barbara
Schools, public libraries, and other civic institutions are being called upon to improve efficiency and effectiveness with decision-making processes driven by data. The Preparing Librarians for Data Literacy Leadership Project was launched to prepare school and public library professionals for facilitating data-informed decision-making through the systematic development of competencies in the master’s-level pre-service professional preparation programs at the University of North Texas and Texas Woman’s University. This paper reports on a survey developed to investigate the use of data in decision-making processes and administered to school and public library administrators across the State of Texas.
Why K-12 school librarians belong in academic libraries
(2019) Lanier, Amy
This lightning talk will give seven good reasons why school librarians make strong contenders for open positions within academic libraries.
Changing Models of Library Practice to Benefit Rural Communities
(2019) Perryman, Carol L.; Jeng, Ling Hwey
School of Library and Information Studies - Rural libraries whose librarians have expertise in digital literacy and a deep understanding of unique communities can be an important part of efforts to improve the quality of life for residents. However, traditional library education does not include the development of students as future leaders of community growth. This presentation will describe efforts to build on prior research in the Appalachian region. The MLS/Community Informatics program extends traditional library roles by getting librarians out into their communities, working with community leaders and residents to facilitate needed and wanted change.
Changing models of library education to benefit rural communities
(Taylor & Francis, 2019) Perryman, Carol L.; Jeng, Ling Hwey
Rural libraries whose librarians have expertise in digital literacy and a deep understanding of unique communities contribute to improving quality of life for residents. However, many library education programs do not include the development of students as future leaders of community growth. In this article we describe efforts to build on prior research in the Appalachian region. Offered by Texas Woman’s University School of Library and Information Studies (TWU SLIS), a designated Hispanic-serving institution in Texas, the program extends library roles by getting librarians out into their communities, working with community leaders and residents to facilitate needed and wanted change.
Developing mastery: Building a tool for tracking progress on professional competencies in the MLS program
(2019) O'Neill, Ashley; Perryman, Carol L.
Over the course of their enrollment in a new grant‐funded scholarship program (Transforming Libraries into Community Anchors in Rural Texas, or TLCART), 20 carefully selected students in small, rural Texas communities will earn library degrees at the TWU School of Library and Information Studies (TWU SLIS) while learning to become facilitators and partners of community change. To support their self‐assessment through the program, and encourage individual ownership of career growth, we created a professional competencies tracker based on the American Library Association Competencies. Students are asked to self‐evaluate, identifying areas of desired development, at the conclusion of each semester in the two‐year program. In the process, each will take responsibility for their future as lifelong learners, identifying specific needs and methods for development. This pilot effort is being tested with the TLCART cohort to assess its usability for the overall Master’s program in Library Science.
Organizational citizenship behavior and school librarians
(School Libraries Worldwide, 2015) Elkins, Aaron
Research has suggested that many school librarians engage in work outside of their roles as defined by their job descriptions and professional standards. These extra-role behaviors may be explained by Organizational Citizenship Behavior theory. This paper describes the theory, its origin, component behaviors, antecedents, and other factors that influence professional performance. It concludes with a discussion of how the theory relates to the role performance of school librarians, and an agenda for further research.
Mind the gaps: School librarians’ job descriptions and the professional standards for school librarians in the United States
(School Libraries Worldwide, 2018) Elkins, Aaron
While previous studies have analyzed the contents of different librarians' job descriptions (Brewerton, 2011; Park, Lu, & Marion, 2009), school librarians' job descriptions have not received similar attention. The purpose of this study was to compare how well the performance responsibilities from Florida school librarians' job descriptions agreed with the performance responsibilities from the American Association of School Librarians' (AASL) professional standards outlined in their publication Empowering Learners: Guidelines for School Library Programs (AASL, 2009). Rates of agreement were calculated by using thematic qualitative content analysis to compare the subjects and actions of the respective performance responsibilities. Analysis showed the ages and origins of the job descriptions did not have a consistent influence on rates of agreement, though job descriptions within the range of 11-20 performance responsibilities tended to have higher average rates of agreement. The various aspects of school librarians' roles as described in Empowering Learners were present in their job descriptions to different extents, with some aspects more frequently represented than others. The differences between the performance responsibilities in school librarians' job descriptions and Empowering Learners may be a source of role ambiguity, conflict, erosion, and overload for school librarians.
Professional excellence: Becoming a National Board Certified school librarian
(Knowledge Quest, 2010) Elkins, Aaron; Chonko, Doreen; Dirscherl, Barbara; Hall, Donna; Mitchell, Kimen
Obviously, the benefits of being an NBCT are considerable. Before you decide to become a candidate, you' 11 undoubtedly want to know more about what the certincation process entails. Essentially, there are two components: the portfolio and the assessment center. The four portfolio entries provide a detailed look at your teaching; the six assessment-center prompts give you an opportunity to show how you would respond to different situations. The first thing-you should do is download all of the information from the Library Media certifi.cate area of the National Board website. There you'll £.nd the standards, the portfolio directions, the scoring guides, and information about the assessment center.

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