Universities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student success, and address political and financial pressures. Academic libraries are additionally undertaking learning analytics to demonstrate value to stakeholders, assess learning gains from instruction, and analyze student-library usage, et cetera. The adoption of these techniques leads to many professional ethics issues and practical concerns related to privacy. In this narrative literature review, we provide a foundational background in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.

/pdf/a-comprehensive-primer-to-library-learning-analytics-4gr0zr4bw4.pdf

A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues

LIBRARY TRENDS, Vol. 68, No. 1, 2019 (“Learning Analytics and the Academic Library: Critical Questions about Real and Possible Futures,” edited by Kyle M. L. Jones), pp. 76–101. © 2019 The Board of Trustees, University of Illinois Abstract Following trends in higher education that emphasize quantitative analytical approaches to assess educational outcomes, academic libraries are increasingly attempting to quantify their impacts on student learning and demonstrate their value to the university’s educational mission. By applying learning analytics techniques to library use and instructional data, libraries have especially focused on attempting to measure the impact of the library on student GPA, retention, and attainment measures. Because learning analytics studies typically require large datasets of personally identifiable information (PII), they present inherent risks to the privacy, confidentiality, and autonomy of research subjects, who often are unaware and uninformed of the data collected. This paper presents the results of a meta-analysis of learning analytics studies in libraries that examine the effects of library use on measures of student success. Based on the aggregate results, we argue that outcomes of these studies have not produced findings that justify the loss of privacy and risk borne by students. Moreover, we argue that basing high-impact decisions on studies with no, or low, effect sizes, and weak correlation or regression values, has the potential to harm students, particularly those in already vulnerable populations. Finally, we believe that these studies also have the potential to harm institutions that rely on these particular analytical approaches to make crucial business and educational decisions.

/pdf/unethical-numbers-a-meta-analysis-of-library-learning-3lqh0nrt8p.pdf

Unethical Numbers? A Meta-analysis of Library Learning Analytics Studies

https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1474&context=lib_articles

Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning

Purpose




There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including percentages of libraries that offer credit courses, the number of credits offered, the audience and how public institutions differ from private nonprofits and for-profits.




Design/methodology/approach




The authors surveyed a stratified random sample of libraries at higher education institutions across all categories from the Carnegie Classification of Institutions of Higher Education. Qualtrics software was used to create and distribute the email survey. The response rate was 39 per cent (n = 691).




Findings




In all, 19 per cent of the institutions in the survey have IL credit courses taught by librarians. Large institutions, public institutions and those granting doctoral degrees are the most likely to offer IL credit courses. The majority of these courses are undergraduate electives of 1-2 credit hours offered under the library aegis, although a significant minority are required, worth 3-4 credit hours, and taught within another academic department or campus-wide program.




Originality/value




The findings update previous surveys and provide a more granular picture of the characteristics of librarian-taught credit-bearing courses, the types of academic institutions that offer them and compensation teaching librarians receive. This survey is the first study of credit-bearing IL instruction to include for-profit colleges and universities.

A survey of information literacy credit courses in US academic libraries: Prevalence and characteristics

A predictive validation study of the situational interview (SI) and the patterned behavioral description interview (PBDI) was conducted for the criterion of teamplaying behavior. Both the SI and PBDI were valid predictors (/=.41, .34, respectively). Only the SI, however, had incremental validity. Reasons for this finding are explained in terms of the development and scoring of SI items, conducting a pilot study, use of a panel who took notes, and the method of including/excluding interview applicants and questions for a validation study.

https://papers.ssrn.com/sol3/Delivery.cfm/ijsa_305.pdf?abstractid=739925&mirid=1&type=2

The Predictive and Incremental Validity of the Situational and Patterned Behavior Description Interviews for Teamplaying Behavior

The University of West Georgia’s Ingram Library has offered a fifteen-week two-hour credit course since 1998. In a longitudinal study covering twelve years, the library analyzed the progression and graduation rates of more than fifteen thousand students. Students who took the class during their undergraduate career were found to graduate at much higher rates than students who never took the class. The library examined students’ high school GPAs and aptitude test scores but were unable to account for the increase through any difference in precollegiate achievement.

/pdf/a-library-credit-course-and-student-success-rates-a-3gf79b85sj.pdf

A Library Credit Course and Student Success Rates: a longitudinal study

/pdf/georgia-library-association-2013-awards-scholarships-598wao0y5n.pdf

Georgia Library Association - 2013 Awards & Scholarships

/pdf/georgia-library-association-2014-call-for-gla-award-2rtpxacjye.pdf

Georgia Library Association - 2014 Call for GLA Award Nominations

Traditional interviewing techniques often fail to fully assess the “soft skills” required for a potential hire to succeed in a particular organizational culture. This case study presents an alternate framework for evaluating candidates to determine their ability to effectively collaborate with existing team members. The authors report the process used in hiring two faculty librarians in 2011 and the ways the process was revised to fill two newly created positions in 2013. A review of management literature on interview techniques supports using practical exercises and strategically designed questions to assess a candidate’s fit within a given organizational culture. The experiences reported in this case study bear that out. The process of strategically designing the interview structure enabled the department to gain a better vision of its priorities and values, while the interviews enabled the team to select additional members who work well in a collaborative environment with the personalities already in place. Readers can use this to redesign their interview procedures to more effectively select candidates who will contribute to the vision and positive culture of their workplace. This model was successful in this instance and readers can modify these procedures to adapt to their own workplace cultures in any type of library. Building on strategies used in various industries, this chapter translates the use of practical exercises and strategically designed questions into an academic library context.

The Fit Test: Interview Techniques to Build a Strong Team

A Review of “The Role of the Library in the First College Year”

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