Category Archives: Peer-Reviewed Article

Shaking Up the Shelves: Navigating Change at Mississippi State University Libraries

Peer-Reviewed Article, , ,

KC New, Assistant Professor, Digital Humanities Librarian
Blair Booker, Assistant Professor, Education Librarian
Melody Dale, Associate Professor, Science & Engineering Librarian
Mississippi State University Libraries

Abstract

Librarianship in our country has transformed from the early days of book-boxes to the dynamic service centers of today. Mississippi State University Libraries is no different and has seen a rapid transition from the rooms of a dormitory basement into a vibrant system of libraries providing user-centered service to a dynamic university. Over the last 150 years, MSU Libraries staff and faculty have engineered key developments in departmental structure, resource management, and virtual reference integration all while navigating major personnel changes. By examining the library as a “third place” and improving communication strategies, MSU Libraries has adapted to technological, institutional, and cultural shifts while maintaining its core mission of service and access.

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Implementation of a Research Information Course in the Radiology Curriculum

Peer-Reviewed Article, ,

Lyubov Tmanova
Darnall Medical Library
Walter Reed National Military Medical Center
Bethesda, MD

Abstract

Objective: The study objective was to evaluate research skills and the impact of educational instruction on enhancing these skills among first-year graduate medical education (GME) trainees. Another objective was to design the research course focusing on developing essential research skills for conducting research projects and publishing findings in scholarly journals.

Methods: The Research Information Skills Proficiency Scale (RISPS) was designed and used in this study to assess both perceptive and objective research information skills in GME trainees. Descriptive statistics were used to analyze the pre-test and post-test data collected after two 45-minute lectures on information and literature literacy. Additionally, trainees’ learning methods and approaches were assessed using a learning assessment and the clinical research appraisal inventory to evaluate their learning and skills perception.

Results: The RISPS scale was beneficial in assessing trainees’ skills and influenced the design of an elective course for the radiology curriculum. Demographic and educational factors, like research experience and major, have a significant impact on radiology residents’ skills, perceptions, and research abilities. Radiology residents have varying levels of understanding of study conceptualization, design, and collaborative research skills.

Conclusions: The study’s design of the RISPS scale enables the assessment of GME trainees’ perceived and objective research information skills. Implementing the RISPS perceived and objective scale each year for a new cohort of GME trainees equips GME program directors with essential educational data to tailor instructional designs according to the cohort’s learning proficiency. Furthermore, RISPS and the clinical research appraisal inventory (CRAI) are crucial in assessing research information skills and integrating trainees’ learning styles and preferences for research efficiency. The GME faculty can use the data from these questionnaires to guide the design of learning interventions aimed at enhancing the research skills and competencies of GME trainees. The course developed in the study can be added as an elective to the GME radiology curriculum to improve research skills and meet the scholarly activity requirements for the Accreditation Council for Graduate Medical Education (ACGME).

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Making Room for Everyone: A Practical Guide to Creating Sensory Spaces in Libraries

Peer-Reviewed Article, ,

Jacqueline L. Frank, Instruction & Accessibility Librarian, Montana State University Library
Jennifer Pawlak, Research & Instruction Librarian, Montana State University Library

Abstract

Offering sensory spaces in libraries is a unique, fun, and specific way to better meet the needs of neurodivergent users. These environments give users an opportunity to engage with various interactive and creative elements, textures, and/or visual stimuli in a controlled manner, helping them reduce stress. Sensory spaces basically give users a variety of options, allowing them to regulate their sensory input based on their individual needs and preferences.

By creating sensory spaces, libraries not only provide specialized support for neurodivergent patrons, they also benefit everyone by enhancing spaces and offering greater variety. In this article we share a case study from the Montana State University (MSU) Library, and discuss the development of our first sensory space, from proposing ideas with varying budget options, to executing the concept and gathering student feedback. Along the way, we share key insights, challenges, and success from creating a sensory space, and provide a Sensory Space Proposal Template so other libraries can do the same. We hope this article will convince you that sensory spaces are the absolute coolest, and that every library can offer them.

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Micro-Programming: A Dynamic and Flexible Approach to Student Engagement

Peer-Reviewed Article, , ,

Kelsey Hammer, Coordinator of Student Engagement & Programming
Julia Feerrar, Head of Digital Literacy Initiatives
University Libraries at Virginia Tech

Introduction

Academic library outreach and engagement often works at the nexus of multiple challenges. Librarians must meet the needs and interests of patron communities, make the most of limited staff time and resources, and navigate competing priorities for time and attention across campus. Over the last several years, our team of teaching librarians at Virginia Tech has sought out multiple opportunities to rethink and restrategize some of our approaches to these challenges.

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The Ol’ Medical Colouring Book: Reducing Student Stress Through Playful Library Outreach

Peer-Reviewed Article, , , , ,

Angélique Roy,
Health Sciences Librarian, Bracken Health Sciences Library,
Queen’s University, Kingston, ON, Canada

Brendan F.R. Edwards
Curator, W.D. Jordan Rare Books and Special Collections,
Queen’s University, Kingston, ON, Canada

Abstract

While student stress and anxiety have long been recognized as challenges in higher education, libraries have increasingly adapted their roles by integrating playful activities throughout the academic year to actively support student mental well-being. The Ol’ Medical Colouring Book was designed with health sciences and history students in mind to serve as a de-stressor activity during the exam period and features images from antiquarian anatomy and botany texts found within the library’s collection. It was created by a second-year History student as part of an experiential learning internship, co-supervised by two librarians. The initiative included two three-hour pop-up events where the historical texts were displayed for students to browse and discuss the history and provenance of the works alongside the colouring book. The librarians then sought an ISBN for the book acknowledging the work of the intern and a copy was deposited in Library and Archives Canada as well as the university’s institutional repository. The Ol’ Medical Colouring Book was received with enthusiasm by students and faculty alike, and remains a popular activity during the busy exam season. This article explores the intersection of student mental health initiatives, rare and special library collections, and the use of play-based activities to promote wellness and fun within the academic library setting.

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