• Staying True to the Core: Designing the Future Academic Library Experience

      Bell, Steven; 0000-0003-3916-4013 (2014-07)
      In 2014, the practice of user experience design in academic libraries continues to evolve. It is typically applied in the context of interactions with digital interfaces. Some academic librarians are applying user experience approaches more broadly to design both environments and services with human-centered strategies. As the competition for the time and attention of students and faculty increases, along with expanding options for acquiring scholarly content that more frequently circumvent traditional libraries, academic librarians will seek new methods to understand and engage with the members of their community. This article envisions a future where user experience design moves from the periphery to the core of academic library operations. While it is a future shaped by advanced technology that radically changes user expectations, the author imagines an experience that is futuristic but rooted in the core values of contemporary academic library practice.
    • Student trauma experiences, library instruction and existence under the 45th

      Gohr, Michelle; Nova, Vitalina A. (2020-01-08)
      Purpose: By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed. Design/methodology/approach: The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique. Findings: This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions. Practical implications: This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs. Social implications: The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change. Originality/value: Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.
    • Submit or Resist: Librarianship in the Age of Google

      Bell, Steven; 0000-0003-3916-4013 (2005-10)
    • Taking OER to the LIS: Designing and Developing an Open Education Course for Library Science Students

      Bell, Steven; 0000-0003-3916-4013 (2021-05-26)
      One often overlooked member of the open education community is the aspiring librarian. Students currently pursuing their Master in Library Science (MLS) degree are potential future leaders for a sustainable open education movement. The lack of formal course options in existing library science education programs, for learning about open education, is a potential barrier to an open movement that is inclusive of library science graduate students. This article describes the design, development, and implementation of what is believed to be the first formal, dedicated course in open education librarianship offered by an American Library Association accredited library and information science (LIS) program. The nature of the course content, learning outcomes, assignments and student reactions to and reflections of the course are discussed, along with the potential implications for both LIS programs and the open education community. Expanding the number of LIS programs that offer formal open education courses has the potential to contribute to the sustainability of the open education movement through the preparation of a future generation of advocates and leaders.
    • Taking on Tech: Discover What Works Best for You

      Cosby, Michelle; 0000-0002-5087-094X (2020-05-01)
    • The Library Blog: Innovative Idea or Wasted Words

      Bell, Steven; 0000-0003-3916-4013 (2006-01)
    • The Rights Portal: Tools and Resources Supporting Standardized Rights Statement Implementation

      Digital Public Library of America's Rights Statements Working Group (2020-12)
      The Rights Portal is a project of the Digital Public Library of America, created and maintained by the DPLA Rights Statements Working Group. You will find a collection of tools and resources supporting implementation of RightsStatements.org and Creative Commons at libraries, archives, museums, and other cultural heritage institutions primarily in the United States.
    • Three STEM Librarian Challenges SOLVED

      Jones, Sarah; 0000-0001-5277-4559 (2018-12-11)
    • Transforming the Systematic Review Service

      Roth, Stephanie; Tagge , Natalie; 0000-0001-5415-1718; 0000-0001-6200-8217 (2018-05)
    • Transitioning from the MLS to the MLD: Integrating Design Thinking and Philosophy into Library and Information Science Education

      Clarke, Rachel I.; Bell, Steven; 0000-0003-3916-4013 (2018)
      Purpose: As change creates more uncertainty for library practitioners, graduate library education needs to explore how to best prepare students to manage ambiguity through new approaches to identifying and solving challenging problems. We advocate for incorporating design into graduate library education. Design/Methodology/Approach: First, we discuss the need for a design approach to librarianship. We then introduce the nature of design thinking and philosophy, and discuss the ways in which it is already present in librarianship. We review past developments and recent trends with a special focus on the ways in which design thinking, methods, and philosophies are (or are not) incorporated into LIS education. Findings: We synthesize these findings to propose recommendations and suggestions for an alternative degree program to the traditional MLS: the MLD (Master of Library Design). This includes the presentation of a new model of library education that blends design philosophy with traditional library science content. Originality/Value: This is the first article in the library literature to propose the development of a new type of library degree that we refer to as the Master of Library Design, hence it has a high level of originality. While the library literature has examples of practitioners applying design thinking to improve library services, this article’s value is that it promotes the integration of design thinking and philosophy more broadly in order to better equip future library professionals for a rapidly changing information landscape.
    • Trauma-informed Services Training for Library Staff: A school of social work-academic library-public library collaboration

      Association of Research Libraries; Free Library of Philadelphia; Temple University. School of Social Work (2020-11-20)
    • Undergraduate Chemistry Search Activity and Worksheet

      Jones, Sarah; 0000-0001-5277-4559 (2019-09-22)