Research, Publications, and Presentations (The Ohio State University Libraries)

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The Ohio State University Libraries Research, Publications, and Presentations collection in the Knowledge Bank contains publications, presentations, and research of The Ohio State University Libraries' faculty and staff. Beginning July 1, 2012, Libraries' faculty will submit their scholarly articles to this collection under the Libraries’ Faculty Open Access Resolution.

If you are submitting a manuscript under the Open Access Resolution, please visit the University Libraries Faculty Open Access Resolution page on the Library Wiki for instructions and help with rights issues.

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Recent Submissions

Now showing 1 - 20 of 749
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    A Problem Shared Is a Community Created: Recommendations for Cross-Institutional Collaborations
    (Lamar Soutter Library, UMass Chan Medical School, 2023-12) Hertz, Marla; Badger, Kelsey; Bohman, Lena; Carr Jones, Lucy; Nieman Hislop, Christine; Smith, Katy; Ye, Hao
    Committee work is a requisite job function for many in academia, yet designing a productive collaborative experience often remains a challenge. In this article, we reflect on our experiences as part of a successful cross-institutional working group and describe strategies to improve leadership structure, group dynamics, accountability, and incentives for collaborative projects. As of January 2023, the National Institutes of Health (NIH) Data Management & Sharing (DMS) Policy requires investigators applying for funding to submit a Data Management and Sharing Plan (DMS Plan) that describes how scientific data will be managed, preserved, and shared. In response to this new policy, a community of more than 30 librarians and other research data professionals convened the Working Group on NIH DMSP Guidance, collaboratively producing comprehensive guidance about the policy for researchers and research support staff. In less than a year, the working group produced glossaries of NIH and data management jargon, an example data management and sharing plan, a directory of existing example plans, checklists for researchers and librarians, and an interactive repository finder. This group was a successful grassroots effort by contributors with diverse expertise and backgrounds. We discuss practical strategies for each stage of activity throughout the lifecycle of the working group; from recruiting members, designing pathways to encourage participation from busy professionals, structuring the meetings to facilitate progress and productivity, and disseminating final products broadly. We invite fellow librarians, data professionals, and academics to apply and build upon these strategies to tackle cross-institutional challenges.
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    Towards a Shared Framework: A Classificatory Matrix for Teaching Data Standards
    (Lamar Soutter Library, UMass Chan Medical School, 2023-12) Badger, Kelsey
    Standards for research data can be a mystifying topic for both researchers and data professionals. A common source of confusion is that they are multipurpose: standards can (and should) be applied to both primary data and metadata, enabling a wide range of functions from the search features in a repository to the integration of disparate data sources. This paper reviews examples of classificatory approaches used by both librarians and researchers to describe data standards. This literature is synthesized into a classificatory matrix that can be used to map different types of standards. The matrix is constructed around two organizing principles: purpose (finding or using data) and type of information controlled (meaning or syntax). The objective of this classificatory exercise is to encourage further discussion about the misunderstandings between researchers and data support professionals and to spur further development of the educational resources needed to improve understanding and use of data standards.
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    The Development of a Multilanguage Thesaurus Based on Linked Data
    (EasyChair, 2023-01-06) El-Sherbini, Magda
    The need for multilingual information access has been addressed in many forms for several years. The ALCST (Association for Library Collection and Technical Services) Non-English Access Committee indicated that research in the area of assigning subject headings in the language of the script will enable the user to find materials in the library more efficiently. It also indicated that CSH (Library of Congress Subject Headings) does not sufficiently represent the culture of the Arabic and Islamic world. Several examples of the deficiency of LCSH coverage in these areas illustrate the need to develop an Arabic open-source controlled vocabulary that can be used when assigning subject headings for Arabic materials. This paper aims to address three issues: • The LCSH and its coverage of subjects • Enhancing the discoverability of Arabic materials by adding Arabic subject headings • The development of an Arabic thesaurus based on the linked-data approach
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    English-Arabic Thesaurus Based on Linked Data: Tool for decolonization
    (2023-04-27) El-Sherbini, Magda
    The Library of Congress Subject Headings (LCSH) is the primary tool used to assign subject headings for all library materials, including those published in non-Roman scripts, such as Arabic, Chinese, Japanese, Korean and so forth. Although the LCSH is a comprehensive tool, it falls short in providing in-depth description of cultural phenomena for those regions of the world that publish in scripts other than the Roman. Assigning subjects headings in the script and language of the publication is the optimal solution to this problem. Adding the Arabic, Japanese or Chinese language subject terms to catalog records will enable the academics to conduct research in those languages and gain access to materials previously unavailable to them. Communication among culturally and linguistically diverse communities is hampered by unequal access to educational opportunities and information sources. In the field of library science, access to information is controlled to large degree by the way libraries classify knowledge and the terms that are used to describe subject categories. Studies of the LCSH indicate that the database does not sufficiently represent the cultures of underrepresented and marginalized communities. Several years ago, the Ohio State University Library has undertaken the task of expanding access to its non-Roman collections by introducing subject terms in the language of the script. In this presentation will describe the project, the reasons, the pilot, and the experience of subject searching of non-Roman script materials using either the LCSH English language terms, or their equivalents in non-Roman script languages. Ensuing discussion will be focused on how the MARC21 record can be utilized to display non-Roman script subject terms in the ILS. I will conclude with a demonstration of a non-Roman script search from the Ohio State University Library catalog.
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    A diplomatic-informed archival pedagogy: Fostering student-centered learning environments for novice archival researchers
    (Emerald Insight, 2023-04) Dearborn, Carly; Flierl, Michael
    Purpose - This paper begins to construct a theoretical foundation for using a diplomatics-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize Self-Determination Theory to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence, and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers. Design/methodology/approach - The authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing Self-Determination Theory. Research limitations/implications - This is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application but it is based in the pedagogical foundations of diplomatics and Self-Determination Theory's focus on student perceptions and motivations. Findings - A diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments, and activities in alignment with evidence-based research and well-established archival theory. Originality - Diplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative, and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure, and guiding methodology to approaching novice researchers in the archives while Self-Determination Theory presents how to implement such an approach.
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    Collecting Sarah Piatt at The Ohio State University's Rare Books & Manuscripts Library
    (University of Illinois Press, 2023-04) Braun, Jolie
    What role can a special collections library play in helping recover a forgotten writer? This article provides a case study from a curator's perspective on building a collection dedicated to the nineteenth-century American poet Sarah Morgan Bryan Piatt at Ohio State University's Rare Books & Manuscripts Library (RBML). A partnership between teaching faculty and RBML has helped make OSU a center for Piatt research by developing published and archival collections, digital projects, and oral histories. I will discuss RBML's approach to collection development and how Piatt fits into the broader collecting goals, the strategies involved in this project, and the benefits of prioritizing a lesser-known writer.
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    Challenge accepted: Introducing geospatial data literacy through an online learning path
    (Association of College & Research Libraries, 2022) Sadvari, Joshua; Phillips, Katie
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    Enabling Inclusive and Equitable Teaching Practices through Instructor Development
    (Association of College & Research Libraries, 2023) Hammons, Jane; Folk, Amanda L.; Blocksidge, Katie; Primeau, Hanna
    In The Ohio State University Libraries, we support inclusive and equitable teaching practices through instructor development. The Libraries' Teaching and Learning department offers two formal university-wide, cross-campus instructor development programs, Meaningful Inquiry and Teaching Information Literacy. In this chapter, we outline our programs, highlight the equity-focused pedagogical strategies that we incorporate, and provide activities and templates readers can use to support equity and inclusion in their own work with instructors.
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    Recasting the affordable learning conversation: Considering both cost savings and deeper learning opportunities
    (Association of College & Research Libraries, 2019-04) Rivera, Marcos; Folk, Amanda L.; Jaggars, Shanna Smith; Prieto, Kaity; Lally, Marisa
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    Narratives of (dis)engagement: Exploring Black/African-American undergraduate students' experiences with libraries
    (Association of College & Research Libraries, 2019-04) Folk, Amanda L.; Overbey, Tracey
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    Expanding our reach: Implementing instructor development programming
    (Taylor & Francis, 2021-01) Folk, Amanda L.; Hammons, Jane
    Academic libraries strive to support the teaching and learning goals of their institutions, frequently resulting in "one-shot" sessions for students, in which librarians share their expertise related to information literacy and/or library resources. Another method by which libraries can support teaching practices at our institutions is by facilitating instructor development programming. In this article, we discuss the creation of two significant instructor development offerings to support course instructors in teaching information literacy. Participants indicated satisfaction with the workshops and that they are likely to recommend them to their colleagues. By providing this programming, we are able to reach new audiences and highlight the library's role as an engaged partner in teaching and learning.
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    Exploring the development of undergraduate students' information literacy through their experiences with research assignments
    (Association of College & Research Libraries, 2021-11) Folk, Amanda L.
    Although information literacy has been fundamental to the work of teaching librarians for decades, the ways in which students develop their information literacy is not well understood. In addition, the sociocultural nature of information literacy is often neglected when attempting to assess students' information literacy development. The purpose of this study is to discover factors that could potentially enable or constrain the development of undergraduate students' information literacy through qualitative research that explores first-generation college students' experiences with research assignments throughout college.
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    Beware of Predatory Journals: Choosing Best Evidence Requires Watching for These Red Flags
    (HealthCom Media, 2022-09) Biszaha, Anna; Schulte, Stephanie J.
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    Teaching information literacy: Developing an online course for faculty
    (Association of College & Research Libraries, 2020-07) Hammons, Jane
    As part of the profession's ongoing efforts to integrate information literacy into the curriculum, some librarians have taken an approach centered on teaching disciplinary faculty to teach information literacy. Indeed, some have argued that the best way for librarians to ensure that students are developing information literacy is to focus primarily on faculty, rather than on providing instruction to students. Although most librarians do not seem prepared to stop all direct instruction to students, there are many examples of libraries offering faculty development programming. While many of these programs involve face-to-face interactions between librarians and disciplinary faculty, there are examples of librarians creating online information literacy workshops or courses for faculty.
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    No need to go big: Teaching Framework concepts with small teaching
    (Association of College & Research Libraries, 2021-01) Hammons, Jane
    The ACRL Framework for Information Literacy for Higher Education encourages librarians to engage students with big ideas related to information creation, access, and use.1 One way that librarians may be able to do this is through a small teaching approach. In Small Teaching: Everyday Lessons from the Science of Learning,2 James M. Lang uses insights from educational research to highlight small instructional interventions that support student learning. Although Lang does not specifically call out librarians as instructors, some of these strategies could be used to engage students with Framework concepts, even within a single session.
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    The faculty-focused model of information literacy: Insights from the faculty development literature
    (CILIP Information Literacy Group, 2022-12) Hammons, Jane
    In a faculty-focused, or "teach the teachers" (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians' adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.
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    Dead Ball in Black and White
    (2022) Greenberg, Gerald S.
    This is a biographical dictionary of the most accomplished Dead Ball Era (1900-1920) baseball players who from the Major Leagues and early Negro Leagues who have not been enshrined in the Baseball Hall of Fame. 206 Dead Ball Era baseball players are profiled: 119 former major League players and 87 from the early Negro Leagues (8 are Latin American standouts who also played in the early Negro Leagues). Photographs of each player are included.
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    Amplifying Antiracism Resources through Intra-University Collaboration
    (University of Denver Libraries, 2022-04) Hendricks, Leta; Springs, Gene R.
    In summer 2020, The Ohio State University Libraries was asked by The Ohio State University Office of Diversity and Inclusion (ODI) to partner in collaboration with them to provide expanded access to antiracism book content in support of continuing education, reading groups, and professional development across the university. The Libraries' African American and African Studies Librarian worked with ODI's Director for Strategic Diversity Planning, Training, and Assessment to identify antiracism book titles of interest that were recommended for purchase or expanded access to the Collections Strategist. Topical research guides were created to supplement the reading lists, and collections practices were iterated and expanded to support campus-wide antiracism educational opportunities.
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    Consider "HACKS" when designing hackathon challenges: Hook, action, collaborative knowledge sharing
    (Frontiers, 2022-09) Wallwey, Cassie; Longmeier, Meris Mandernach; Hayde, Donnelley; Armstrong, Julia; Kajfez, Rachel; Pelan, Renee
    Our world's complex challenges increase the need for those entering STEAM (Science, Technology, Engineering, Arts, and Math) disciplines to be able to creatively approach and collaboratively address wicked problems – complex problems with no "right" answer that span disciplines. Hackathons are environments that leverage problem-based learning practices so student teams can solve problems creatively and collaboratively by developing a solution to given challenges using engineering and computer science knowledge, skills, and abilities. The purpose of this paper is to offer a framework for interdisciplinary hackathon challenge development, as well as provide resources to aid interdisciplinary teams in better understanding the context and needs of a hackathon to evaluate and refine hackathon challenges. Three cohorts of interdisciplinary STEAM researchers were observed and interviewed as they collaboratively created a hackathon challenge incorporating all cohort-member disciplines for an online high school hackathon. The observation data and interview transcripts were analyzed using thematic analysis to distill the processes cohorts underwent and resources that were necessary for successfully creating a hackathon challenge. Through this research we found that the cohorts worked through four sequential stages as they collaborated to create a hackathon challenge. We detail the stages and offer them as a framework for future teams who seek to develop an interdisciplinary hackathon challenge. Additionally, we found that all cohorts lacked the knowledge and experience with hackathons to make fully informed decisions related to the challenge's topic, scope, outcomes, etc. In response, this manuscript offers five hackathon quality considerations and three guiding principles for challenge developers to best meet the needs and goals of hackathon sponsors and participants.