Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Teach Smarter with Free Library Resources(2022-02-24) Tchangalova, NedelinaWill your students be required to do a literature review? Do you want your students to be effective researchers and produce better papers for your class? If you answered YES to these questions, don’t delay! Contact a librarian and start planning together for a library session for your students! As the librarian for the School of Public Health, I find that most students have very little knowledge of the resources available to them, or even where to begin serious literary research. How can I help? Have a guest lecture with or without any interactive tools, design a website with resources for one-stop shopping for information resources, meet with students via Zoom, and engage with them through Kahoot!, crossword puzzles, funny quizzes, etc. The librarians are part of the team of UMD faculty who are here to make sure you are a success!Item Creating Sustainable Global Cross-Disability Communities(2022-10-11) Jaeger, Paul; Olsen, Sara; Padrón, Ron; Peterson, Alex; Tchangalova, NedelinaThe presenters will share insights from founding and running a large international cross-disciplinary, cross-disability virtual conference and accompanying online journal that has built a global network of disabled people, advocates, educators, scholars, government officials, family members, and other allies and accomplices. This talk will share challenges, lessons learned, best practices, and technological solutions that could help to work virtually across different types of disabilities, languages, and locations, as well as detailing issues such as advertising, registration, real-time participation, and software selection for events with many disabled participants.Item Mentor-mentee’s intellectual partnership: Planting and growing the seeds for professional success(Association of College and Research Libraries (ACRL), 2021-12) Tchangalova, Nedelina; Love, Johnnieque B. (Johnnie); Cossard, Patricia KoscoINTRODUCTION: University and college administrators for the academic libraries have often discussed the significant amount of the university budget invested in new faculty personnel salary, support, and professional development as they acquire or access tenure and permanent status in their profession or area of assignment. No monetary value can be placed on a mentoring program or relationship when there are effective and valuable opportunities for growth and renewal. This case study covers a mentoring relationship, from formal to informal stages of the process to what has become a very strong and endearing friendship. The three mentoring relationship team members developed and participated in organizational changes that perpetuated growth for not only themselves but for colleagues as well. The mentors and the mentee nurtured each other when the library organization at their institution was making significant changes in its structure as well as meeting institutional requirements for the faculty status process. LITERATURE REVIEW: A synthesis of the library literature is provided in this book chapter, focusing on the mentor-mentee relationship in academic libraries. The main themes discussed in the literature include various ways of implementing a mentoring relationship, challenges and successes along the way, and the benefits of mentoring for the mentors and the mentee. Areas that we feel are critical to the case study but not addressed in the literature, are presented as well. ON THE MENTEE-MENTOR JOURNEY - HOW DID IT BEGIN AND WHY? - The United States is among the most diverse countries in the world. However, this is still not true for the library profession. There is a growing need for diversifying the library pool and for training future librarians in the work of research libraries. Back in 2005, the Chesapeake Information and Research Library Alliance (CIRLA), a group of nine research libraries, embarked on this challenge and developed unique recruitment and professional training program designed to solve both problems: recruiting for diversity and developing expertise within the functional areas of research librarianship. Library school students living in the District of Columbia, Maryland, and Virginia areas were recruited and paired with experienced librarians into a formal mentor-mentee relationship. Together, they went through a variety of activities such as training, mentoring, and professional development over a two-year period. The program concluded with a one-year post-degree professional position at the mentor’s institution. ON THE MENTEE-MENTOR JOURNEY - WHAT HAPPENED OVER THE YEARS? - Over a span of fifteen years, the mentee transitioned from library school, contract faculty status to full-time library faculty. The two mentors participated in organizational changes and repositioned to a variety of job responsibilities requiring them to learn new skills and gain expertise in other library operations. Tips for maintaining a joyful mentoring relationship are shared in this section. ON THE MENTEE-MENTOR JOURNEY - WHAT WERE THE BENEFITS? - This mentoring relationship has had significant value where the mentors and mentee have worked together in the same institution for many years. However, the recommendations outlined in this book section are applicable to other scenarios. The mentee and the mentors have agreed that their experience improved growth, quality, and speed of learning as well as opportunities that have increased the value of their relationships. They have gained a valuable perspective from other experienced colleagues and library professional organizations. CONCLUSION: This case study demonstrates and/or defines what is necessary for a successful mentoring relationship. It began with participants’ believing in the value of recognizing the human spirit and its potential to thrive. This mentor relationship moved from a formal to an informal relationship as the relationship was transformed. The main outcomes are (1) building a supportive relationship where both parties serve as advocates for each other, (2) understanding the importance of acceptance of other cultures in the workplace and embracing them, and (3) supporting the desire to continue working in the field even after reaching professional milestones.Item Changing Hats: Five Ways to Diversify Your Information Literacy Teaching Toolkit(Curious Academic Publishing, 2021-04-22) Tchangalova, NedelinaThis chapter offers practical ideas for connecting with students in the classroom, keeping their attention sharp, and making them smile while navigating the information literacy concepts and searching library databases.Item Research Support Services in STEM Libraries: A Scoping Review(University of Alberta Libraries, 2021-05-07) Tchangalova, Nedelina; Coalter, Jodi; Trost, Amy; Pierdinock, AmberAs science and technology libraries continue to evolve, specialized research support services are developed and offered at academic institutions or research organizations. Making sense of this changing landscape and determining the best programs for an institution can be a daunting task, especially for early-career librarians. This article aims to provide an overview of various small to medium size non-traditional or specialized research support services in academic and special libraries serving Science, Technology, Engineering and Mathematics (STEM) disciplines. A systematic search of five databases was conducted for articles that described the development and implementation of research support services. Non-traditional or specialized research support services identified in this scoping review fall in the following areas: bibliometrics/altmetrics, data management services, geographic information systems, patents, and systematic reviews. The paper provides a detailed foundation for novice and experienced STEM librarians to offer innovative library services or enhance existing research support services.Item Systematic Review Task Force Report(2020-01) Coalter, Jodi; Gammons, Rachel; Over, Sarah; Ritchie, Stephanie; Tchangalova, NedelinaIn today’s busy research university library, many advanced level researchers need specialized research support. Literature review workshops have been very popular at the UMD Libraries in the last couple of years. Systematic reviews, originally relevant for research in medical research, are a type of literature review that is getting increasingly commonly used in all other sciences where data are collected and published in the literature. UMD Libraries evaluated the feasibility of offering Systematic Review services to the UMD community and beyond. In this report, short and long term recommendations are provided to enhance the service.Item Working Across Disciplines and Library Units to Develop a Suite of Systematic Review Services for Researchers(Collaborative Librarianship, 2020-02-21) Tchangalova, Nedelina; Harrington, Eileen G.; Ritchie, Stephanie; Over, Sarah; Coalter, JodiSince their inception in the health sciences field, systematic reviews have expanded into many other sub-ject disciplines. To address this growing need, subject librarians at the University of Maryland Libraries collaborated on a pilot program in three phases to introduce researchers to the process of conducting sys-tematic and scoping reviews. This article describes the design and development of a workshop series based on participant feedback. Assessment and evaluation techniques are shared to encourage further refinement of the systematic review service.Item You choose, we deliver: Providing educational opportunities to researchers in STEM(2019-10-05) Tchangalova, Nedelina; Harrington, Eileen; Over, Sarah; Ritchie, StephanieOBJECTIVE/BACKGROUND: Subject librarians at the University of Maryland (UMD) Libraries have experienced an increased demand for research support not only in the health and medical sciences but also from education, engineering, agriculture, library science, humanities, and social sciences. With the goal to provide sustainable support to graduate students and faculty who are writing scientific texts, we developed a suite of systematic review services. METHODS: To introduce researchers to the process of compiling the best evidence on a particular topic, we developed online materials with resources supporting the systematic review cycle. To justify the librarian's time and efforts, we provided a description of the three-tiered free service. In addition, we designed a face-to-face workshop series based on participants’ feedback. The pilot program was launched in three phases during the academic year of 2018-2019 under the UMD Libraries’ Research Commons Unit. RESULTS: A total of 18 workshops in two locations were offered, including a webinar to a group of 10 international researchers. The workshops were attended by 124 including undergraduate and graduate students, faculty, and librarians with 62% attendance from the registrants’ pool of 200. New relationships with faculty were established resulting in three co-authored peer-reviewed publications, four joint projects underway, and one co-authored grant proposal. We received eight requests for consultation following or instead of in-person workshops. Another 12 research teams requested research assistance or workshops recordings. CONCLUSIONS: The Systematic Review workshop series at UMD Libraries has been successful during the pilot phase. Benefits for librarians include increased expertise in conducting systematic reviews, familiarity with tools and techniques involved with it, creating new relationships with faculty and students, and co-authoring publications and grants. Designing online materials exposed this service to an international audience.Item Using Universal Design for Learning (UDL) Framework for Accessibility and Inclusivity in Library Instruction(2019-05-22) Tchangalova, Nedelina; Akbar-Williams, TahirahStudents are diverse not only in terms of age, race, sex, (dis)Ability, ethnicity, religion, political beliefs, but also they are different in the ways of how they learn. As dedicated educators, we strive to ensure that our students have equal opportunities to learn and be fully engaged in instruction. Digital technologies, online resources and mobile devices coupled with the guiding principles of the Universal Design for Learning (UDL) Framework and the University of Maryland (UMD) Web Accessibility Guidelines allowed us to tailor our instruction practices to create an inclusive and accessible learning environment for every student. We incorporated various tools and resources to achieve the learning objectives set up for our library instruction classes. In this presentation, we will highlight some examples of applying the UDL framework and web accessibility principles into our instruction efforts.Item Researchers ask, librarians deliver: Meeting the needs of scholars through a suite of systematic review services for every subject discipline(2019-04-26) Tchangalova, Nedelina; Harrington, Eileen; Over, Sarah; Ritchie, StephanieScholarly communities are producing more articles every year due to the implementation of speedy review processes and innovative technologies for research dissemination. To quickly inform best practices and policies, systematic reviews started flourishing beyond the health and medical sciences. Researchers from other subject disciplines including education, engineering, agricultural, library, humanities and social sciences, explore ways to compile, analyze and evaluate in a systematic way the best evidence to inform future practices. To address this growing need, University of Maryland Libraries launched a pilot program in two phases under the Research Commons Unit to introduce researchers to the process of conducting systematic and scoping reviews. The primary focus of this presentation will include the development of workshop series designed based on the registrants’ feedback. Future plans for assessment and evaluation will be shared as well.