Library Faculty/Staff Scholarship and Research
Permanent URI for this communityhttp://hdl.handle.net/1903/2278
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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.Item Nuts and Bolts: Inclusive Library Instructional Practices Using Universal Design Learning (UDL) Guidelines(2019-04-05) Tchangalova, Nedelina; Akbar-Williams, TahirahLibrarians face challenges in designing and creating inclusive learning environment for students who are diverse not only in terms of age, race, gender, (dis)Ability, ethnicity, religion, political beliefs, but they are also different in the ways of how they learn. At the University of Maryland –College Park, librarians, teaching faculty and instructional designers are working together to create accessible content for eLearning and to reach out to a wider population of learners using recent technological tools and existing university’s content management infrastructure. 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 instructional 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 poster, we will provide practical tips and tricks for applying the UDL framework and web accessibility principles into our instruction efforts.Item Nuts and Bolts: Inclusive Library Instructional Practices using UDL Guidelines(2019-04-10) Tchangalova, NedelinaLibrarians face challenges in designing and creating inclusive learning environment for students who are diverse not only in terms of age, race, sex, (dis)Ability, ethnicity, religion, political beliefs, but they are also different in the ways of how they learn. At the University of Maryland – College Park, librarians, teaching faculty and instructional designers are working together to create accessible content for eLearning and to reach out to a wider population of learners using recent technological tools and existing university’s content management infrastructure. 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 to tailor instruction practices to create an inclusive and accessible learning environment for every student. I incorporated various tools and resources in order to achieve the learning objectives set up for library instruction classes. In this presentation, I will provide practical tips and tricks for applying the UDL framework and web accessibility principles into my instruction efforts.Item Final Report,Task Force on McKeldin Library Research Commons, University of Maryland Libraries(2013-07) Corlett-Rivera, Kelsey; Dickey Davis, Barbara; Díaz, Zaida; Ippoliti, Cynthia; Otis, Lara; Patterson, Karen; Tchangalova, Nedelina; Luckert, Yelena; White, GaryHigher education institutions are undergoing a fundamental transformation in their role in our society, economic structure, and value system. The University of Maryland (UMD) Libraries find themselves in the midst of this constantly changing environment where new technologies, new pedagogies, new publishing models, and new environments evolve every day. Librarians are being challenged to undertake new roles in order to support the research activities of their user population and to foster research and teaching initiatives across the university. With these trends in mind, the Research Commons Task Force was charged to research and plan for implementing new services and creating new research spaces. To accomplish this task, the Research Commons Task Force consulted the literature and conducted an extensive environmental scan by interviewing those involved in the creation of research commons at other universities, meeting with internal partners, and surveying graduate students and faculty at the University of Maryland. The resulted Final Report is a comprehensive document, which addresses UMD research needs, assessment, staffing, spaces, and technology concerns. It intends to serve as a guide for developing and implementing this model at the UMD Libraries and provides a robust yet flexible framework for the future.Item Virtual Invormation Services Task Force Report(2014-03-02) Larson, Elizabeth; Markowitz, Judy; Soergel, Elizabeth; Tchangalova, Nedelina; Thomson, Hilary; Luckert, Yelena; Ippoliti, CinthyaVirtual information and reference services, be they synchronous or asynchronous, are offered by libraries of all kinds. They have been adopted and adapted to suit the needs of many institutions of higher education. The University of Maryland Libraries have been offering such services for more than ten years. Very little has changed in how the service is provided since 2003, when UMD became a member of the Maryland AskUsNow! cooperative. The Virtual Information Services Task Force set about examining the effectiveness of our current virtual reference model, considering both our staff providers and our users. We looked at whether our current staffing model is appropriate for our staff and at the same time, how it might be adjusted to deliver better service to our users. We conducted a survey of library staff, an analysis of the statistics available on UMD virtual reference activities, an environmental scan of the virtual reference activities of Committee on Institutional Cooperation libraries, an analysis of popular chat software products, and a review of the literature. The Report provides 10 general recommendations and two possible service models, which have been adopted into practice since.Item Rooting skills and expertise in liaison work: Strategies for embedded librarianship(International Association of University Libraries (IATUL), 2017-06-19) Tchangalova, NedelinaAs needs for teaching and research faculty evolve, librarians must possess certain knowledge and skills in delivering quick service and expertise. Among those are having a professional subject background, faculty status, commitment and flexibility to provide innovative services, understanding of the research needs of scholars, and technical proficiency in managing electronic records. Building strong librarian-faculty relationships is also a key factor in offering assistance when and where it is needed. The author reviews the current literature on embedded librarianship, identifies best practices and models in faculty-librarian collaboration, and examines successful strategies implemented at the University of Maryland, College Park. Participants will be introduced to effective technologies for providing instructional support, reference assistance, and collaboration with faculty on research projects. In addition, the author shares insight from the application of three approaches: (1) Embedding information literacy sessions into online and face-to-face courses along with offering Librarian’s Office Hours outside of the library; 2) Providing subject specific resources from the library collections for the observance of the Social Justice Day, a campus wide project led by the former dean of the School of Public Health, and 3) Executing literature searches, managing citations and co-writing for a research project consisting of scholars from the United States, Canada and Europe.Item Crosswords as fun, useful and engaging tools for library instruction, training and more(2017-05-05) Markowitz, Judy; Tchangalova, NedelinaUsing crossword puzzles in information literacy classes is an effective pedagogy. They can be used for reinforcing literacy concepts in one-shot instruction sessions, assessment, in library orientations for students and in training sessions for student assistants. This presentation offers examples for classroom use and training.Item Collaborating for Success: A Case Study on Mentoring, Partnering, and Teaching(Collaborative Librarianship, 2017-01) Kellner, Megan N.; Tchangalova, Nedelina; Gammons, Rachel W.; Carroll, Alexander J.; Payne-Sturges, Devon C.Master of Library and Information Science (MLIS) graduates seeking employment in academic libraries are often expected to possess user instruction and public service skills. However, it is difficult for students to achieve this experience through coursework alone. To address this disconnect, librarians at the University of Maryland (UMD) College Park Libraries created a Research and Teaching Fellowship to allow MLIS students at UMD to gain practical instruction experience. The authors present the experience of one MLIS student in collaboration with a subject librarian and a faculty member to plan, implement, and assess an information literacy instruction session for an undergraduate course in public health. The article discusses the benefits of mentoring for the MLIS student and subject liaison librarian, and the impact on the undergraduate student learning. This article addresses a gap in the literature on opportunities for MLIS students to gain instruction, collaboration, and assessment experience by presenting a successful model in place at UMD.