Library Staff Research

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/17

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Now showing 1 - 15 of 15

A Scoping Review on Gender/Sex Differences in COVID-19 Vaccine Intentions and Uptake in the United States
(SAGE Publications, 2023-10-17) Sileo, Katelyn M.; Hirani, Inara M.; Luttinen, Rebecca L.; Hayward, Matt; Fleming, Paul J.
Objective: To explore the empirical literature on gender/sex differences in vaccine acceptance among U.S.-based adults and adolescents in approximately the first 2 years of the pandemic. Data source: Embase, Medline, PsycINFO, EBSCO, CINAHL, Web of Science Study inclusion and exclusion criteria: Peer-reviewed studies conducted in the U.S. with those aged 12 and older, published in English before January 12, 2022, examining the relationship between gender/sex on COVID-19 vaccine intentions and/or uptake. Data extraction: Three authors screened studies and extracted data. Data Synthesis: Univariate and multivariate results are summarized. Results: A total of 53 studies met inclusion criteria (48 intentions, 7 uptake), using mostly cross-sectional designs (92.5%) and non-random sampling (83.0%). The majority of studies supported men’s greater intentions to vaccinate compared to women, and men’s greater vaccine uptake in univariate analyses, but most multivariate analyses supported no gender differences in uptake. Few studies examined gender beyond binary categories (women/men), highlighting a gap in the studies inclusive of transgender or gender-diverse populations in analyses. Conclusion: Women may have been more hesitant to get the vaccine than men early in the pandemic, but these differences may not translate to actual behavior. Future research should include non-binary/transgender populations, explore the gender-specific reasons for hesitancy and differences by sub-populations, utilize more rigorous designs, and test gender-sensitive public health campaigns to mitigate vaccine concerns.
Transforming Student Learning and Consultation Experiences through a Servant Leadership Lens
(Association of College and Research Libraries, 2023) Cannady, Rachel
Come together: Engaging campus partners to respond to OER and textbook legislation in Texas
(2022-10) Louis, Lisa; Davis, Sabrina; Ivie, DeeAnn
Numerous pieces of legislation around textbooks, OER, and inclusive access have been passed across the United States the past few years. In Texas, SB 810-focused on transparency around OER-was passed in 2017. In 2021, Texas passed HB 1027, mandating transparency around inclusive access programs. In this panel discussion Texas Digital Library OER Ambassadors will share experiences working with their respective campus partners to implement practical and innovative solutions in response to this legislation. This panel will have a special focus on the innovative sleuthing and problem-solving necessary to craft frameworks supporting these mandates. Librarians will also shed light on the practical mechanics necessary for setting textbook legislation into motion at Texas institutions, including ensuring representation of critical players on system-wide and institutional task forces and highlighting virtues of the legislation in conversations with campus partners. The Texas Digital Library (TDL) is a collaborative consortium based in Texas and rooted in higher education. Texas Digital Library builds capacity among its membership for ensuring equitable access to and preservation of digital content of value to research, instruction, cultural heritage, and institutional memory. In 2020, TDL expanded its services to include support for Open Educational Resources (OER). Charged with developing a Community of Practice, TDL's OER Ambassador program provides a forum for member libraries to discuss and share challenges and achievements around OER initiatives that impact student success, retention, graduation rates, and the cost of higher education for college students in Texas. By attending this session, attendees will be able to: 1. Create a game-plan to support cross-campus collaboration in support of legislative mandates around OER and textbooks 2. Leverage OER and textbook legislation to help improve the campus experience for students 3. Connect with campus partners to navigate complex technological and infrastructure challenges posed by legislative mandates around OER and textbooks
Networking, Advocacy, and Outreach: Women in STEM Pop-Up Event at UTSA
(2018-07-20) Hayward, Matt
It can be difficult to make connections with faculty, especially as a relatively new librarian. This year, for Women’s History Month, the University of Texas at San Antonio Libraries hosted a Pop Up Event to promote Women in STEM. In addition to advocating for the advancement of women in STEM fields, the event opened a door for this librarian to introduce himself and the library to many faculty members, to bring students to interact with the library, and to provide social media content for outreach.
Incorporating Research in the Studio: A Case Study of Faculty/Librarian Collaboration
(2012-03) Salisbury, Shari; Lawrence, Jane
This poster presents a pedagogical case study involving the collaboration of an art faculty member and a librarian subject specialist to incorporate research in a studio art class in order to accomplish specific information literacy goals. Information literacy instruction in the arts has typically been delivered via single occurrence library instruction sessions. Little has been written on the subject of embedded information literacy instruction in the studio. Using guidelines set forth in Information Competencies for Students in Design Disciplines (Brown et al. [Calgary, Alberta: Art Libraries Society of North America, 2007], 23), Shari Salisbury, research services librarian and Jane Lawrence, senior lecturer at the University of Texas at San Antonio collaborated to create a semester-length research project for upper division studio art students culminating in a 15-source annotated bibliography, a 20-minute PowerPoint presentation and a large-scale artwork. Scholarly research tools and methods were introduced early in the semester through two assignments that allowed students to gradually master the skills necessary to identify appropriate sources and locate and evaluate information in preparation for the annotated bibliography. The project, Journey: The Road to Discovery, provided students with a unique opportunity to identify and explore an abstract idea directly related to their artwork, i.e. romantic love, the grotesque, the scientific body, female beauty, etc.; to locate historic and contemporary artists whose ideas, styles, genres and oeuvres have provided the foundations for art produced today; and finally to collect, correlate, analyze and compare the information in a 20-minute presentation and a large-scale informed drawing.
John Peace Library and the Applied Engineering and Technology Library, University of Texas at San Antonio
(Rowman & Littlefield Publishers, 2020-03-09) Hayward, Matt
This chapter provides basic background and overview for the creation and implementation of the Group Spot at John Peace Library (JPL) as well the Applied Engineering Technology Library (AET)
Interprofessional Education: Opportunities for Librarian Involvement
(2016-10) Johnson, Emily; Kenny, Tim
Purpose:This poster describes two librarians’ participation in the UNT Health Science Center’s (UNTHSC) Interprofessional Education/Practice (IPE/P) curriculum during the Spring 2016 semester. Setting/Participants/Resources: The Interprofessional Education and Practice department develops and integrates IPE/P training into the curriculum for all clinical programs on campus. Students from UNTHSC and other schools in the area participate in IPE/P collaborative sessions through multiple years of their education and training. Brief Description: Two Research and Education Librarians participated in the Spring 2016 Initial and Intermediate IPE/P program. The librarians were trained along with faculty members and health care providers on principles of IPE/P facilitation and the curriculum, culminating in facilitating student group sessions during designated “IPE/P Days.” This poster describes the mission of the UNTHSC’s IPE/P program, the librarian’s involvement in facilitator training, IPE/P student sessions, challenges encountered and lessons learned. Results/Outcome: The library’s involvement in campus IPE/P curriculum led to a greater understanding among library staff of the tenants of interprofessionaleducation and generated new ideas for the role information professionals can play in IPE/P curriculum and practice. Facilitating sessions comprised of students and clinicians from a variety of campus departments and organizations in the surrounding area also provided new outreach and marketing opportunities for library services. Discussion/Conclusion: Interprofessional education is an emerging area of health science curriculum in which librarians can contribute to research and education at their organization.
Cambridge Structural Database (WebCSD)
(Issues in Science & Technology Librarianship, 2019-08-20) Hayward, Matt
Board Exam Test Prep: A Survey of SCAMeL Library Resources
(2017-10) Johnson, Emily; Amen, Brook
Purpose: The purpose of this survey is to evaluate what board exam question banks, if any, SCAMeL member libraries subscribe to and if these resources are being utilized by their campuses. Participants: Participants were members of the SCAMeL collection development group. SCAMeL consists of 17 academic health science libraries in the South Central region. We requested that one representative from each institution respond to the survey. Methodology: SCAMeL library collection development representatives were emailed a link to the survey on June 7, 2017. The survey consisted of 16 multiple choice and free text questions and was created using Qualtrics. The survey remained active until 5:00 PM CST on June 30, 2017.
An analysis of bibliometric indicators, National Institutes of Health funding, and faculty size at Association of American Medical Colleges medical schools, 1997–2007
(Medical Library Association, 2008-10) Hendrix, Dean
Objective: The objective of this study was to analyze bibliometric data from ISI, National Institutes of Health (NIH)–funding data, and faculty size information for Association of American Medical Colleges (AAMC) member schools during 1997 to 2007 to assess research productivity and impact. Methods: This study gathered and synthesized 10 metrics for almost all AAMC medical schools (n = 123): (1) total number of published articles per medical school, (2) total number of citations to published articles per medical school, (3) average number of citations per article, (4) institutional impact indices, (5) institutional percentages of articles with zero citations, (6) annual average number of faculty per medical school, (7) total amount of NIH funding per medical school, (8) average amount of NIH grant money awarded per faculty member, (9) average number of articles per faculty member, and (10) average number of citations per faculty member. Using principal components analysis, the author calculated the relationships between measures, if they existed. Results: Principal components analysis revealed 3 major clusters of variables that accounted for 91% of the total variance: (1) institutional research productivity, (2) research influence or impact, and (3) individual faculty research productivity. Depending on the variables in each cluster, medical school research may be appropriately evaluated in a more nuanced way. Significant correlations exist between extracted factors, indicating an interrelatedness of all variables. Total NIH funding may relate more strongly to the quality of the research than the quantity of the research. The elimination of medical schools with outliers in 1 or more indicators (n = 20) altered the analysis considerably. Conclusions: Though popular, ordinal rankings cannot adequately describe the multidimensional nature of a medical school's research productivity and impact. This study provides statistics that can be used in conjunction with other sound methodologies to provide a more authentic view of a medical school's research. The large variance of the collected data suggests that refining bibliometric data by discipline, peer groups, or journal information may provide a more precise assessment.
A survey of collection development for United States Medical Licensing Examination (USMLE) and National Board Dental Examination (NBDE) preparation material
(Medical Library Association, 2008-07) Hendrix, Dean; Hasman, Linda
Objective: The research sought to ascertain medical and dental libraries' collection development policies, evaluation methods, purchase decisions, and issues that relate to print and electronic United States Medical Licensing Examination (USMLE) and National Board Dental Examination (NBDE) preparation materials. Methods: The investigators surveyed librarians supporting American Association of Medical Colleges (AAMC)–accredited medical schools (n = 58/125) on the USMLE and librarians supporting American Dental Association (ADA)–accredited dental schools (n = 23/56) on the NBDE. The investigators analyzed the data by cross-tabulating and filtering the results using EFM Continuum web survey software. Investigators also surveyed print and electronic USMLE and NBDE preparation materials from 2004–2007 to determine the number of publications and existence of reviews. Results: A majority of responding AAMC libraries (62%, n = 58) provide at least 1 electronic or online USMLE preparation resource and buy an average of 11.6 print USMLE titles annually. Due to a paucity of NBDE print and electronic resources, ADA libraries bought significantly fewer print resources, and only 1 subscribed to an electronic resource. The most often reported evaluation methods for both populations were feedback from medical or dental students, feedback from medical or dental faculty, and online trials. Some AAMC (10%, n = 58) and ADA libraries (39%, n = 23) libraries reported that no evaluation of these materials occured at their libraries. Conclusions: From 2004–2007, publishers produced 45 USMLE preparation resources (total n = 546) to every 1 NBDE preparation resource (total n = 12). Users' needs, institutional missions and goals, financial status, and official collection policies most often underlie decisions to collect or not collect examination preparation materials. Evaluating the quality of examination preparation materials can be problematic due to lack of published reviews, lack of usability testing by libraries, and librarians' and library users' unfamiliarity with the actual content of examinations. Libraries must integrate faculty and students into the purchase process to make sure examination preparation resources of the highest quality are purchased.
Use of Facebook in academic health sciences libraries
(Medical Library Association, 2009-01) Hendrix, Dean; Chiarella, Deborah; Hasman, Linda; Murphy, Sharon; Zafron, Michelle L.
Libraries and Institutional Data Analytics: Challenges and Opportunities
(Elsevier, 2015-09) Booth, H. Austin; Hendrix, Dean
Libraries are well positioned to lead, facilitate, manage, or play a major partnership role in institutional data analytics programs. The degree to which an institution can create a successful data analytics program, and to which libraries can lead such a program, is highly dependent on institutional culture and the role the libraries play in strategic on‐campus partnerships. What follows are the challenges and opportunities for libraries helping to create robust institutional analytics programs.
Institutional self-citation rates: A three year study of universities in the United States
(Akadémiai Kiadó, Budapest and Springer, Dordrecht, 2009-04-16) Hendrix, Dean
Using Institute for Scientific Information (ISI) data, this paper calculated institutional self citations rates (ISCRs) for 96 of the top research universities in the United States from 2005-2007. Exhibiting similar temporal patterns of author and journal self-citations, the ISCR was 29% in the first year post-publication, and decreased significantly in the second year post-publication (19%). Modeling the data via power laws revealed total publications and citations did not correlate with the ISCR, but did correlate highly with ISCs. California Institute of Technology exhibited the highest ISCR at 31%. Academic and cultural factors are discussed in relation to ISCRs.
Relationships between Association of Research Libraries (ARL) Statistics and Bibliometric Indicators: A Principal Components Analysis
(Association of College & Research Libraries, 2010-01) Hendrix, Dean
This study analyzed 2005–2006 Web of Science bibliometric data from institutions belonging to the Association of Research Libraries (ARL) and corresponding ARL statistics to find any associations between indicators from the two data sets. Principal components analysis on 36 variables from 103 universities revealed obvious associations between size-dependent variables, such as institution size, gross totals of library measures, and gross totals of articles and citations. However, size-independent library measures did not associate positively or negatively with any bibliometric indicator. More quantitative research must be done to authentically assess academic libraries’ influence on research outcomes.

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