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Cases on Research Support Services in Academic Libraries

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Academic libraries have traditionally had two key functions, to support teaching and to support research. In an evolving and competitive university environment, along with the emergence of various technologies and substantial changes in scientific communication, university management has reached a turning point. Academic libraries are facing a paradigm shift in the role they need to play to achieve the research objectives of universities. Research support services in academic libraries have evolved as a response to these changes. They are heterogeneous, adapt to their university culture, adopt different points of view, take different approaches in their organizational structures, and include a diverse catalog of activities. Having an overview of different experiences will allow libraries to adopt best practices, redefine services, and even establish new management and collaboration models.

Cases on Research Support Services in Academic Libraries is a critical scholarly resource that uses case studies to systematize the experiences of research support services in academic libraries for the support of higher education faculty. The cases focus on such items as the role of technology and its impact as well as how these services help to improve the excellence of universities. Featuring a wide range of topics such as library services, data management, and open science, this book is ideal for librarians, academicians, professionals, researchers, and students.

The many academic areas covered in this publication include, but are not limited to:

• Academic Library
• Data Management
• Data Retrieval
• Faculty Relations
• Library Leadership
• Library Services
• Open Science
• Personalized Service
• Research Activity
• Research Services

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• Edited by Starr Hoffman

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Book description

This inspiring book will enable academic librarians to develop excellent research and instructional services and create a library culture that encompasses exploration, learning and collaboration. Higher education and academic libraries are in a period of rapid evolution. Technology, pedagogical shifts, and programmatic changes in education mean that libraries must continually evaluate and adjust their services to meet new needs. Research and learning across institutions is becoming more team-based, crossing disciplines and dependent on increasingly sophisticated and varied data. To provide valuable services in this shifting, diverse environment, libraries must think about new ways to support research on their campuses, including collaborating across library and departmental boundaries. This book is intended to enrich and expand your vision of research support in academic libraries by; inspiring you to think creatively about new services; sparking ideas of potential collaborations within and outside the library, increasing awareness of functional areas that are potential key partners; providing specific examples of new services, as well as the decision-making and implementation process; and encouraging you to take a broad view of research support rather than thinking of research and instruction services, metadata creation and data services as separate initiatives.

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Frontmatter pp i-ii

Contents pp iii-iv, editor and contributors pp v-viii, preface pp ix-xii.

• By Starr Hoffman , PhD MLS MA is Head of Planning and Assessment at the University of Nevada, Las Vegas

Introduction: a vision for supporting research pp xiii-xxii

Part 1 - training and infrastructure pp 1-2, introduction to part 1 pp 3-8, 1 - constructing a model for mexican libraries in the 21st century pp 9-20.

• By Alberto Santiago Martinez , Digital Initiatives Librarian and head of the Digital Scholarship Unit at the Daniel Cosío Villegas Library at El Colegio de México in Mexico City

2 - Researching illustrated books in art history: a brief history of the Biblioteca Digital Ovidiana project pp 21-32

• By Fátima Díez-Platas , PhD is assistant professor in the Art History Department at the University of Santiago de Compostela (Spain)

3 - The ‘Developing Librarian’ digital scholarship pilot training project pp 33-44

• By Richard Freeman , PhD MLIS MA is the Anthropology Librarian at the University of Florida's George A. Smathers Libraries.

PART 2 - DATA SERVICES AND DATA LITERACY pp 45-46

Introduction to part 2 pp 47-52.

• By Jackie Carter , Director for Engagement with Research Methods Training at University of Manchester, UK

4 - Training researchers to manage data for better results, re-use and long-term access pp 53-68

• By Heather Coates , MS is the Digital Scholarship and Data Management Librarian at the IUPUI (Indiana University Purdue University Indianapolis)

5 - Data services for the research lifecycle: the Digital Social Science Center pp 69-82

• By Ashley Jester , Data Services Coordinator in the Digital Social Science Center at Columbia University Libraries/Information Services

6 - Mapping unusual research needs: supporting GIS across non-traditional disciplines pp 83-96

• By Karen Munro , Head of the University of Oregon Portland Library and Learning Commons

PART 3 - RESEARCH AS A CONVERSATION pp 97-98

Introduction to part 3 pp 99-106, 7 - implementing open access across a large university: a case study pp 107-118.

• By Dominic Tate , University of Edinburgh's Scholarly Communications Manager

8 - Bridging the gap: easing the transition to higher education with an information literacy MOOC pp 119-132

• By Mariann Løkse , Head of the Library Services Department at UiT The Arctic University of Norway, Helene N. Andreassen , PhD is a Senior Academic Librarian and subject specialist for linguistics, Torstein Låg , Senior Academic Librarian and subject librarian for psychology and psychiatry at the University Library, Mark Stenersen , Information architect and graphic designer and Consultant in Visual Communication at the Centre for Teaching, Learning and Technology, Result, UiT The Arctic University of Norway

9 - Metadata enhancement through name authority in the UNT Digital Library pp 133-148

• By Hannah Tarver , Department Head of the Digital Projects Unit in the University of North Texas Libraries, Mark Phillips , Assistant Dean for Digital Libraries at the University of North Texas (UNT)

Index pp 149-154

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Cases on Research Support Services in Academic Libraries

• Author(s) Fernández-Marcial Viviana
• Publisher Information Science Reference

Print ISBN 9781799845461, 179984546X

Etext isbn 9781799845485, 1799845486.

• Copyright 2021
• Available from $ 205.00 USD SKU: 9781799845485

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Cases on Research Support Services in Academic Libraries is written by Fernández-Marcial Viviana and published by Information Science Reference. The Digital and eTextbook ISBNs for Cases on Research Support Services in Academic Libraries are 9781799845485, 1799845486 and the print ISBNs are 9781799845461, 179984546X. Save up to 80% versus print by going digital with VitalSource. Additional ISBNs for this eTextbook include 9781799845478.

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Please note you do not have access to teaching notes, current status of research support services in university libraries of pakistan.

Digital Library Perspectives

ISSN : 2059-5816

Article publication date: 25 February 2022

Issue publication date: 3 October 2022

Research support services (RSS) is an emerging and popular area in university libraries, whose increasing importance has been well documented since the early 2010s. This study aims to identify the status of RSS provided in the university libraries of Pakistan and to compare the results with relevant international studies. The research also reports on the perception of librarians regarding the application of RSS in Pakistani university libraries.

Design/methodology/approach

A quantitative survey was conducted of the chief librarians/head librarians working in the 175 university libraries of Pakistan. A structured questionnaire was designed and pre-tested with national and international research experts, faculty members and library professionals. SPSS was used to calculate descriptive statistics. Results of the study were compared with previous literature from an international perspective.

Results of the study indicated that most of the university libraries are providing basic RSS and that they have good collections of both general and subject-specific works to meet the needs of researchers. Most respondents not only were interested in providing RSS but also emphasized that libraries should upgrade their collection to meet researchers’ requirements. However, results of the study also indicated that there was noticeably less support for both the more advanced and newer research support services.

Practical implications

Because the delivery of RSS enables libraries to help meet a university’s strategic research goals, the findings will be of interest to university library and information science executives, policymakers and administration. The suggested recommendations highlight those service areas which are most in need of improvement.

Originality/value

This research provides an updated perspective on the delivery of research support services by university libraries in Pakistan.

• Academic libraries
• Digital library
• Library research support
• Library services
• Research skills
• Library skills

Awan, M.H. , Richardson, J. and Ahmed, S. (2022), "Current status of research support services in university libraries of Pakistan", Digital Library Perspectives , Vol. 38 No. 4, pp. 412-428. https://doi.org/10.1108/DLP-11-2021-0101

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Assessment and Advocacy: Using Project Outcome for Academic Libraries

September 4, 2024 Erin Nevius Project Outcome , Publications 0

ACRL announces the publication of Assessment and Advocacy: Using Project Outcome for Academic Libraries , edited by Gena Parsons-Diamond, demonstrating how a variety of libraries have used Project Outcome to make improvements in their practice and highlighting the value the toolkit has brought to institutions and the academic library profession. Proceeds from the book go to keeping Project Outcome free.

Learn more about Assessment and Advocacy in this excerpt from the Introduction by the editor, licensed under CC BY 4.0 .

What is Project Outcome?

While many libraries collect data about their programs and services, it can be more difficult gathering evidence that captures the benefits libraries provide to students and other users. Measuring outcomes can provide libraries with new ways to demonstrate their effectiveness beyond gate counts and anecdotal success stories.

Project Outcome is designed to help libraries understand and share the impact of essential library programs, instruction, and services by providing simple surveys and an easy-to-use process for measuring and analyzing outcomes. ACRL believes so strongly in the value of this tool for the profession, and places such a high importance on libraries implementing outcomes-based assessment and improvement, that the association invests $60,000 annually in making the tool freely available. This support ensures the tool is available to all post-secondary libraries without a subscription fee.

Project Outcome provides libraries with access to quick and simple patron surveys, an easy-to-use survey management tool, custom reports and interactive data dashboards for analyzing the data, and various resources to help libraries implement the surveys and then use the results. Libraries are encouraged to use their results to support and promote future action—allocating resources more efficiently, advocating for new resources more effectively, and providing support for future library funding, activity reports, and strategic planning. Whether new to outcomes measurement or advanced in data collection, all academic libraries can access the standardized surveys, national and peer benchmarking, and data analysis tools to effect change within their institutions and beyond.

 Project Outcome’s standardized surveys allow libraries to aggregate their outcomes data and analyze trends by service topic, program type, and over time. Academic libraries can see how the outcomes of their programs and services compare across their institution, Carnegie classification, and nation. Project Outcome for Academic Libraries surveys help libraries measure outcomes and assess their impact in seven key service areas (see Figure 1).

Figure 1 . The seven survey topics offered in the Project Outcome for Academic Libraries toolkit.

The outcomes measured in the Project Outcome surveys are one piece of the assessment puzzle. They help libraries understand the specific benefits that result from their services or programs. Outcomes can be quantitative or qualitative and are often expressed as changes that individuals perceive in themselves. They answer the question: “What good did we do?” (See Figure 2.)

Figure 2 . Four key outcomes measured in the Project Outcome for Academic Libraries toolkit.

Project Outcome provides three types of tools for libraries to measure their patron outcomes (see Figure 3).

Figure 3 . The three types of tools provided in Project Outcome and what they measure.

Each Project Outcome immediate survey is six questions long and includes both Likert-scale and open-ended questions. Libraries can add up to three custom questions to help them gather additional evidence. The immediate surveys are designed to be distributed right after a program or service is completed and aim to help libraries better understand the immediate impact that program or service had on patrons and their intention to change their behavior as a result. Results from immediate surveys are ideal for informing program or service changes and providing a snapshot for advocacy and reporting.  The standard immediate and follow-up surveys for all topics are available in Appendices C and D at the end of the book.

 Each Project Outcome follow-up survey has five questions and follows a Yes/No/Not Applicable/Please Explain format. The follow-up surveys are designed to be used four to eight weeks after a program or service is completed and aim to help libraries better understand if patrons have changed their behavior or continued to benefit as a result of the program or service. Results from follow-up surveys are ideal for assessing the lasting impact of a program or service, informing internal planning, measuring progress toward strategic goals, and providing evidence for advocacy.

The Outcome Measurement Guidelines[i] included in the toolkit resources provide additional support for outcomes-focused data collection. The guidelines focus on four areas: developing outcome measures, alternative data collections methods, measuring outcome data over time, and working with partners. They, along with the many other resources, are designed to help libraries conduct advanced methods of outcomes measurement and demonstrate long-term, collaborative impact on their users and institutions.

User Engagement

Between the April 2019 launch and July 12, 2023, 5,016 users (librarians, library workers, and LIS students) have registered for the Project Outcome for Academic Libraries toolkit. The users come from 1,584 institutions in 65 countries. There have been 12,154 surveys created in the toolkit that have collected 159,252 responses. See Appendix E for a full list of institutions who have collected survey responses. While Project Outcome is open to all academic and research libraries globally, the majority of registered users (over 76 percent) and survey responses (96 percent) come from institutions in the United States.

Surveys are distributed and responses collected by institutions from all Carnegie classifications. Community colleges and 2-year institutions account for 17 percent of response data, four-year institutions for 16 percent, master’s-granting colleges and universities for 33 percent, doctoral-granting universities for 31 percent, and special focus institutions for 3 percent.  As shown in Figure 4, Associate’s Colleges are underrepresented in Project Outcome data, while Master’s Colleges & Universities and Doctoral Universities are overrepresented.

Figure 4 . Chart comparing Project Outcome usage by Carnegie Class to overall institutions by Carnegie Class.

Organization of Assessment and Advocacy

This book begins with the chapter Characteristics of Academic Libraries, Library Instruction, and Student Outcomes: A Descriptive Analysis Focusing on Minority-Serving and Rural Institutions by Kara Malenfant and Sara Goek. Malenfant and Goek discuss several national-level academic library survey tools and datasets and how the Project Outcome data can be used in conversation with these sources. Their ultimate goal is to encourage greater participation in national-level surveys and using this data for future research opportunities.

Following this are ten case studies, each of which describes how use of the Project Outcome for Academic Libraries toolkit has benefitted the authors’ library and institution.

• The University of Wisconsin Oshkosh (UWO) aimed to assess the impact of library support on student success, particularly in Writing 188 classes, to contribute to a new library strategic plan. Using Project Outcome surveys, the university’s instruction librarians gathered feedback from students and individual research appointment participants, leading to workflow adjustments and insights into possible future improvements for the library.
• Iowa State University (ISU) uses the Project Outcome space survey to assess library spaces and make data-driven decisions. The survey, conducted semi-annually since fall 2018, involves collecting both quantitative and qualitative data from students who have reserved library study rooms.
• The Centre College library’s information literacy instruction program has used Project Outcome instruction surveys since the 2020-2021 academic year as part of its three-tiered assessment plan: course-level, satisfaction-based assessment; competency-based assessment; and program-level, competency-based assessment. The goal of this assessment is to provide student feedback to library instructors and use the results to demonstrate the value of library instruction to faculty and administrators.
• Librarians from two institutions, Seminole State College of Florida (SSC) and University of Central Florida (ICF), collaborated on a project to study library instruction outcomes across both campuses using the Project Outcome instruction survey. The resulting data was used to align information literacy instruction at SSC and UCS, strengthen their partnership, and support student success.
• In July 2022, Central Piedmont Community College opened their new library, the largest library space of their six campuses. Staff used the Project Outcome space survey to assess the study rooms as a part a larger assessment plan, considering in particular potential changes to the study room configurations that could improve student knowledge, confidence, and awareness of library resources.
• After two years of virtual instruction due to the pandemic, the librarians at the University of Houston-Clear Lake undertook the task of updating and modifying the first-year experience course. They used the immediate instruction survey to gather a clear vision of areas which needed improvement and used responses to promote the value of the library’s instruction program to faculty and other stakeholders.
• Before January 2022, the library at Hiram College had not collected any assessment or performance data about library instruction sessions. Following an administrative decision that made library instruction a mandatory part of the college’s first-year seminar courses , they used the instruction survey to determine if the mandate resulted in an improvement in student performance.
• Regis University used the follow-up instruction survey to build a stronger argument in favor of mandatory library instruction for all sections of the first-year experience course at their institution.
• The research and instructional services librarian at Felician University used the immediate instruction survey in the library orientation session for all first-year, first-semester students to yield data on how well students remembered information about the session and if their library awareness increased. The resulting data was also included in end-of-year reporting and to advocate for the permanency of a mandatory library session.
• Librarians at Western Michigan University used the immediate instruction survey to assess the effectiveness of library programming for first-year writing courses in different colleges at a mid-sized public university. They used the results to assess modes of instruction, learning outcomes, and student affect.

Project Outcome provides valuable data, benchmarking, and feedback from students, faculty, and other library stakeholders, which can help you and your library advocate for continued investment, improve instruction, strengthen partnerships, and much more. Register for free today at https://acrl.projectoutcome.org and let us know how you’ve implemented the ideas in this book and your new ideas to effect change at your library, institution, and in the profession.

[i] Project Outcome for Academic Libraries, “Outcome Measurement Guidelines,” June 2023, https://acrl.projectoutcome.org/surveys-resources/outcome-measurement-guidelines .

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Assistant Professor of Library Science

• Fairbanks, Alaska, United States
• Faculty Full-time
• UNAC Grade 30
• UAF Rasmuson Library

Are you passionate about science and eager to support a top-tier research university? The University of Alaska Fairbanks (UAF), Rasmuson Library, is seeking a high-energy, innovative Assistant Professor of Science Library to join our team and make a significant impact!

This position serves the leading research university in Alaska, and requires an independent, out-going self-starter who is attentive to detail, and who is dedicated to meeting the science information needs of UAF science faculty, staff and students.

Key Responsibilities:

Engage and Collaborate: Work closely with students and faculty to ensure library collections and services meet evolving information needs.

Educate and Inspire: Develop curriculum and teach the core 101 Library Science course, along with specialized instruction and training sessions.

Curate and Manage: Collaborate with the Collection Development Librarian to assess, select, and allocate budgets for science collections.

Lead and Participate: Serve on various library, university, and professional committees, contributing to the broader academic community.

Promote Excellence: Collaborate effectively and equitably with all library staff and faculty, and fulfill all requirements for faculty promotion and tenure.

Minimum Qualifications:

MLS or MLIS from ALA-accredited program, or equivalent degree from a foreign institution

2 years of academic library work experience, or relevant science outreach

Experience in teaching and working in a library

Position Details:

This position is located on the Troth Yeddha' campus University of Alaska Fairbanks (UAF) campus in Fairbanks. This is a full-time, exempt faculty, tenure track position complete with both a competitive salary and  full employee benefits package . UA provides a generous compensation package that includes retirement options, annual leave, 12 paid holidays per year, tuition waivers for employees and family members, and affordable medical, dental and vision care coverage. The university offers an attractive work environment and strong competitive benefits and this position is represented by United Academics-AAUP/AFT (UNAC,  http://www.unitedacademics.net/ ). New hires will be offered a competitive salary based on education and experience.

The position's initial review will be on Monday, September 30, 2024 and the position will remain open until a successful candidate is identified. For full consideration please submit your application by Sunday, September 29, 2024 by 11:55 p.m. Alaska Standard Time.

Please include with the submission of your application the following documents:

• Cover Letter
• The names and contact information for three (3) professional references 

This position is represented by United Academics-AAUP/AFT (UNAC).  https://unitedacademicsak.org/

*To be eligible for this position, applicants must be legally authorized to work in the United States without restriction.  Applicants who now or may in the future require visa sponsorship to work in the United States are not eligible.

The University of Alaska (UA) is responsible for providing reasonable accommodations to individuals with disabilities throughout the applicant screening process. If you need assistance in completing this application or during any phase of the interview process, please contact UA Human Resources by phone at 907-450-8200.

UA is an affirmative action/equal opportunity employer, educational institution and provider and prohibits illegal discrimination against any individual:  www.alaska.edu/nondiscrimination .

The successful applicant is required to complete a background check. Any offer of employment is contingent on the background check.

Your application for employment with the University of Alaska is subject to public disclosure under the Alaska Public Records Act.

If you have any questions regarding this position, please contact Wendy Frandsen, HR Coordinator at [email protected].

All employees at the University of Alaska are expected to uphold the highest standards of ethics and professionalism when conducting or engaged in university business.

* Each university within the University of Alaska system publishes an Annual Security and Fire Safety Report which contains information regarding campus safety and security including topics such as: campus law enforcement authority; crime reporting policies; campus alerts (Timely Warnings and Emergency Notifications); fire safety policies and procedures; programs to prevent dating violence, domestic violence, sexual assault and stalking; the procedures the University will follow when one of these crimes is reported; and other matters of importance related to security on campus. The report also contains information about crime statistics for the three most recent calendar years concerning reported crimes that occurred on campus; in On-Campus Student Housing Facilities; in Noncampus buildings or property owned or controlled by the University or a recognized student organization; and on public property within, or immediately adjacent to and accessible from, the campus.  The report also contains fire statistics for any fires occurring in an On-Campus Student Housing Facility during the three most recent calendar years.  

Access to the reports is available at:

UAA : (Addresses Anchorage campus, Aviation Technology Complex, JBER - Elmendorf Extension, JBER - Richardson Extension, Kenai Peninsula College - Kachemak Bay campus, Kenai Peninsula College - Kenai River campus, Kodiak College, Kodiak High School Extension, Matanuska-Susitna College, Prince William Sound College, and Prince William Sound College - Cordova Extension) Online:  https://www.uaa.alaska.edu/students/safety . Request a paper copy in person: UAA Police Department Office at Room 114 of Eugene Short Hall on the Anchorage campus / UAA Dean of Students Office at Room 122 of Rasmuson Hall on the Anchorage campus. Request a paper copy by mail: 907-786-1120 or  [email protected]  / 907-786-1214 or  [email protected] . 

UAF:  (Addresses Fairbanks Campus, Bristol Bay Campus, Chukchi Campus, Community and Technical College, Kasitsna Bay Campus, Seward Marine Center, Tok Campus, Kuskokwim Campus, and Northwest Campus) Online:  https://www.uaf.edu/orca/files/ASFSR.pdf . Request a paper copy in person: UAF Office of Rights, Compliance and Accountability on the 3rd Floor of Constitution Hall. Request a paper copy by mail: 907-474-7300 or  [email protected] .

UAS:  (Addresses the Juneau Auke Bay Campus, Juneau Technical Education Center, Sitka Campus, & Ketchikan Campus) Online:  https://uas.alaska.edu/equity-and-compliance/docs/clery/UAS_ASFSR.pdf . Request a paper copy in person: Hendrickson Building, Suite 202 on the Juneau campus. Request a paper copy by mail: 907-796-6371 or emailing  [email protected] .

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