Open Access Kent State (OAKS)

Videos are one of common media for online learning. How different the presentation style impact on student performance and experiences has not been widely studied. Therefore, this study explores how two commonly used video types, (1) screen-capture with narratives, and (2) cartoon animation, affect students’ performance and experiences. A user study with first-year college students (n=53) was conducted to examine the effects of both types of video on learning performance and experiences. The presentation shares detailed results and students’ comments.

Presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

This paper presents an action research study focused on using a flipped approach to one-shot library instruction. “One-shot” is a common issue academic librarians face -- lack of time needed to deliver effective library instruction This study examines use of a flipped approach with students in a psychology writing class, comparing students’ responses in various levels of “flipped” settings, as well as their experiences with how the librarian instructor flipped the classroom.

Presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

Performing effective searches using library databases is a key skill for student academic success. The goal of the study is to investigate how students conduct searches for a common task -- finding full-text articles. The study analyzes 39 screen recordings of student search activities. The findings can help educators and librarians better assess and understand students’ actual search behaviors. The presentation will also discuss the issues related to video analysis, including benefits and challenges.

Presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

Videos are one of the most common media formats for online learning. The impacts of different presentation styles on student performance and experiences have not been widely studied before. Therefore, this study explores how two commonly used video types, screen-capture with narratives vs. cartoon animation, can affect student performance and experiences. A user study with first-year college students (n=56) was conducted to examine the effects of both types of videos on learning performance and experiences. The study results suggested that both the screen capture videos and the conversation-based animation videos were equally effective for the immediate learning outcome. However, there was a qualitative difference in the student responses. More students who watched the cartoon animation videos included more specific library terminology or lingo in their responses.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

This paper presents an action research study that used a flipped approach for “one-shot” library instruction. Lack of time for delivering effective library instruction is a common issue academic librarians face when invited to provide one-shot sessions for students. This study compared student’s responses across three levels of “flipped” instruction, as well as examining student reactions to the library instruction experience. Animated video lectures were used for instruction prior to in person sessions with the librarian. Exercises in the live session provided practice for students on searching for articles as well as data on students searching behaviors. Surveys after the session gave additional data about the flipped and in person instruction. Students with greater exposure to the videos showed a higher degree of assignment completion. Results were viewed as a helpful basis for structuring and developing library instruction.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

Performing effective library database or internet searches are key skills for student academic success. It can be challenging for students when working in unfamiliar domains, and psychology may be unfamiliar for many students. Even with some psychology coursework completed, ineffective approaches, such as “Just Google it”, can be common for students when searching for articles. They can end up scrolling through hundreds of hits or simply picking a few from the top. This pilot study analyzed 39 screen recordings of searches conducted by students for an in-class search activity at the beginning of a library instruction session for their psychology writing class. Most students completed the activity within 3 minutes and reported they found a full-text article on the worksheet. Some also utilized advanced features provided by the databases, such as the Boolean operator “AND” and limiters (e.g., publication year, peer-review, etc.). However, evaluating the worksheets showed that only about half of students found a full-text article. Additionally, utilization of advance search features did not necessarily lead to better search outcomes, possibly due to poor choice or misuse of keywords while searching databases. Our data will help with planning for more relevant and effective library instruction.

Paper presented at the Association for Educational Communications and Technology 2020 Virtual International Convention

A chapter in the book 'Legal Issues in Libraries and Archives: An open textbook for library and information science courses', edited by Ruth Dukelow and Michael Robak https://mlpp.pressbooks.pub/librarylaw/

This session will include some basics around personal digital archiving, including best practices on file-naming, retention, file formats and more. Maintaining digital media over time will require active management to ensure long-term access and use.

Presentation was made for the 2021 Education Elevated (e2) conference- https://www.kent.edu/e2/2021-education-elevated-e2-conference

Building on past research regarding privacy and digital librarianship, this study surveyed managers of digital libraries across the USA to gauge prevalent attitudes regarding individual privacy versus access to information. In the wake of controversy surrounding the European Union’s 2014 ruling regarding the ‘right to be forgotten’, the authors sought to develop a better understanding of how digital library managers in the USA handle privacy concerns, such as takedown requests, especially in light of the strong protections for first amendment rights in the USA. This research explores whether the majority of archives and digital libraries have developed privacy policies and what they consider to be the key elements of a robust privacy policy. The study also explores the shifting attitudes around privacy and access, both of digital library managers and of their institutions, in an effort to determine how these relate to the handling of such requests. Finally, the research examines how often information professionals receive takedown requests from their communities, with the hope of tracking this trend over time. This paper provides an overview of the current landscape involving privacy policies and takedown requests, and highlights some of the fundamental issues facing information professionals so that they may have the necessary resources to develop and implement privacy policies at their institutions.

Blog post for the ALA 'Choose Privacy Every Day' I have been captivated by the Right to be Forgotten (RTBF) since I first heard about the concept at a panel presentation at the annual ASIST conference in 20151, both as a practitioner who manages open digital collections, but also as a selectively private person when I’m off the clock. The RTBF is also known as the ‘right to erasure’, and in some places in the world, is a means for an individual to have control over the information that pertains to them. The RTBF revolves around the desire by an individual to remove access to personal information from publicly accessible websites and hosted content. This idea relates heavily to privacy, particularly under the lens of the ‘right to be let alone’, as Warren and Brandeis discuss in the seminal article “The Right to Privacy” Harvard Law Review, Vol. 4, No. 5. (Dec. 15, 1890). The European court case that really thrust this issue into law was in the 2014 court case Google Spain SL, Google Inc. v Agencia Española de Protección de Datos, Mario Costeja González. The defendant had come across a digitized newspaper article from 1998 where his name was mentioned in a section on the topic of forced sales due to social security debt. The defendant further argued that the information was no longer relevant, all these years later. The court sided with the defendant, and subsequently requested that the links to the digitized information be removed by Google, citing that the information appeared “to be inadequate, irrelevant or no longer relevant or excessive in the light of the time that had elapsed”2. The result of this decision has led to a fascinating application in the real world. EU citizens may request to have a URL delisted for privacy reasons. (An interesting outline of this process and the statistics of the removals to date can be found in Google’s Transparency Report, “Requests to delist content under European privacy law”.) My intrigue with the privacy law is in part how I think about how this applies to digital archives. In successful delistings, the information is still available, but not as easily searchable and discoverable. I relate this most directly to takedown requests that I have dealt with over the past twelve years of working in digital libraries (And in these scenarios, the request has most often been for the removal of the content, and not the delisting of a URL). Takedown requests in my experience at two different academic institutions have most frequently been from individuals directly or from journal publishers. But what really hit home for me while I was on maternity leave in 2016, is how differently we each think about takedown requests as practitioners. While I was out of the office, a colleague responded to a takedown request to remove a name from an article in the digital student newspaper. This was not an unusual request. Our student newspaper ran a ‘Police Blotter’ column for many years that has led to the majority of the takedown requests. Most often, the column highlights what takes place at many large public state universities; underage drinking, vandalism, and a slew of other (sometimes entertaining) petty crimes. Though what struck me about this particular request was not what the requestor was asking for, but the difference in the response from my colleague who was filling in during my leave. It was clear my colleague and I held very different ideas on how we related to the takedown request. The situation really got me thinking about how differently we each regard and reflect on the notion of privacy. And for practitioners who manage digital archives, these differences in how we view, relate and decide on privacy issues and how it can impact decision-making are important ones to examine. For me, the maternity leave scenario was the inspiration to conduct a survey3 on the topic, and I continue to be fascinated with how divergent our professional attitudes and actions can be when we reflect on takedown requests, and also how our personal feelings around privacy considerations factor into the equation. In the survey, my colleague and I found a wide variety of how practitioners think about and respond to takedown requests, in the array of responses around the same hypothetical scenarios. By and large, the US has not gone the route of the EU in terms of the RTBF. In fact, a very similar court case a few years before the Costeja case helps to illustrate this idea. In 2009, a Cornell alum (who also happened to be a practicing lawyer in California) claimed their privacy had been breached in a 1983 article that had been recently digitized from Cornell’s student newspaper. Here, the article reported on recent burglaries and theft that involved the plaintiff. In the end, the courts sided with the university, citing that the information was true and accurate. There was a great quote from the Cornell university librarian that has stayed with me: “I do share concerns that individuals might have about potentially embarrassing material being made accessible via the Internet, but I don’t think you can go back and distort the public record.” (Anne Kenney, university librarian)4 This presents an interesting quandary; the tension between maintaining a comprehensive, searchable, discoverable digital archive and serving up anything else that could be construed as edited, redacted or partial. (I’ve thought about the latter archive as having a ‘swiss cheese’ kind of effect- having gaps and holes around areas where information has been redacted/removed). The tension lies between access and privacy, with few easy answers. And the reason my fascination continues is that I feel I sit squarely on the fence on the topic. The practitioner side of me wants to build open, complete, comprehensive digital collections, though I very much identify and connect with the desire to have some control over one’s name (or other personally identifiable information) and adjoining information. And when these types of scenarios are laid in the laps of practitioners, we have yet to really define how we reflect on these requests and process decision-making in a more consistent, systematic approach. I believe the creation and application of good internal guidelines can help more evenly address many situations, though I also believe there will continue to be complex, often ethically grayer requests that will prove challenging. While presenting the results of the survey at a conference, one of the session attendees presented an example of a sensitive takedown request they had received that involved a brutal crime and an empathetic plea from the victim’s child to redact the name in a historical digital newspaper archive. After internal debate, the practitioners sided with the requester and removed the name, going against the regular internal practices around such a request. While we can weigh the truth and accuracy aspect as the judge in the Cornell case had, I think it’s important to also have exceptions that can provide some compassion and empathy when needed. 1. The 2015 ASIST panel included Meg Leta Jones, Elana Zeide, Jens‐Erik Mai, Elisabeth Jones, Jill Dupre and Neil Richards https://dl.acm.org/doi/10.5555/2857070.2857080 I would highly recommend the books “Ctrl + Z: The Right to Be Forgotten” by Meg Leta Jones and “Intellectual privacy: rethinking civil liberties in the digital age” by Neil Richards. 2. Judgment of the Court (Grand Chamber), 13 May 2014. Google Spain SL and Google Inc. v Agencia Española de Protección de Datos (AEPD) and Mario Costeja González. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A62012CJ0131 3. Dressler, V., & Kristof, C. (2018). The Right to Be Forgotten and Implications on Digital Collections: A Survey of ARL Member Institutions on Practice and Policy. College & Research Libraries, 79(7), 972. doi:https://doi.org/10.5860/crl.79.7.972 4. Libel lawsuit over 1983 Chronicle news item is dismissed’, by Bill Steele, June 9, 2008, Cornell Chronicle, https://news.cornell.edu/stories/2008/06/libel-lawsuit-against-cornell-over-1983-news-item-dismissed

In the fall of 2019, the Music Library Association's Reference and Access Services Subcommittee surveyed academic librarians as to the following parameters regarding their music reference services: delivery methods, physical locations, staffing models, approaches to training, perceived effectiveness of services, and changes over time. Findings suggest that despite technological advances, most music reference help is delivered through in-person, email, phone, and chat. Just over half of respondents have only librarians addressing reference questions, while the remainder also use students and paraprofessionals. There was no meaningful difference in perceived effectiveness between the various staffing models. While only 19 percent of participants are situated in branch libraries for music, these locations experienced a higher increase in reference transactions and more outreach and instruction over the last five years and also ranked their reference services with more effectiveness. Additionally, respondents identified training and outreach as integral to the effectiveness of reference services and communicated their experiences with changes to service and staffing models.