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The University of Rochester River Campus Libraries, in collaboration with Colgate University, Cornell University, and Syracuse University, will plan and pilot a skill-sharing program. The program will use the Library Carpentries train-the-trainer model to promote continuing education and cross-institutional collaboration throughout New York State. This planning grant will analyze two intertwined needs within the library community. The first is how to train and support librarians in the digital fluencies that are increasingly relevant to research and teaching efforts. The second is how to meet those demands by working regionally across libraries and institutions and drawing on a range of expertise. This work will serve as a template for structuring a community of practice that supports public and academic partnerships that meet the evolving needs of libraries across the country.
Queens College and Texas Woman's University will host two participatory design workshops on integrating computational thinking (CT) into Library Information Science (LIS) youth services coursework. LIS youth services faculty have identified CT, a framework for problem solving and critical thinking skills, as a critical literacy for youth. LIS students need access to courses that prepare them to integrate these skills in youth programs. School and public librarians need resources to incorporate computational thinking into the programs they design for and with youth. To address these needs, an interdisciplinary faculty will collaboratively develop a framework, model curriculum, course modules, and class activities. Then, librarians will use these resources to develop computational thinking library activities for youth and training materials for librarians. Materials developed through the workshops will be made available through the Libraries Ready to Code website and information about the project will be shared through a webinar, a podcast, and at national conferences.
This project will bring together academic library professionals at the University of Arizona, University of Nebraska, Lincoln, and Purdue University with classroom instructors to develop disciplinary-based, information literacy curricula. The project will apply a learning design model that underscores the role information plays in the learning process. Preparing graduates to use digital information in their future work and lives requires teaching students to use information in disciplinary and professional learning contexts. This project will help academic library professionals collaborate with disciplinary instructors in order to integrate information literacy into courses and assess the outcomes of the resulting coursework. The results will be shared with academic library professionals, administrators, and information literacy thought leaders across the nation.
Pittsburg State University will work with 25 teachers from Kansas, Missouri, Oklahoma, and Arkansas who are either Hispanic or serve in school districts with at least a 15 percent Hispanic student population. These teachers will earn a Master of Science degree with a Library Media emphasis. The curriculum will begin with a cultural immersion program that provides meaningful context to future course work and leadership activities. The curriculum will incorporate culturally responsive teaching methodologies and specialized professional development in English for Speakers of Other Languages methodologies and assessments. The program also includes field mentoring to support the school librarians and leadership mentoring activities. The goal of the project is to better train Hispanic and Hispanic-serving school librarians to address the information needs of the Hispanic students in the four state area.
A team of educators at the University of Tennessee's School of Information Sciences, working with University of Tennessee Libraries, and the University of Denver, will develop Collaborative Analysis Liaison Librarians (CALL), a master's-level instructional project. The project will educate a cohort of 14 leaders in science library liaison roles. The project will also develop a model of experiential learning and curriculum, which will be made available for programs across the country. An interdisciplinary and interagency team will recruit, educate, and mentor this cohort. The cohort will focus on building liaison skills to better collaborate with researchers in science-focused agencies and to build curriculum and skills for liaison librarianship. Each student will benefit from an immersive practicum in a participating science agency, mentoring relationships with experts in STEM librarianship and science information services, and an ALA-accredited Master's degree with a specialization in liaison librarianship. The project will conclude with a summit where participants will share best practices and insights from the practicums, mentoring, and curriculum.
Syracuse University will expand and enhance current training opportunities for library and archives professionals in order to help them effectively service patrons with disabilities. In partnership with Infopeople, Syracuse University will create online training and train-the-trainer learning opportunities and resources for school, public, and academic librarians using an innovative problem-based learning approach. Housed on the Project ENABLE and Infopeople training websites, the project team will train librarians and build their capacity to effectively train their fellow staff to create inclusive and accessible libraries and library services.
Pacific Library Partnership, in partnership with the Bay Area Discovery Museum's Center for Childhood Creativity (CCC), will refine the Reimaging School Readiness toolkit, which was developed by the CCC and California State Library. The project team will also train 1,500 librarians across the nation in how to incorporate research backed concepts and activities into school readiness and early learning opportunities. The Pacific Library Partnership will hire a consultant to evaluate the toolkit, the train-the-trainer program, and the overall project and provide recommendations on the content and structure of the model. The project will provide librarians with the tools, methodologies, and resources they need to provide evidence-based school readiness programming to support children under eight years old and their parents or caregivers.
Public libraries face a pressing need to evaluate their offerings and use the resulting evidence to inform internal decision-making. The Research Institute for Public Libraries (RIPL) has trained nearly 1,370 library staff nationwide on introductory evaluation. The Califa Group - in partnership with the Colorado State Library, State Library of North Carolina, Rebecca Teasdale & Associates, LLC and LH Evaluation & Training Group - will build off RIPL's success by developing and piloting a nine-month cohort-based peer learning process to further advance evaluation skills, knowledge, and attitudes. Each cohort will evaluate a library program or service and produce empirical evidence to support internal decision-making. At least 30 public library staff members, representing 15 public libraries in three states, will complete the cohort experience. The project will also produce a library of at least 20 coaching videos that will be available for free on the project website, Infopeople platform, and the RIPL Community of Practice.
University of South Carolina will conduct a three-year research study to identify the impact of collaboratively designed and implemented Guided Inquiry Design (GID) Units on K-12 student learning outcomes. GID is an instructional approach that enables school librarians and classroom teachers to support student-driven inquiry. During four summer institutes, the project's instructional specialist will equip 40 school librarian-teacher instructional teams to implement GID units their schools. The researchers will then assess how the collaboratively designed and implemented GID units impacted K-12 student learning outcomes and make that data available. They will develop an online community of practice to support long-term implementation in ways identified by the research project as being most impactful.
A team of researchers from the University of Pittsburgh, University of California, Irvine, Queens College, and The Pennsylvania State University, will explore how underrepresented minority students develop and maintain a sense of community and belonging within cohort-based recruitment programs. The team will also look at how these experiences compare to participants' sense of community in their graduate programs and workplaces. The project will also provide recommendations for how the community developed in recruitment programs can be extended and scaled to a model of lifelong learning and support. Through a pilot with the iSchool Inclusion Institute (i3 - a cohort-based recruitment program), the project team will develop and conduct three qualitative case studies in three LIS, cohort-based recruitment programs geared towards underrepresented students: i3, Spectrum, and Knowledge River. A comparative analysis of participants' experiences across case studies will enable researchers to identify the mechanisms that contribute to developing and maintaining a sense of community. These findings will be translated into a model for recruitment and retention that specifically addresses isolation and gaps in support.
The Denver Public Library, in collaboration with a national steering committee, will explore how libraries in mid-sized cities can build and support internal cultures that are representative of the communities they serve. The team will create replicable staffing models that foster diversity, equity, and inclusion. These models will also value lived experience and authentic community relationships as professional qualifications. Project activities include: conducting an environmental scan, engaging a research and evaluation consultant to interview staff with a variety of backgrounds, convening a national symposium, and creating a report with recommendations for this work in the library community.
Drexel University's College of Computing and Informatics (CCI), in collaboration with the Free Library of Philadelphia, the Drexel Lindy Center for Civic Engagement, and the Dornsife Center for Neighborhood Partnerships, will develop and implement a project to enhance Library and Information Science (LIS) programs focusing on community engagement. The goals of the project include developing a community-based learning model for LIS education and sharing the model with other LIS programs nationwide. The project will also develop and implement a post-baccalaureate Community Catalysts Certificate, which can stand alone or be integrated into an ALA-accredited LIS degree program. Finally, the project will educate twelve IMLS Community Catalysts Fellows on the design, development, and management of community-based service projects for libraries.
The University of Missouri School of Information Science & Learning Technologies (SISLT), Health Sciences Library, and the MidContinental Region of the National Network of Libraries of Medicine will jointly develop an interdisciplinary community health information curriculum and create a Midwest network of practice to meet the information needs for low-income and rural communities. The project team will create information resource and curriculum that will be used within SISLT and widely distributed to libraries and the library and information science education community. The team will also develop health information outreach and programming skills with collaborators and students, train a student cohort to lead community health information networks, and expand a community empowerment framework to library education.
Through a partnership among seven bicoastal academic health sciences libraries (Harvard University, MCPHS University, Tufts University, Boston University, Stanford University, University of California at Los Angeles, University of California at San Francisco) and one LIS Program (Simmons University), this project creates a post-Master’s certificate program in the area of Inter-Professional Informationist (IPI), for the purpose of bridging the gap between traditional and emergent skills in health sciences librarianship and increasing the diversity in the IPI workforce. IPI adopts embedded library services and the informationist approach to enhance biomedical scientific research and practice. Ten librarians in the program will complete seven IPI courses, and project partner institutions will connect them with researchers and clinical leaders who will supervise their capstone experience.
The School of Information at the University of Michigan proposes a three-year project to train librarians on how to work with civic organizations to promote greater civic engagement. As part of the program, LIS students will work under the direct supervision of city staff on civic engagement projects, while being mentored by professional librarians. The project will also develop LIS curriculm on how to build sustainable relationships with cities, help students work with diverse populations, and conduct the participatory research that is core to most civic engagement efforts. The project will develop two Massive Open Online Courses (MOOCs) on theories and methods relevant to civic engagement. One course will be oriented to public librarians and the other will be for people working for city governments. As students in the engaged learning courses conduct their projects, they will record their experiences. This footage will be supplemented by professional videographers and used as core content for the online course.
American Library Association's Public Programs Office (ALA PPO) will develop community engagement training materials specifically for small and rural communities. When library workers better understand and engage with their communities, libraries become stronger, more connected institutions, and library workers can more effectively support patrons and libraries. However, through evaluation of existing resources, ALA has identified a number of unique challenges that small and rural institutions face. These include gaps in basic skills training and resources. This training will focus on basic facilitation skills and will complement ALA's existing Libraries Transform Communities resources.
Kent State University, in partnership with University of Washington, will research and develop a social justice, outcomes-based planning and assessment tool. This tool will support library staff in developing outreach programs and services that meet the needs of families with young children from underserved communities. Small, medium, and large libraries in rural, urban, and suburban areas will collaborate with the research team on the design process. The libraries will help iterate, test, and reflect on the toolkit. This toolkit will embed the social justice principles of equity, engagement, and empowerment into the creation of outreach programs in public libraries. This program aims to support the outreach production process by implementing design thinking, building library community awareness, and developing a library peer community.
The University of Illinois at Urbana-Champaign University Library in partnership with Indiana University-Indianapolis proposes a three-year continuing education program. The program will train academic librarians to address privacy and related ethical implications of learning analytics projects (e.g., autonomy, agency, and trust). The training program will guide participants to explore learning analytics, privacy theory, privacy-by-design principles, and research ethics and present participants with case studies. Participants will develop a plan for a learning analytics project prioritizing privacy protections, The project team will run a face-to-face training for an estimated 200 participants, and host an online training for an estimated 200 participants. The team will also create an open educational resource packet consisting of the training curriculum, guidelines for facilitating the training, and recommendations for incorporating the materials into other training programs and library science courses. Finally, the project team will have at least two peer-reviewed conference presentations and one peer-reviewed research publication.
Dr. Jamie A. Lee, Assistant Professor in the School of Information at the University of Arizona, will examine naming practices across a range of community-based archives - from those embedded in an university to those operating autonomously. This Early Career Development project will expand archival studies education to better address community-based archives and archival appraisal and description practices. Committed community and university archival partners include: Arizona Queer Archives, Institute for LGBT Studies, University of Arizona, Tucson, AZ; South Asian American Digital Archive, SAADA, Philadelphia, PA; Chicano/a Research Collection, Arizona State University, Tempe, AZ; and Houston Area Rainbow Collective History, Houston ARCH, - coalition of Houston archivists dedicated to preserving and documenting Houston's LGBTQ history, - University of Houston, Houston, TX in partnership with Center for the Study of Women, Gender, and Sexuality, CSWGS, Rice University, Houston, TX.
The University at Buffalo will investigate how public libraries can use participatory design techniques to attract and engage older adults by involving them in the co-design of targeted programming and services. Library professionals and older adults will work together in design teams to identify programming needs and plan and execute programming. For the purposes of comparison, the research will be conducted within three library locations (inner-city, suburban, rural) in the Buffalo & Erie County Public Library System. The project will provide insights into best practices and will inform a model and educational resources for librarian professional continuing education. More broadly, the findings can inform the development of educational resources for librarian professional development and Library and Information Science academic programs.
The Institution for Social and Policy Studies at Yale University, along with the Odum Institute at the University of North Carolina, and the Institute for Social and Economic Research at Cornell University, will administer the evidence-based Data Curation for Reproducibility (Data CuRe) training program. The program will help library and archives practitioners learn the skills they need to support members of the research community meet growing expectations for reproducible research practices. The project will expand the community of practice around curating for reproducibility. This is becoming increasingly important as researchers look to libraries and archives to provide the tools, services, and expertise to support the latest norms in research practice.
The academic library at South Carolina State University will sponsor a summit on Open Educational Resources (OER) for Historically Black Colleges and Universities (HBCUs) academic librarians. The project will encompass: a summit for teams of librarians and faculty from HBCUs, a project website, textbook transformation grants, and a series of professional development webinars on OER. The summit's training on OER will empower and equip librarians to become advocates and leaders of OER and affordable learning movement at their campuses. Librarians from public and private HBCUs will be invited to attend the summit.
Dr. Edward Benoit, III, faculty in The School of Library & Information Science at Louisiana State University, will research best practices and protocols to help archivists assist veterans and active duty personnel in preserving their personal digital archives. Contemporary soldiers no longer create and maintain an analog personal archive as they did in the past. The shift towards digital technologies over the past twenty years has created a critical future gap in the record. This Early Career development project will develop a user-centered framework to create best practice digital preservation protocols for assisting veterans with preserving their personal records.
In this Early Career Development project, Dr. Devan Ray Donaldson will conduct a three year empirical investigation into the use of data repositories by scientists. The research will investigate how institutional repositories (IRs), data management plans, and librarian expertise support the sharing and preservation of research data. The research will expand knowledge about scientists' data needs and practices in domains where attitudes toward data sharing are currently evolving and shifting. The investigation will inform best practices for librarians who decide which data repositories to recommend to researchers, what features to add to IRs, when to use IRs for handling research data, and when alternative data repositories are more appropriate.