Browsing by Author "Beatty, Susan"
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- ItemOpen Access2002 LibQUAL+ Survey University of Calgary: Turning Evidence into Action(2003) Beatty, Susan
- ItemOpen AccessAcademic Libraries in transformation to learning centers; information commons or learning commons?(International Journal of Learning, 2008) Beatty, SusanThis paper examines the service models for collaborative learning support in academic libraries as the model changes from information commons to learning commons.
- ItemOpen AccessAssessing Discovery; University of Calgary(2013-11-06) Beatty, Susan; Clarke, Helen; Pasterfield, Andrew; Koltutsky, Laura; Lipton, Saundra; Jones, Rhiannon; Au Yeung, Tim; Pival, Paul R.; Sahadath, Catelynne; Drewes, Kathy; Brown, DavidIn fall 2012 the University of Calgary Library launched a new home page that incorporated a Summon powered Single Search Box with customized “bento box” results display. Search at the U of C now combines a range of metadata sources for discovery and customized mapping of database recommender and LibGuide into a unified display. The Discovery User Experience Team and the Systems Group in the library have engaged in extensive assessment of user reactions both prior to and since this change, including log file analysis, surveys, and usability testing.
- ItemOpen AccessAssessing discovery; user discovery pathways(2014-10-20) Beatty, Susan; Jones,Rhiannon; Koltutsky, LauraFollowing up on the user assessment conducted by the Discovery User Experience team at the University of Calgary, a subcommittee further analyzed usability through paths taken by users to discover known and unknown items. The goal was to examine user preferences and behaviours when introduced to the "Bento Box" discovery interface. Tasks were designed to mimic natural and frequent searches by the majority of our users. Individual research pathways were identified in order to determine possible commonalities and significant differences in user search behaviours. The speakers will present the results of their analysis and discuss possible improvements to search results display from a user point of view.
- ItemOpen AccessBlended learning, blended instruction: a case study in course re-design(2015-06) Beatty, Susan; Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; McDermott, BrendaUsing a course redesign initiative as an opportunity for research, an instructor, three librarians, and a writing specialist collaborated to investigate students' responses to a partially flipped, blended approach to learning in an interdisciplinary first- year science and technology course. The instructor invited librarians and a writing specialist to collaborate with him to develop course content which focused on improving the students' research and writing skills in an inquiry based, learner centric course. The redesign included partially flipped instruction on research skills, writing and citation in advance of classroom instruction. This was an instructional shift for the teachers and students. Students were asked to take more responsibility for their learning outside of the classroom and in advance of instruction, while we teachers took on the responsibility to create a learning experience whereby students could learn and apply new skills during class. It was a challenge to enter into this contract and to negotiate our way through a course redesign that has more than its fair share of new (to us) elements: online delivery, informative short, instructional videos, pre tests, post-tests, new content, and practical learning activities aligning with the content and the learning outcome timetable. As the course ended, students were surveyed on their understanding of their learning experience. The results tell us there is more work to be done in course development and student engagement with learning. Students did not necessarily understand the purpose and benefit of pre- class assignments, nor did they all participate. This presentation is a summary of the steps taken in course redesign and review the results of the student survey relating to the instructional elements.
- ItemOpen AccessCollaborating to Incorporate Library and Writing Skills in an Interdisciplinary Course: A Case Study(2015-11-13) Hoffman, Nadine; Lee, Jennifer; Feng, Patrick; Beatty, Susan; McDermott, BrendaLibrarians and writing centre staff were invited by the instructor of a first-year interdisciplinary course to collaborate with him on a course redesign emphasizing skill development in research and writing. Ferer (2012) highlights how library and writing support connections help students cross institutional boundaries. This case study is an example of using these connections to benefit students in a course. The team re-designed the library and writing portions of a first-year inquiry based learning course to incorporate many flipped classroom initiatives (Mangan, 2013) including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Hands-on exercises were used to help engage students and promote skill development and critical thinking throughout the research and writing sessions. The instructor showed the importance of research and writing skills by dedicating lectures and assigning 25% of the course grade to pre-tests and a summative assessment. All techniques and assignments focussed on building resources to further the students’ final research project in the course. The instructor embedded the team at every possible step to achieve the course learning goals. Librarians and writing support staff were involved in developing the syllabus and lectures, creating and grading assessment pieces, and assisting student research and writing processes throughout the course. Ethics approval was acquired to conduct a research survey designed to understand student learning experiences. This session will provide an overview of the course with examples of how the instructor embedded librarians and writing centre staff throughout the course through collaboration. We will detail the flipped classroom techniques we incorporated, discuss survey results, and provide personal reflections on the process for student learning objectives as well as our own professional development for incorporating these flipped classroom techniques in future teaching opportunities.
- ItemOpen AccessCollaboration in an Information Commons: key elements for successful(Centre for Information and Computer Sciences, 2006) Beatty, Susan; Mountifield, Hester
- ItemOpen AccessCollaboration in an Information Commons: key elements for successful support of eliteracy(ItalicsInnovation in Teaching And Learning in Information and Computer Sciences, 2006-12) Beatty, Susan; Mountifield, HesterInformation Commons service models generally include some element(s) of collaboration, whether it is for the delivery of technical support, e-literacy instruction, face to face and virtual services, integrated learning support or other innovative service delivery programs designed to support and enhance learning. Establishing a successful Information Commons facility requires strategic thinking and positioning as well as tactical or short term planning. Strategic thinking and planning are essential to ensure that the facility and associated services are strongly aligned with the institutional mission, strategy and values. It facilitates the development of collaborative ventures as it presents a campus-wide rather than a unit-centric view. Tactical planning, on the other hand, will develop the detailed operational plans and procedures required for a smooth running service. This article will look at different Information Commons models, outline the strategic and operational processes required when establishing a successful collaborative information commons environment and present case studies of two Information Commons with different service models and collaborative support for e-literacy.
- ItemOpen AccessCollaboration in an Information Commons: key elements for successful support of eliteracy(2006-06) Beatty, Susan; Mountifield, Hester
- ItemOpen AccessCollaborative autoethnography: Where do we start, and how did we get here?(2021-05) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixThrough a community-based participatory lens we conducted a study with Indigenous students as co-researchers focusing on their experience with learning spaces at the University of Calgary. We used both photovoice and photo elicitation as a means of exploring students’ lived experiences of using campus informal learning spaces, particularly library spaces. The Indigenous undergraduates were truly co-researchers, collaboratively developing the research question and determining the process of working together in a good way. As we prepared for our research, including writing the ethics application, attending Indigenous-focused conferences, and delving into Indigenous research methods, our eyes were opened to new ways of seeing and doing research. And, as we progressed through the development of Photovoice workshops, and then working with the students, we began to question our relationship with research, questioning what we know and how we know it.
- ItemOpen AccessThe Commons - what have we learned about user-centered services?(2006-04) Beatty, Susan; Harder, Geoffrey; Kothari, Sona
- ItemOpen AccessComparing LibQual+ comments: Comparative analysis of comments from two surveys(2014-11-05) Beatty, Susan; Cloutier, ClaudetteWhile ratings and gap analysis reported in LibQUAL+TM survey results tell us where users perceive the service to be in relationship to their desired and minimum expectations, this does not give us the context of the ratings. By coding and sorting the comments we hoped to gain a finer, perhaps more exact understanding of the nature of our users’ library experiences and thereby gain some insight into the actions we can take to improve. Comments tell a story. It is up to us to try to understand the story and take action.
- ItemOpen AccessExploring Indigenous students' perception of informal learning spaces(2022-05-03) Beatty, Susan; Jeffs, Cheryl; Hayden, K. Alix; Rutherford, ShaunaCastleden and Garvin (2016) suggest Photovoice is an effective method for working with Indigenous populations as it facilitates “sharing power, fostering trust, developing a sense of ownership, creating community change and building capacity” (p. 1401). Neorohr & Bailey (2016), and Rix et al. (2019) outline Indigenous methodologies to ensure community involvement and good outcomes. This presentation seeks to achieve the same with the aid of its attendees. Our study explored Indigenous students’ perceptions of informal learning spaces at our university using Photovoice methodology. As co-researchers, the students were tasked with exploring non-classroom spaces where learning might occur. They were asked to take photos of those spaces and then participate in discussions on what the spaces revealed about them as learners. The purpose of the discussions was to discover how spaces across campus, including the library, could be more representative and supportive of Indigenous students as learners. The purpose of this session is to review with the attendees the results of those discussions, focusing on the student’s voice as expressed during each phase of the project from development of group norms and the research question to the discussions on representation and themes based on the students’ photos. This session will highlight how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation in each phase of the project. Workshop participants will aid in illuminating next steps and suggestions for change in the spaces at our university. Using Photovoice with Indigenous students as co-researchers we respectfully explored their learning and impressions of campus learning spaces. This presentation highlights how the Indigenous students were engaged through applying the principles of respect, reciprocity, and co-creation. Using the students’ photographs and commentary, attendees will participate in a similar discussion
- ItemOpen AccessFrom Learning Space to Learning Place; creating the 21st century library at the Taylor Family Digital Library, University of Calgary(2013-07) Beatty, SusanThe TFDL is transforming the library from a traditional learning space to a 21st century space where learning is supported and knowledge is created. Informal learning spaces, technology and services are reviewed.
- ItemOpen AccessFrom Separation to Integration: Creating a New Service Model for the Taylor Family Digital Library(2012-05-08) Beatty, Susan; Tiessen, Robert
- ItemOpen AccessIndigenizing Library Spaces Using Photovoice Methodology(2020-12-16) Beatty, Susan; Hayden, K. Alix; Jeffs, CherylPURPOSE AND GOALS: The purpose of the study was to explore and understand how Indigenous undergraduate students experience their learning within informal library spaces and other spaces on campus. The results will inform and identify steps that the library might take to make the informal learning spaces more supportive of their learning. DESIGN, METHODOLOGY, OR APPROACH: Starting in January 2020 it is expected that the data will be collected by March 2020 and initial analysis will be completed by June 2020. Because the primary researchers are non-Indigenous librarians/researchers, we wanted to conduct research collaboratively with Indigenous students. We are experts in librarianship and education, but novices in Indigenous ways of knowing. We chose a research methodology that places student voices at the centre of the research: community –based participatory research (CBPR) framework, which Castleden and Garvin (2008) note has the potential to contribute to efforts to decolonize the university researcher-Indigenous community relationship. Indigenous students were recruited to act as co-researchers. Julien et al (2013) note that “due to the unique way Photovoice participants are involved in data gathering, analysis, and sometimes even the planning and dissemination phases of the study, they become researchers in their own right” (p. 259). They were asked to take photographs of informal spaces in the library and elsewhere on campus that inform such questions as “who am I as a learner?” and also share their reflective stories about learning that grow from the photographs. Through a series of workshops designed by the students we explored the meaning and relationship of space and learning from their point of view. Photovoice is a method designed to explore and uncover individual perspectives. By focussing on the informal spaces where students learn we uncover and explore the relationship that the Indigenous students have to space and learning. Students tell their stories that accompany the photographs allowing the student to explain to the researchers what was really going on in the photo. To augment the main research question, the researchers conducted both pre and post study interviews with the students to discuss their learning and their experiences in the study. The researchers also kept field notes during each workshop to further investigate the Photovoice study process. A final element in the study is a scoping review of the current literature on learning and learning services, supports and spaces for Indigenous students. FINDINGS: Although the literature is peppered with suggestions for Indigenizing libraries, such as the personal librarian program for first year Aboriginal students at U of Alberta (Farnel et al, 2018), there has been little attention specifically on Indigenous students’ lived experience of learning within academic library spaces. Encouragingly, recent studies have investigated Indigenous students’ experiences and perceptions of academic libraries. Neurohor and Bailey (2016) conducted a photo-elicitation study that explored the role of academic libraries in the lives of native students. The results focused on the tangible such as uncertainty about library services (using the collection, signage, and printers facilitating student work). However, the researchers did not investigate the students’ experiences of informal learning within the library spaces. The findings of this study will have the following results: 1. What is the perceived relationship between space and learning from an Indigenous point of view 2. What is the value of Photovoice methodology in uncovering students’ perceptions of space 3. What is the value/learning related to students as co-researchers 4. What does the literature tell us is the current state of library and learning services, supports and spaces for Indigenous students PRACTICAL IMPLICATIONS OR VALUE: We anticipate providing an authentic exploration of Indigenous students’ learning. Our study will help guide our library, as well as the academy, in Indigenizing learning spaces. We do believe that this research will be transformational for the students and for us as librarians/educators, the Library and the broader academic community. Our project is sustainable as it will bring to the forefront the ways in which Indigenous students learn in informal learning spaces, and will inform future initiatives on informal learning space design.
- ItemOpen AccessIndigenous students’ Involvement in a photovoice study: Opportunities for mentorship(2021-05-04) Jeffs, Cheryl; Beatty, Susan; Hayden, K. AlixThe University library’s commitment to providing informal learning spaces for all students lead the researchers to consider Indigenous students’ perspectives (Boys, 2014). Essential to the inquiry was our responsibility to ensure cultural reciprocity to learn from one another (First Nations Centre, 2007; MacDonald, 2018). Inviting indigenous students as co-researchers in a photovoice study provided the opportunity for mentorship. The Indigenous students, with little or no research experience, were recruited as both participants and collaborators. Designed to document how they learn in informal library spaces, the students “…become researchers in their own right” (Julien, Given & Opryshko, 2013, p. 259). To guide their development as researchers, the research team, including an Indigenous support worker and research assistant, designed a series of workshops to orient the students to the photovoice methodology. We provided formal and informal mentorship to the Indigenous students/co-researchers. To acknowledge the Indigenous students’ individual perspectives and lived experiences, a community-based participatory research (CBPR) framework was adopted. CBPR is designed to share power and foster trust which is necessary for mentorship (Castleden & Gavin, 2008). The outcome of the first phase of this study indicate mentorship opportunities for both the Indigenous students and the research team. As a result, the research team, including the students as co-researchers, identified ways in which we learned from and with each other about Indigenous student learning in informal spaces. In this poster presentation, we will showcase our collaborative process including our learning and mentorship experience. Participants will be encouraged to consider implications for future planning of research projects with Indigenous students.
- ItemOpen AccessInformal learning in the library; a student-based investigation(2017-10) Beatty, SusanAs part of a qualitative study on students’ perception and use of informal learning spaces in an academic library, students were asked to comment on their learning behaviours and the manner by which the spaces in the library supported their learning. It became apparent during the course of the semi-structured interviews that the students themselves had never given any particular thought to the relationship between the spaces where they learn and the way that they learn, yet they were very aware of their learning and space preferences in the library. Students in the study reported being well able to determine their learning goals and complete them to their satisfaction in the library. They self-reported as successful learners. They knew when they were and were not learning. They also recognized where they could or could not learn. One of the more interesting conclusions from the study is that students seek a learning space that offers them mental, social and emotional comfort which enables them to be open to learning. This self-awareness goes beyond “I know it when I see it”, to “I know it when I feel it.” And it is not until they find that space which allows them to create and maintain their own self-regulated environment (Zimmerman, 1989), that they are ready to learn and achieve their goals. Investigating how, where and why students learn beyond the classroom holds potential for developing a better understanding of the approaches students have to learning, including their relationship to learning space. This paper presents a summary of the research study, including methodology and overall results. It explores the nature of informal learning in library spaces from the point of view of the students and offers some insight into the way students approach learning to achieve their learning outcomes. As students in post-secondary institutions are encouraged to undertake more and more learning activities beyond the classroom, through active, collaborative and/or individual learning, teaching and learning researchers need to further investigate students’ learning processes not only in the classroom but in informal learning spaces. Painter et al (2013) note that the “biggest challenge for learning space design researchers involves the fundamental question…”what is learning and how is it evaluated?” (p. 29). This paper looks at a study into informal learning and its concomitant processes and offers possible investigative routes towards improved understanding of the relationship between learning spaces, behaviours and outcomes. Painter, S., Fournier, J., Grape, C., Grummon, P., Morelli, J., Whitmer, S., & Cevetello, J. (2013). Research on learning space design: Present state, future directions. Society of College and University Planning. http://www.acmartin.com/sites/default/files/LearningSpaceDesign-L_0.pdf Zimmerman, Barry. (1989). A Social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81 (3) 329-339.
- ItemOpen AccessInformation Commons(Dekker Encyclopedias, 2003) White, Peggy; Beatty, Susan; Warren, DarleneInformation commons are a new type of library facility. They commonly include a large number of computer workstations that provide access to productivity software as well as the Internet and electronic library resources.
- ItemOpen AccessThe Information Commons as an Agent of Change in Universities(Common ground, 2004) Beatty, SusanStarting in the early 1990’s academic libraries in North America and elsewhere have been adopting a new service model called the Information Commons – an integrated service facility which offers reference and technical assistance in a collaborative team environment with other academic support units. The success of this model has driven and continues to drive change within academic libraries as well as the university itself. Additional academic units are beginning to join in and create a new collaborative service delivery. This paper will identify models of collaboration in Information Commons and discuss how this collaboration is leading to a changing collaborative environment in academic institutions.