Libraries Faculty and Staff Research and Publications

Permanent URI for this collectionhttps://hdl.handle.net/2097/574

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Open Access
Lived and Learned Experience with Accessible and Inclusive Pedagogy
(Association of College & Research Libraries (ACRL), 2023-04-11) Brunk, Angie
I have always walked in two different worlds. Because I am low vision, not blind, I know the joy of seeing and capturing the perfect image in my digital camera’s viewfinder. I know the joy of teaching a dance class. I know what it’s like to be perceived as abled. Because I am low vision, not “normal,” I know the frustration and sometimes humiliation of a teacher caring more about their seating plans or their favorite activity than my ability to participate fully in class. I know the frustration of missing parts of presentations because the presenter did not explain visual content on a slide. I know what it feels like to have an instructor ignore accessibility needs that you have clearly articulated. I know the humiliation of people commenting on the appearance of my eyes. I know what it is to be underestimated or not taken seriously because of preconceived notions about my capabilities.
Open Access
The Career Choices We Make: Balancing Ambition, Personal Fulfillment, and Life as an Academic Librarian
(Association of College & Research Libraries, 2023-03-22) Pankl, Lis; Jason, Coleman
This chapter is for those among us who reach the midpoint of our careers and contemplate taking a higher-level position or doing the opposite and moving to positions that involve less leadership responsibility. We suspect that the ideas we express will apply to many in the profession. However, we acknowledge that gender, race, and identity play a strong role in career paths and opportunities. Yet, who among us has not felt that we could make significant improvements, if only we were in charge? And who among those who are in charge has not once yearned for a release from feeling responsible for the performance of others? Our advice will not apply to everyone; however, we feel that our combined experience is likely to ensure that it is relevant to the majority of professionals in librarianship. We begin by describing our career paths, both of which are quite nonlinear. Our exposition includes reflection on our motivations for the twists and turns we have navigated. We then describe the nature of the work as well as the ways this work has impacted us in the many positions we have had, which collectively span the gamut from library liaison to unit head to department head to dean. Given our diverse experience, we expect that these narratives will resonate with many of you and thereby serve to provide insights relevant to your own situation. Additionally, the contrasting approaches we offer may create opportunities for those who are undecided. After sharing our experiences in academic libraries, we provide practical advice based on the lessons we have learned from our journeys and conversations with many colleagues. Here we present guidance for deciding whether to pursue a position with more or less leadership responsibility. This takes the form of actionable strategies and motivational mindsets. We end with tips for successfully transitioning into a new position and taking full advantage of the opportunities it can provide for growth and fulfillment. Through our explorations and conversations, we conclude that career trajectories depend on highly personal and situational factors for everyone.
Open Access
I want to poke my eyes out!: Why meetings are painful and tips on how to make them better
(2021-02-05) Coleman, Tara; Powell, Charissa
At one of the first meetings Tara Coleman attended as a new professional, Dove chocolate was distributed with the agenda to “sweeten the subject matter”. As the meeting progressed, she learned that the chocolate was a bribe to get people in the room, and a sign of tremendous boredom and irritation ahead. Soon she saw her colleagues turn the foil wrappers into little swords and stab themselves in the heart and eyes to show how their feelings on how the meeting was going. Spoiler alert, candy does not sweeten boring subject matter and foil swords are sharp enough to hurt the unguarded eyeball. You know the ones, you’re not sure why you are in the room, one person dominates the conversation, nothing is accomplished, and you might leave with a completely different understanding of what happened than someone else. You might have even wanted to fake an injury to get out of it early. Meetings can be exhausting and leave you feeling like you wasted valuable time. And since the pandemic, for some meetings have gone from painful to torture. All at once folks needed to learn Zoom, struggle with shared wifi, and have fewer reasons to get up and move around. While we can’t promise to make meetings a party, we can provide ways to make them less painful for everyone involved. If this proposal is selected, folks will receive tangible tips that will shape meeting expectations and roles, free or low cost tools that allow for voices to be heard that would otherwise be hidden or talked over, and sage advice about how to best use and respect everyone’s time.
Open Access
2022 EDUCAUSE Horizon Report® Data and Analytics Edition
(EDUCAUSE, 2022-07-18) Reinitz, Betsy Tippens; McCormack, Mark; Reeves, Jamie; Robert, Jenay; Arbino, Nichole; Anderson, Jeremy; Hamman, John; Johnson, Connie; Kew-Fickus, Olivia; Snyder, Rob; Stevens, Mary
With the 2022 data and analytics edition, we further expand our series of Horizon Reports to focus on an emerging area of practice that is driving institutional decision-making and strategic planning for the future—the trends, technologies, and practices that are shaping the world of postsecondary data and analytics. Based on a methodology that grounds the findings in the perspectives and expertise of a panel of leaders in higher education data and analytics, in this report we summarize the panel's input on the major trends shaping higher education, including panelists' reflections on the implications of this research for the future of higher education for particular institutional roles.
Open Access
Level Up! Making Games Accessible
(Chicago, Illinois : Association of College and Research Libraries, 2020) Brunk, Angie; Monobe, Dale
Games are firmly established as a tool in the librarian’s toolbox. Gamification of instruction allows librarians to reach more students in instruction both online and in person by creating more engaging library instruction sessions or online tutorials. Library game nights and other programming that includes games allow us to draw more students into the library. Unfortunately, instructional and outreach activities that are not designed with accessibility and inclusivity in mind from the beginning can make students with disabilities feel unwelcome in the library. In this chapter, we will cover some of the foundational aspects of accessible gamification. We will also detail how to prepare for potential accessibility pitfalls and suggest possible remedies.
Open Access
Expanding “Communities and Collections” in the K-State Research Exchange (K-REx) to benefit the K-State Community and Beyond
(2021-10-27) Finch, Emily; Coleman, Tara; egfinch; tcole2
Kansas State University has used its institutional repository, the K-State Research Exchange (K-REx), to store and share its first year experience program, K-State First, and notably its common reading program, K-State First Book. We have done so with the aim that the accessibility and preservation of these documents ensures program stability, promotes engagement with first year programming, and provides the ability to foster growth,educational opportunities, and community building outside of K-State. Moving away from research concentrated repositories and taking a more holistic approach to scholarship, especially when realizing the pedagogical significance of collaborative campus programming, institutions can showcase, discover, preserve, and grow programs that shape campus communities and engagement. This session will provide an overview of K-REx and spotlight the digital archive of the university’s first year experience program and common reading program, K-State First Book. We will discuss the benefits and challenges to expanding the purview of your repositories. We talkthrough the types of materials we decide to host in our repository and why we share what we do. We will also provide recommendations on new ways to evaluate what belongs in institutional repositories and how this diversity can benefit your program, your institution, the community, and others.
Open Access
I Have Many Skills: Becoming the Xena of Teaching Modalities
(2021-02) Vaughan, Mariya; Coleman, Tara; mbjv; tcole2
While COVID-19 cases rose throughout the spring and summer months, faculty were expected to create flexible and engaging online learning environments, as many understood that courses would not represent the common classroom experience that students hope for as they begin college. Much like the titular warrior princess Xena, who faced overwhelming challenges and honed her impressive multitude of skills, faculty quickly learned and integrated new online teaching strategies and created varying new course modalities. Together we’ll explore the skills we’ve built and challenges we’ve faced that can be integrated into first-year courses moving forward through pandemic teaching and beyond.
Open Access
If I Were the Boss of You...This Is How All Meetings Would Be Run
(2021-11-05) Coleman, Tara; tcole2
Some meetings are invigorating, some a struggle, and some make participants feel like they are riding on the hot mess express. Attendees may be unsure of why they are in the meeting. The usual person dominates the conversation without adding anything of substance. Meeting members might leave with a completely different understanding of what happened than someone else. This session provides tangible tips for shaping meeting expectations and roles, introduces free or low-cost tools that allow for voices to be heard that would otherwise be silent (or talked over), and supplies ways to wisely use and respect everyone’s time.
Open Access
It’s Not Busy Work
(2021-11-05) Denison, Veronica; Coleman, Tara; vldenison; tcole2
In the wake of the COVID 19 pandemic at Kansas State University many library employees needed to be able to do work from home or risk the prospect of not getting paid. The university archivist and the web services librarian got together to develop digital projects that could be completed without any special equipment other than a computer and internet. These projects benefited the university archives by making history more accessible and visible to others. We will show the processes that were used, the final product, and feedback from a library employee who worked on these projects.
Open Access
OER Action Plan for Kansas State University’s Open Alternative Textbook Initiative
(2021-10-05) Finch, Emily G.
This report submitted in completion of the Open Educational Network's OER Librarian Certification program examines the K-State Open Alternative Textbook Initiative (OATI) and its needs past, present, and future. It creates a list of goals and proposes new metrics for that will help bring the project into its 10th year (2023) with success, community, and sustainability in mind. The report is written from the perspective of the Scholarly Communication and Copyright Librarian who has met the administrative needs of the project since February of 2020. This report serves as a checklist and proposal moving forward but also as a resource to other OER librarians/enthusiasts interested in the administration and future of the OATI. The introduction provides an overview on how K-State administers its program, followed by sections that lay out needs and possible solutions for moving forward with the project, and it ends with an appendix that provides an overview of OATI reporting and administration. The documents in the appendices are licensed from the Open Alternative Textbook Initiative for others to reuse in their OER efforts.
Open Access
Teaching With Data in the Social Sciences at Kansas State University: How Can K-State Libraries Support Undergraduate Instruction?
(Kansas State University Libraries, 2022-07-22) Bonella, Laura; Finch, Emily; Spahr, Kendra
K-State Libraries established a local research team to partner with Ithaka S+R on their multi-institutional study on teaching with data in the social sciences. The project was developed to gather information about how undergraduate instructors in the social sciences taught with and about quantitative data. The team hoped to establish baseline knowledge of faculty needs when teaching with data in order to inform our development of research data services. While this report focused on our institution, we hope the recommendations will be useful for librarians at other institutions as well. A previous version of this work had been made available in September 2021.
Open Access
Scholarly Communication Task Force Report and Recommendations
(Kansas State University, Manhattan, KS, 2020-08-24) Andresen, Daniel; Carroll, Doris; Culbertson, Christopher; Gibson, Huston; Kastner, Justin; Kingery-Page, Katie; Lindshield, Brian; Markham, Mindy; Otto, Ryan; Porath, Suzanne; Suh, Jaebeom; Tatonetti, Lisa; Yeh, Sheila
To address issues resulting from the serials crisis at Kansas State University, Provost Charles Taber, Faculty Senate President Tanya González, and Dean of Libraries Lori Goetsch created the Scholarly Communication Task Force during the 2019 fall semester. The purpose of this task force is to gather stakeholders in the K-State community to review the current landscape of scholarly communication practices on campus and offer recommendations to improve not only access to information at K-State but direct our institutional participation in the movement toward open scholarship. The task force reviewed scholarly communication initiatives at K-State and other higher education institutions and sought input from the campus community. Based on this information, the task force made several recommendations with accompanying budget implications. Recognizing that maintaining the status quo is not fiscally sustainable, we make the following recommendations: • We recommend that the University adopt an Open Access Policy to self-archive articles that it produces • We recommend the Library continue to monitor/manage subscription efficiencies • We recommend greater usage of interlibrary loan as an option for materials not subscribed to by K-State Libraries, while transitioning to transformational agreements and multipayer models • We recommend changes to how research is evaluated based on best practices • We recommend that faculty to write publication costs into their grant proposals • We recommend, continuing the Open Access fee fund, only if it is fully funded and higher priority recommendations are adequately supported Additional information about the task force’s findings and process for gathering information from the campus community are included later in this report.
Open Access
Creating a new seminar courses: Making magical one-credit courses
(2021) Powell, Charissa; Coleman, Tara L.; tcole2
One-credit classes can be instrumental to a student’s success. Join two adjunct faculty librarians as they share their best practices for developing brand new one-credit first-year experience seminars. Planning a seminar course can be an exciting and challenging experience for both experienced instructors as well as novices. This presentation will provide information to those interested in teaching a new course for the first time and are unsure where to start. Attendees will leave this session knowing more about the needs of students, the right workload for a one-credit class, and how to make classes meaningful and valuable to students.
Open Access
Trigger Warning: What to do with the ugly history that lurks in your archives
(2021) Rogova, Irina; Coleman, Tara L.; Hight, Cliff; tcole2
So you’ve encountered materials in your institutional collection showcasing histories of racism, sexism, and other forms of bigotry. You’ve gone through the process of appraising these materials, describing them, and making them accessible to the public. You’ve even added a content warning to your collections to let researchers know they may encounter offensive materials. What now? In this audio piece, three information professionals from Kansas State University will tackle the “what’s next” of working with controversial collection materials. The speakers will then guide listeners through some of the legal and ethical requirements for archivists seeking to highlight these materials and we will discuss how to use these materials to create learning opportunities for our students, faculty, and staff.
Open Access
Supporting the Pedagogical Needs of Faculty Teaching Undergraduate Business Students at Kansas State University
(Kansas State University, 2019-11-01) Spahr, Kendra; Olsen, Livia; kspahr; livia
In 2019 Kansas State University was a research site for a large-scale, collaborative study on how academic libraries can best support the pedagogical needs of faculty teaching undergraduate business students. Coordinated by Ithaka S+R, a not-for-profit organization that supports academic communities, the project aimed to answer the questions (1) What are the teaching practices and support needs of instructors of undergraduate business? (2) How can libraries support undergraduate teaching in business? Ithaka S+R published a capstone report based on data from all participating institutions. Researchers at Kansas State University produced this report, based on local data, to identify ways that K-State Libraries can better support undergraduate teaching at K-State’s College of Business Administration.
Open Access
Six Years of Running a Campus Open Access Publishing Fund. Where are we?
(2019) Otto, Ryan W.; rwotto
How much can $261,000 buy? Around 170 articles, as it turns out. Kansas State University launched an open access publishing fund in 2013 and it has remained active as of the end of the spring semester, 2019. The publishing fund, in short, is a subvention fund used to support the publishing of open access articles by the institution's researchers. K-State is one of many institutions who have launched such funds in the last 10 or so years. Since launching the fund, 221 requests for funding representing 37 different academic departments from around the institution have been reviewed resulting in 173 articles being published in gold open access, with a few more still in process. This poster will assess the K-State Open Access Publishing Fund since the program’s inception in 2013 by providing an overview of the program, the impact of the articles published using a diverse set of research impact metrics, demographics of awardees, compare the data to broader open access publishing trends, and provide conclusions. The assessment will seek to determine if or how well the publishing fund has met its founding four goals and provide a cost-benefit analysis of the program, attempting to answer what did the program accomplish and how much did it cost to do it.
Open Access
Trial by fire, water, and soot : Kansas State University's collection disaster plan dissected and what you can learn from our disaster
(2018-10-24) Turvey-Welch, Michelle R.; Talbot, Kathryn; mturvey; ktalbot
How would your collection disaster plan fare in a large-scale disaster event? Do you have a plan? Are the major players aware of the plan and their role? In May 2018, Kansas State University's Hale Library experienced a fire which resulted in soot and water damage to all collections. Scale of damage varied widely by location in the building. Come to hear how our disaster plan worked, what we would do again, what we would change and refine moving forward, and how our plan was applied in a large-scale library collection disaster event.
Open Access
Disaster planning : knowing your risks is just the first step
(2015-10-01) McCune, Morgan O.H.; Talbot, Kathryn; ktalbot
Open Access
Know your risks : preventing disasters!
(2014-11-06) Talbot, Kathryn; ktalbot
This presentation introduces KCHERN, Kansas Cultural Heritage Emergency Response Network, followed by a “Disaster Planning 101” approach to risk assessment. Presenter: Kathryn Talbot, Preservation Coordinator, Hale Library, Kansas State University.
Open Access
Teaching as a Political Act: Critical Pedagogy in Library Instruction
(2018-04-01) Fritch, Melia E.; melia
This article establishes a theoretical framework for critical library instruction (and thereby critical information literacy) that is built upon critical feminist theory, critical race theory, and engaged pedagogy, among others. Using the ideas and work of theorists to create a path linking the ideas of critical analyses together, the author demonstrates the importance and need for critical information literacy within library instruction to empower students, creating opportunities for lifelong learning. Noted within the article are the obstacles for librarians who focus on feminist engaged pedagogy in their teaching; however, the author shares with readers that the challenge is in fact worth the struggle. Overall, the article presents a theoretical foundation for the author’s call to action – it’s time for librarians to move forward as teachers-as-activists roles and use library instruction as a transformation into a lifelong learning experience for students.