Melinda Weatherford Article Summaries & Critiques

FRIT 7235 Summer 2014

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Article Summaries and Critiques
Dresselhaus, A., & Shrode, F. (2012). Mobile technologies & academics: Do students
use mobile technologies in their academic lives and are librarians ready to
meet this challenge?. I nformation Technology & Libraries, 31(2), 82-101.
Research Article 1:
Utah State University (USU) conducted a study to find statistics on mobile device
usage among students. They wanted to know the ways in which they use them, and if
theyre interested in using them to access library services. Librarians were also surveyed
to find out if and how they planned to implement mobile services. The results of the
study indicate that students are very interested in accessing the library via a mobile
device, even if they have not yet purchased one. The library responded by implementing
mobile applications through their vendors, and by beginning to develop a plan to
optimize the librarys website to support mobile technology.
Even though this article was only written two years ago, I found the study to be a
bit dated. Most libraries in 2014 now know that optimizing library services and resources
for mobile technology is not only wise, but it is quickly becoming critical. The article did
emphasize the use of advertising as necessary to promote and initiate usage of available
mobile technologies. I thought it was helpful that USU reviewed similar studies done
previously by other universities, and identified gaps or weaknesses in them prior to
developing their own study. For example, they made sure to collect empirical data about
student mobile usage rather than rely on librarian perception alone.

Melinda Weatherford Article Summaries & Critiques
FRIT 7235 Summer 2014
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Emanuel, J. (2013). Digital native librarians, technology skills, and their
relationship with technology. I nformation Technology & Libraries, 32(3), 20-
33.
Research Article 2:
Jenna Emanuel, a digital services and reference librarian at the University of
Illinois, Urbana, explores and researches Millennial Generation librarians, their
relationship to technology, and their influence on libraries in this article. She conducted
her research by using an online survey and individual interviews. She also wanted to find
out if this generation is drawn to the career because of the high-tech environment of
academic libraries. The results of her research revealed that many younger generation
librarians did not feel that library school adequately prepared them for the actual skills
they would need on the job, and that most of them did not decide to become librarians
because they considered librarianship a high-tech field. Many felt that although they are
fairly adept at using technology tools, they are not adept at creating them.
When I started reading this article, I felt I had an advantage in my career since I
have a strong technology background, but as I read further, I began to realize that I did
not know many of the technology skills discussed. Most of the 315 librarians surveyed
did feel that they were not as intimidated by technology as their older counterparts. I am
not as young as the digital natives, but I definitely see that I am more easily able to
embrace change, innovation and technology than some of my older generation
colleagues. I thought this article discussed a very current and valid topic, and Im glad I
read it. I have noticed that many young librarians with Library Science degrees seem
somewhat less equipped than I am. As a faculty librarian at an academic library, I feel
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FRIT 7235 Summer 2014
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that one of the reasons I was hired for the job was because my degree (Med in
Instructional Technology for Library Media Specialist Certification) was preferred to a
traditional MLIS. I was able to demonstrate many valuable skills that my MLIS
competition did not have. This article validated that idea by emphasizing the apparent
issue of a lack of technology skills among traditional library degree graduates. I feel that
many current MLIS degrees are not preparing librarians for libraries of the future.

Riley-Huff, D. A., & Rholes, J. M. (2011). Librarians and technology skill
acquisition: Issues and perspectives. I nformation Technology & Libraries,
30(3), 129-140.
Research Article - 3:
This article examines research and surveys done to find out how well prepared
librarians are for positions in academic libraries, and how effective traditional ALA
accredited LIS and MLIS programs prepare librarians for libraries of the future. The
results indicated that employers are looking for librarians with stronger technology skills.
Although the number of technology courses has increased in library programs recently,
they still fall short of what is needed to properly prepare librarians for their technology
rich work environments.
The results of this study reflect some points made in the previous study on digital
native librarians. The article deeply connected with my recent experience being hired as
a full-time, tenure-track, faculty librarian before I completed my degree. I competed
against five candidates who all already had their MLIS degrees. I had not yet completed
my program, and although my program is library-related, it is not an MLIS. I was still
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FRIT 7235 Summer 2014
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able to demonstrate technology skills in my interview and presentation that the other
candidates did not have. My employers indicated they based their final decision on these
technology skills. This situation directly reflects the results of the administrators
opinions in the study.

Scales, B., Nicol, E., & Johnson, C. M. (2014). Redesigning comprehensive library
tutorials. Reference & User Services Quarterly, 53(3), 242-252.
Theory I nto Practice Article 1:
The Washington State University Library Instruction Team redesigned two of
their online tutorials to include multimedia and updated teaching models including
cognitive load, Mayers theory of multimedia learning, and Andersons theory of ACT-R
cognitive architecture. A focus is placed on the importance of aesthetics and length of
time to view the content. Shorter, visually pleasing tutorials are more appealing and
engaging to the leaner. The tutorials were compared against all the theories. This article
also includes discussion of an assessment of the user experience of the redesigned
tutorials. The librarians were satisfied with the overall results of the assessment survey,
identifying that students were indeed learning what they were intended to from the
tutorials. Application of the various learning theories to the redesign of the tutorials
proved to be successful in developing more effective tools.
I found this article particularly resonant of issues I am dealing with in my own
job. We desperately need to update our tutorials. This is a very time consuming task, but
I feel like I have some framework through this article to help us make wise choices as we
move forward. It would have been unrealistic for me to try to apply these theories into
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our tutorials, so I feel like WSUs work could benefit us. I plan to hang on to this article
and share it with my colleagues this summer when we discuss updating our tutorials. It
will be an excellent guide for implementing these very clear strategies. Overall, the
article was well written, professionally useful, and provided very clear guide points for
creating effective, engaging online video tutorials. It even included screen shots of the
new tutorials and a table of the assessment results.

Stephens, M. (2013). Exemplary practice for learning 2.0. Reference & User Services
Quarterly, 53(2), 129-139.
Research Article 4:
Survey responses from participating library staff and administrators are evaluated
to identify evidence-based exemplary practices for implementing online, self-directed
learning programs using a Learning 2.0 model in order to help librarians create effective
professional development training programs built on this model. The Learning 2.0
program trains library staff to use emerging Web 2.0 technologies. The results of the
study indicate that this program is highly effective in increasing the knowledge and
confidence of library staff and their ability to use technology. Exemplary practice for
implementing this type of program is detailed, so libraries using it can be successful.
I am going to do further research on this program because I think it would be
extremely beneficial to implement it at my library. One of the practices the article
recommends is to make sure that everyone on staff is included in the training. I think this
would be a critical point, because the staff members who are not librarians or
administrators are probably the least confident about their technology skills. The article
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also identified potential weaknesses to avoid, such as scheduling the program to run when
there are minimal breaks, interruptions, or conflicts. This article was thorough, detailed,
and extremely informative. Im so glad I learned about this training program. Its
offered under a Creative Commons license, so I may actually be able to implement it.

Tallent, E. (2012). Editorial board thoughts: Technology and mission: Reflections of
a first-year college library director. I nformation Technology & Libraries,
31(4), 3-5.
Professional Practice Article:
Written by a newly appointed library director at a small college called Curry
College in Milton, Massachusetts, this article is a reflection of the library directors first
year in the job, and the issues and challenges he has faced, particularly in regard to the
use of technology in several aspects of library service and instruction. He discusses
issues and thoughts on the library website, virtual services, citation generators, eBooks in
the collection, staff and technology, and the role the library might play in the vision and
initiatives of the institution as a whole.
This article was extremely relevant to my job. Even though I am not a library
director, I can closely relate to most of the situations he described. Tallent discussed the
issues hes had dealing with the conflicting priorities of the library website being
embedded in the campus portal. I am in charge of development and maintenance of our
library website, and I have personally been extremely frustrated dealing with college
relations. They have a fundamental lack of understanding of the services and resources
we provide to students, and the critical nature of our website as delivery tool for those
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FRIT 7235 Summer 2014
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resources. The other point he made that really hit home for me was his discussion of
LibGuides. LibGuides is an online content management system used by librarians. We
use them at our library, and I am not a big fan for the exact same reason Tallent (2012)
expresses, While I understand the value that products like LibGuides can bring to the
community, allowing content experts (librarians) to quickly and easily create template-
driven web-based subject guides, I remain troubled by the lack of design skills librarians
possess, and by the lack of recognition that good design can be just as important as good
content (p. 5). Our LibGuides were created before I got the position, and I think they
are text-heavy and not very user friendly. This article did a great job of reflecting and
supporting many issues I have experienced at work. The only negative was that I was
surprised to find several typos in it.

Thompson, S. (2012). Student use of library computers: Are desktop computers still
relevant in today's libraries?. I nformation Technology & Libraries, 31(4), 20-
33.
Research Article - 5:
A two-year research study on student library computer use was done at California
State University San Marcos library using a mixed-methods approach. The coordinator
of library systems and other library staff conducted the study to find out if the increase in
student use and ownership of mobile devices such as laptops, smart phones and tablet
computers had effected usage of library desktop computers. The study revealed that
students preferred using the librarys desktop computers, not only over their mobile
devices, but they also preferred them to desktop computers in other computer labs on
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campus. The students preference for library computers also benefitted the library by
reinforcing its role, encouraging additional study habits in students, and encourage use of
other library services.
I thought it was very interesting that students preferred using the librarys desktop
computers to all the other available choices. The study revealed that the main reasons for
this were convenience, quiet, atmosphere, and close proximity to other library services.
The computers in our learning commons are also extremely popular. Some of our
students do not have computers at home, but I do see anecdotal evidence that they prefer
our computers because they have access to support and other resources there. Although
this study was very helpful, relevant, and interesting, I thought it would have been more
interesting to know what the computer usage was before the increase in mobile
technology ownership. I was surprised to find that the study revealed extremely low
interest (less than 2%) in checking out laptops, using quick look-up stand-up computers,
and e-book readers. On a side note, I have found that all the articles Ive read that were
published in Information Technology & Libraries are extremely interesting and
remarkably relevant to my profession.

Woods, H. (2012). Know your RO from your AE? Learning styles in practice.
Health I nformation & Libraries J ournal, 29(2), 172-176. doi:10.1111/j.1471-
1842.2012.00983.x
Theory I nto Practice Article - 2:
In this article, Woods discusses how Kolbs Cycle of Learning theory can be used
to create information literacy (or other) instruction sessions. This theory focuses on the
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FRIT 7235 Summer 2014
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idea that learning takes place through experience and participation, and leaners prefer
different cycles of the learning experience. Suggestions are made on how to apply this
learning cycle when planning instructional activities, and actual activities are suggested.
Woods also offers ideas on improving our delivery of the instruction, and suggests taking
small steps outside of our comfort zone. The author concludes with reminding us to
consider delivery as well as content when planning instruction.
I really appreciated that the article included concrete ideas, and suggestions were
given for activities that would incorporate this learning theory. It gave examples of
different types of activities to fit different parts of the learning cycle. The hands-on
research sessions and group work were good ideas, but I wasnt crazy about trying to
frame a learning experience around the cycles mentioned in the article. I like the idea of
creating an experience for the students, but trying to frame a lesson around different
learning cycles seemed over-the-top. I feel like common sense, experience, and self-
evaluation along with a knowledge of effective methods and research should be the
strongest guide when creating lessons.

Wu, J., Chatfeld, A. J., Hughes, A. M., Kysh, L., & Rosenbloom, M. (2014).
Measuring patrons' technology habits: An evidence-based approach to
tailoring library services. J ournal Of The Medical Library Association, 102(2),
125-129. doi:10.3163/1536-5050.102.2.014
Research Article 6:
The article discusses how new technologies are continually integrated in library
services and the need for useful information to help libraries successfully implement
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these technologies into services. Data was collected to measure ownership, usage,
awareness of technology, and willingness to use technology to access library services.
All participants surveyed used at least one type of mobile technology device. The
information was collected to help librarians better tailor their services.
This study included lists of data collection results which made it a very dry read.
Some the of information could be useful to gain perspective on student technology use,
but overall I do not think it would be very helpful to the library where I work. We would
have to conduct our own study. The survey they created is basically a tool they can
update every year in order to make sure they are adequately meeting student needs.