Academic libraries &amp; institutional learning analytics: One path to integration

Oakleaf, Megan; Whyte, A.; Lynema, Emily; Brown, Malcolm

doi:10.1016/j.acalib.2017.08.008

Cited by 26 publications

(18 citation statements)

References 10 publications

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“…Institutional researchers build complex models to measure and predict student retention and graduation rates (Crisp, Doran, & Salis Reyes, 2017;Essa & Ayad, 2012;York, Gibson, & Rankin, 2015). And some academic librarians use LA to identify relationships between information access, use, and services with learning outcomes (Oakleaf & Kyrillidou, 2016;Oakleaf, Whyte, Lynema, & Brown, 2017). Beyond this small core of common practices has emerged some boundarypushing initiatives, in so doing they explore new possibilities of what can be done with student data.…”

Section: Institutional Flows Of Student Datamentioning

confidence: 99%

“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

Jones

Asher

Goben

et al. 2020

Asso for Info Science & Tech

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Higher education institutions are continuing to develop their capacity for learning analytics (LA), which is a sociotechnical data mining and analytic practice. Institutions rarely inform their students about LA practices and there exist significant privacy concerns. Without a clear student voice in the design of LA, institutions put themselves in an ethical grey area. To help fill this gap in practice and add to the growing literature on students' privacy perspectives, this study reports findings from over 100 interviews with undergraduate students at eight United States highereducation institutions. Findings demonstrate that students lacked awareness of educational data mining and analytic practices, as well as the data on which they rely. Students see potential in LA, but they presented nuanced arguments about when and with whom data should be shared; they also expressed why informed consent was valuable and necessary. The study uncovered perspectives on institutional trust that were heretofore unknown, as well as what actions might violate that trust. Institutions must balance their desire to implement LA with their obligation to educate students about their analytic practices and treat them as partners in the design of analytic strategies reliant on student data in order to protect their intellectual privacy.

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Section: Institutional Flows Of Student Datamentioning

confidence: 99%

“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

Jones

Asher

Goben

et al. 2020

Asso for Info Science & Tech

View full text Add to dashboard Cite

show abstract

“…While the above-mentioned studies demonstrated a correlation between library use and students' academic success by utilizing a wide range of data sources collected from libraries and institutions, academic libraries face challenges to gathering and accessing this data (Oakleaf, 2016;Oakleaf, Whyte, Lynema & Brown, 2017). Depending on the academic institution's policies (e.g., data privacy), capability (e.g., data analysis), or capacity (e.g., recording data), not all academic institutions provide access to this data.…”

Section: Literature Reviewmentioning

confidence: 99%

The Library’s Impact on University Students’ Academic Success and Learning

Scoulas¹,

Groote²

2019

EBLIP

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Objective -The purpose of this study was to examine relationships among student library visits, library resource use, library space satisfaction (e.g., quiet study space), and students' academic performance (i.e., Grade Point Average or GPA) using quantitative data and to better understand how the academic library has an impact on students' learning from students' perspectives using qualitative data.Methods -A survey was distributed during the Spring 2018 semester to graduate and undergraduate students at a large public research institution. Survey responses consisted of two types of data: (1) quantitative data pertaining to multiple choice questions related to the student library experience, and (2) qualitative data, including open-ended questions, regarding students' perceptions of the library's impact on their learning. Quantitative data was analyzed using Spearman's rank correlations between students' library experience and their GPAs, whereas qualitative data was analyzed employing thematic analysis. Results -The key findings from the quantitative data show that student library visits and library space satisfaction were negatively associated with their GPA, whereas most students' use of library resources (e.g., journal articles and databases) was positively associated with their GPAs. The primary findings from the qualitative data reveal that students perceived the library as a place where they can concentrate and complete their work. Additionally, the students reported that they utilize both the quiet and collaborative study spaces interchangeably depending on their academic needs, and expressed that the library provides them with invaluable resources that enhance their coursework and research.Conclusions -While the findings show that the student library experience was associated with their academic achievements, there were mixed findings in the study. The findings suggest that as a student's GPA increases, their in-person library visits and library space satisfaction decrease. On the other hand, as a student's GPA increases, their library resource usage increases. Further investigation is needed to better understand the negative relationship between students' library visits, library space satisfaction, and their GPAs.

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“…Evidence of the movement can be seen through ACRL's Impact of Academic Libraries, Megan Oakleaf's recent work (Oakleaf, 2016;Oakleaf et al, 2017) on integrating the library in campus data collecting initiatives, and emerging papers considering the library's role in protecting student data (Jones & Salo, 2017 …”

Section: Resultsmentioning

confidence: 99%

Sharing Success: A Review of Strategic Planning, Annual Reports, and Publicly Available Information from Academic Libraries

Springmier¹,

Edwards

Bass

2018

EBLIP

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Objective -This paper reports on a study which explored web-based information sharing practices in North American academic libraries. This study specifically focused on how selected academic libraries use data, reports, and other strategic planning documents to communicate Evidence Based Library and Information Practice 2018, 13.2 71 success and demonstrate impact to stakeholders, administrators, and peers.Methods -An environmental scan was conducted to explore the assessment programs and communication practices of 97 North American academic libraries. The population for this study was identified on the basis of several metrics: consortial membership, Association of Research Libraries (ARL) ranking on various criteria, and institutional attendance at the 2014 and 2016 Library Assessment Conferences (LAC). Researchers conducted content analyses on the websites of the 97 libraries to identify measures of institutional support for assessment and to explore the range, depth, and quality of data made available. These iterative analyses were supported by the use of a rubric developed based on emergent criteria observed during multiple phases of review.

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Academic libraries & institutional learning analytics: One path to integration

Cited by 26 publications

References 10 publications

“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

The Library’s Impact on University Students’ Academic Success and Learning

Sharing Success: A Review of Strategic Planning, Annual Reports, and Publicly Available Information from Academic Libraries

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