International Evidence Based Library & Information Practice Conference
In June, I traveled to Philadelphia for the 9th International Evidence Based Library & Information Practice Conference.
Collecting and Using Evidence Routinely for Advocacy, Opening Keynote Address / Alison Brettle
EBLIP and Everyday Practice for Librarians and our Libraries, Closing Keynote Address / Pam Ryan
Rick Stoddart, We Are The Evidence: Critical Reflection as Personal Evidence
Panel Discussion: Responding Proactively to “Fake News” / Moderator:
Jon Eldredge, Associate Professor, School of Medicine, University of New Mexico / Panelists: Heather Holmes, Associate Director of Libraries, Medical University of South Carolina; Scott Walter, University Librarian, DePaul University; Malin Ögland, Head, County Library, Uppsala, Sweden
April Cunningham and Michelle Dunaway / Analysing and Assessing IL in the Framework Era: A Rhetorical Analysis Followed by Exploratory Factor Analysis
Susan Archambault and Alexander Justice /
Exploring Student Use of the Information Commons through Mixed Methods
Ningning Kong/ Evidence-based Library Instruction Development for Spatial Literacy
Deciding and Designing with Data: Analyzing User Data and Behaviour Trends in Online Learning Objects
Introduction: This paper presents the analysis of online learning objects usage at the University of Guelph Library. In an effort to “meet students where they are at” and develop engaging learning content, the library has created online learning objects such as videos and online help guides that support learning, writing and research skill development. Evidence based library and information practice (EBLIP) offers an opportunity to translate usage data into evidence based decisions and best practices for the creation of online learning objects.
Objective: This study seeks to provide an overview of approaches to data analysis and user behaviour assessment for online learning objects: *Identify different data analysis tools used to gather and analyze user activity and behaviours in YouTube and Springshare Libguides *Examine user data such as flow, searching, acquisition, traffic sources, audience retention, watch time and session duration to identify trends *Develop an evidence based approach to best practices for online learning object creation
Methods: Mixed method approaches were used to carry out this study. User data from Google Analytics and Springshare Libguides were used to assess usage data from YouTube and LibGuides from September 2015 to August 2016. In addition, questionnaires and user experience testing were conducted to provide additional context and understanding of the data.
Results: Online learning object usage data provides an opportunity to discover how students are using online help content. Collected data allows us to engage in ongoing evaluation of trends and enhances best practices. Key findings include the need to connect content explicitly to related courses and to create smaller, bite-sized content, acknowledging the low amount of time spent with objects.
Conclusion: This study will help librarian and student support practitioners build awareness of data available to them and understand how they may use these tools to support evidence based decision making.
