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5856 results in Facet Publishing

Page 207 of 293

  • 6 - The librarian as information provider and educator

  • from Part 2 - Roles
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 89-112

  • Summary

    Introduction

    This chapter describes the health librarian in the role of information provider and educator. By way of introduction, Pat Spoor and Debra Thornton describe this role from both higher education and NHS library perspectives. Four case studies in four different contexts follow to illustrate different aspects of these roles in practice.

    HIGHER EDUCATION OVERVIEW

    Pat Spoor

    Introduction

    Health librarians, in a university context, are the academic liaison librarians who work closely with departments to develop and manage access to information, deliver academic skills training, support research and ensure that the university library is aware of, and responsive to, the needs of different disciplines. Information provision is one of their core functions but the range and complexity of resources and providers means that they depend increasingly on input from colleagues in e-resources, acquisitions, cataloguing, IT and customer services to provide the complex network of resources that library users need and expect. This role is illustrated with a case study by Lorie Kloda later in this chapter.

    The role of academic librarians in general has changed significantly in recent years, driven by a combination of educational, political, technological and financial developments. These changes are elaborated below and are relevant for all academic librarians, whatever their subject domain. However, for academic health librarians the growth of evidence-based practice (EBP) and the need to take account of changes in health policy and practice add an extra dimension to their role as they endeavour to meet the information needs of the students, academics and NHS staff who use HE libraries.

    Collection development

    Traditionally, academic librarians had an in-depth knowledge of subject collections, but this is changing as the concept of collections gives way to one of access. The advent of ‘big deal’ journal packages has hugely expanded the range of journals available to HE. This, and the plethora of subscription and open access e-resources available, has shifted the emphasis for librarians from collection development towards providing seamless access to integrated digital and physical resources. The growth of consortial purchasing, where negotiations with publishers are done via an intermediary, has also changed the nature of the librarians’ relationship with resource provision, though this type of cross-institutional co-operation may diminish with the proposed changes to student fees (Browne, 2010).

  • 1 - The changing context of health for library and information professionals

  • from Part 1 - Context
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 3-14

  • Summary

    Introduction

    This chapter looks forward and examines the changing context of health care and how this may affect health information professionals. It also reflects how health has changed over the last 15 years and the corresponding changes that health information professionals have made.

    THE HEALTH CONTEXT

    Christine Urquhart

    Introduction – future changes in health care

    Trying to predict the future is always difficult. For health care, we have some help from a report produced by the Foresight Panel established to predict health care trends for 2020, and provide recommendations for action by the UK government (Department of Trade and Industry, 2000). By the end of 2010, we should be able to judge how far we have progressed, and whether there have been other changes in science, technology or the socio-economic environment that now need to be considered. Most of the key recommendations would have some implications for the work of health information professionals but some have a direct impact, or might have had, if political and economic events had not overtaken the changes. The panel recommended that independent and publicly accountable bodies be formed to help regulate the privacy, availability, sourcing and accuracy of health information, as well as the access that should be granted to certain users of that information from patient records. These are not problems with easy solutions, as the Health 2.0 Debate (December 2010) in The Economist (online edition) indicates (The Economist Debates, 2010). Nevertheless, there is still strong support for the idea that patients should have more control over the health information that belongs to them. In the UK, the White Paper published in 2010 (Department of Health, 2010a) suggests that patients should have control of their health records, that patients should be able to determine who else can access their records, and should be able to see what changes have been made to their records. Sharing of records with organizations such as support groups should be possible if that enables patients to manage their condition better. Aggregated (and anonymized) patient data should be made available in a standard format to allow accredited intermediaries to analyse this for research, for presentation of data to patients and patient groups.

  • 7 - The librarian who analyses information and manages knowledge

  • from Part 2 - Roles
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 113-134

  • Summary

    Introduction

    Trying to provide a brief introduction to knowledge management, as perceived and practised in the health sector, is a challenge when there are so many books and articles on knowledge management. The computer scientist, the human resources manager, the information manager, staff development and the librarian – all have their perspective on knowledge management and what it should involve. The type of organization also affects the perspective on knowledge management, as an engineering organization or projects run by agencies such as the World Bank may emphasize the know-how, and the ‘war stories’ that staff relate to help newcomers appreciate how things are done in this organization and why. Storytelling, as it is explained by management thinkers such as Stephen Denning at the World Bank (Denning, 2000), seems very far removed from knowledge transfer and getting evidence into practice in a health service organization. Storytelling – is not that all about anecdotal evidence? That is very low down in the hierarchy of evidence for health service staff, surely. But what about the way many students are taught these days – problem-based learning, around a realistic clinical scenario or story? Clinical journals may have sections for care studies, case reports, as well as reports of research trials, and clinical decision making may be fast as it depends on scripts, outline storylines that professionals remember more easily (Urquhart, 1998).

    The structures and systems that information professionals design to support better information management and knowledge management for health care staff need to reflect how people learn, particularly in the workplace. A long-term problem for many health staff is that the systems they use for patient administration just serve current needs, and although it is of course important to ensure that the record systems used are accurate and the record reflects the care provided, it is often difficult to see how the information in the patient record can be used to improve practice (Urquhart et al., 2009). Clinical audit is one step forward, and Helen Seeley (in her case study in Chapter 8) explains how her role spans clinical audit and research support.

  • 2 - Changes in information generation and use

  • from Part 1 - Context
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 15-38

  • Summary

    Introduction

    This chapter provides an overview of the way changes in publishing (in the widest sense) and information use are affecting library and information services in the NHS and higher and further education, and points to the way the health services aimed at greater patient and client choice will affect how primary health care services (and social care services) will be organized. Library and information services are changing and will change even more, with different models of service delivery likely to emerge. In the first section, Jenny Turner and Louise Goswami present the perspective from the NHS, discussing the implications of continuing professional development for a much wider range of staff, the needs of students on placement, and the way e-resources and open access publishing will change the ways in which staff access materials. Such open access ideals often fall foul of NHS firewalls, however. The next contribution, from Neil Ford, discusses some of the changes from the higher education perspective. Assumptions that all incoming students will be Millennials and digital natives need to be tempered by the fact that many students entering degree courses in the health professions are mature students. In many ways, such mixed groups are more rewarding to teach and support, but it is not possible to make sweeping assumptions about the information and IT literacy of the student cohort. We are still collecting good evidence about the effectiveness of various models of information literacy support, but it is likely that excellent liaison with academic staff and a support programme that is suited to many different levels of skills and knowledge is likely to be more effective than the library operating on its own. As Neil Ford points out, evidence-based practice means something to health students, and if information literacy programmes are not seen to contribute to evidence-based practice then they may not seem relevant. It is also important to remember, as Sue Lacey Bryant points out, that the existing evidence that is needed to make a decision about commissioning may be hard to find. The evidence may not come already prepared, it may need to be put together from multiple sources, and that includes sources that are not published in the traditional sense of books, journals or reports. And the information on costs is more vital than ever.

  • 5 - Skills, competencies and knowledge

  • from Part 2 - Roles
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 77-88

  • Summary

    Introduction

    This chapter sets the scene for this second part, which focuses on roles. Later chapters discuss some case study examples of the ways in which some health library and information professionals have developed their roles in all sorts of working environments. First of all, we need to remember what is meant by role, as discussed earlier in the overview. Sociologists can help us unpick some of the assumptions we make about roles in a working environment, and why roles can be seen as a problem or an opportunity. Second, we need to think about the distinguishing features of roles – what are the expectations of this role or that role? What should some professionals be expected to be able to do, and what skills do they need in order to be able to perform in their roles? Third, what does interprofessional working really mean, and how do we learn from reflection on our own practice, and from observing others? How do our information professional colleagues and other colleagues help us develop professionally?

    The Chartered Institute of Personnel Development (CIPD) points out that there is a distinction between competencies and competences, although many people do not now distinguish between the terms. Strictly speaking, competency is precisely defined as ‘the behaviours that employees must have, or must acquire, to input into a situation in order to achieve high levels of performance’ (CIPD, 2010). The focus is on the person, and behaviour and performance. The CIPD (2010) define competence in terms of a system of minimum standards or a demonstration of performance and outputs, and the focus here is on the job. Occupational standards, which are concerned with expectations of particular job roles, deal with competences. This chapter will be focusing on competencies, and some of the competency frameworks that have been developed and used to analyse and assess health information and library workers and the work they do. Some frameworks mix competencies and competences, but sometimes the purpose of the framework helps to identify whether the focus is on the individual or the job. We need to think about expertise, the definitions of professional expertise and knowledge, and how that knowledge is acquired and developed to make a professional perform well in practice. Sometimes competencies may be identified and formal courses devised (e.g. Oliver et al. (2008) describe a special course for searching for informationists devised by an interprofessional team).

  • 8 - The librarian within research and evidence-based practice

  • from Part 2 - Roles
  • Edited by Alison Brettle, Christine Urquhart
  • Book:
    Changing Roles and Contexts for Health Library and Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011, pp 135-160

  • Summary

    Introduction

    This chapter discusses the librarian's role in research and evidence-based practice. Whilst Chapter 4 describes how evidence-based practice has provided health librarians with a range of opportunities to demonstrate their skills, this chapter outlines these roles in more detail with five case studies describing roles that support research and evidencebased practice, and in some cases become actively involved in those activities.

    What is research?

    Research is about the discovery of new knowledge or facts. It may involve investigation or enquiry, discovering causes, understanding activities or behaviours, exploring perceptions or testing hypotheses. Robson (2002) describes research that may be carried out in a ‘real life’ context, such as a workplace, which often involves some form of evaluation. Evaluation is a term familiar to most health librarians and is defined as ‘a study with a distinctive purpose, it is not a new or different research strategy but it is often used to assess the effects or effectiveness of something (an innovation or service for example) … whilst not necessarily research, evaluation profits from the principled systematic approach that characterizes research’ (Robson, 2002, 203). The skills, techniques and methods used in research, evaluation and evidence-based practice are often the same and to an extent there is some degree of overlap between the three concepts, therefore it makes sense, particularly when talking about librarians’ roles, that the three are considered together.

    Supporting research and evidence-based practice

    As noted and described in Chapter 6, librarians play an important role in supporting other people's research and evaluation activities. The National Institute for Health Research has produced a flowchart describing a ten-stage research process (www.rdinfo.org.uk/flowchart/Flowchart.html) that clearly states where libraries and librarians have a role to play. This includes a key role in the second stage of research – the literature review, by providing advice, training and guidance on literature searching and reviewing or conducting searches on behalf of researchers. In health service research this may well be to researchers based in academic institutions or to clinicians who conduct research within the health service.

Changing Roles and Contexts for Health Library and Information Professionals
  • Edited by Alison Brettle, Christine Urquhart
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2011
  • Library and information professionals working in the health sector face many challenges. Rapid developments in information technology and the provision of information, coupled with organizational developments and the widespread adoption of evidence-based practice have ensured constant change for a number of years. How have library and information professionals met this challenge and how has this affected the roles they play? Will developments in services render the hospital librarian obsolete? Is there a need for academic health librarians amongst the Google generation of students? This timely edited collection examines the evolving role of health professionals and explores the role they play in the context of where they work. It aims to encourage and inspire health information professionals worldwide to take on new opportunities and ensure their continued development and recognition as valuable assets in the changing health care environment. It covers: providing information; facilitating access to information and managing knowledge; building capacity; undertaking research and evaluation; supporting research and practice; exploiting technology; and evidence-based practice. This comprehensive text is essential reading for information workers and other health professionals, as well as students on librarianship and information studies courses.

  • Section 2 - General Sources

  • from Part 1 - General Sources
  • Christinea Donnelly
  • Book:
    Know it All, Find it Fast for Youth Librarians and Teachers
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 8-18

  • Summary

    Books

    Typical questions

  • • Who publishes books for children on geography?

  • • Are there any children's books linked to the curriculum?

  • • Can you recommend some books for our school project?

    • Considerations

    There are hundreds, if not thousands, of books suitable for children on all subjects, and the quality and standard these days is, in the main, exceptional. There are umpteen books suggested in this guide, but there are a dozen more for every subject that would be equally suitable. With this in mind, it is worth mentioning that there are publishers who specialize in producing books that support and complement the curriculum and for that reason are worth looking at. However, bear in mind that the two listed below are only two examples and it is worth checking other publishing houses. To find out contact details and web addresses use Directory of UK and Irish Publishers, joint publication by the Booksellers Association and Nielsen Book Data.

    Specific children's publishers

    Evans Publishing Group

    www.evansbooks.co.uk

    Specializes in books and resources for all areas of the national curriculum, from Foundation Stage to KS4. It has some excellent titles for all ages, categorized by curriculum subject and age. If you're in need of ideas for books to buy for school or home it's well worth looking at the website.

    Lerner Books

    www.lernerbooks.co.uk

    Books for schools and libraries. Each title is reviewed by teams of teachers and libraries in the UK, who verify that each book is relevant to the national curriculum and the Scottish guidelines. Titles cover Literacy, Science, Art, History, Design and Technology and Geography.

    Dictionaries

    Typical questions

  • • How do you spell ‘friends’?

  • • What's another word for ‘scared’?

  • • What do you call a baby swan?

  • • How many ‘t's’ in motorway?

    • Considerations

    Dictionaries are fantastic tools for those who can spell and read fluently, but can offer little help to the ‘bad speller’, dyslexic or struggling child. With this in mind, the use of dictionaries to find out the meanings of words or to check the spelling of a word should be a shared task. It would be advisable to have age-appropriate dictionaries available, as these are less daunting in appearance. There are also many available with illustrations.

Evaluating and Measuring the Value, Use and Impact of Digital Collections
  • Edited by Lorna Hughes
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011
  • A huge investment has been made in digitizing scholarly and cultural heritage materials through initiatives based in museums, libraries and archives, as well as higher education institutions. The 'Digital Economy' is an important component of institutional planning, and much attention is given to the investment in digital projects and programmes. However, few initiatives have examined the actual use, value and impact of digital collections, and the role of digital collections in the changing information environment. As the creative, cultural and educational sector faces a period of restricted funding, it is timely to re-examine the use of the digital collections that have been created in the past twenty years, and to consider their value to the institutions that host them and to the communities of users they serve. This book brings together a group of international experts to consider the following key issues: What is the role of digital resources in the research life cycle? Do the arts and humanities face a 'data deluge'? How are digital collections to be sustained over the long term? How is use and impact to be assessed? What is the role of digital collections in the 'digital economy'? How is public engagement with digital cultural heritage materials to be assessed and supported? This book will be of interest to academics, librarians, archivists and the staff of cultural heritage organizations, as well as funders and other key stakeholders with an interest in the development and long term sustainability of digital collections.

  • Foreword

  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp ix-x

  • Summary

    This set of chapters on digital collections fills an important gap in the professional literature of the memory institutions: libraries, museums, and archives. While much has been written of late on the evolution of digital scholarship, most analyses are written by and for scholars. These chapters are written by librarians, archivists and scholars engaged in building, assembling and digitizing content for a range of audiences, largely in the humanities. As noted in the acknowledgements, the book emerged from an expert seminar in e-research. The result is a coherent arrangement of chapters from a group of authors collaborating toward a common goal of identifying metrics for digital collections.

    They survey developments, concerns, best practices and criteria for evaluation in a wide range of projects across the United Kingdom, Australia and New Zealand – where these authors currently are based – with reference to projects in the United States and elsewhere. The comparison of efforts in libraries, museums and archives, which in turn serve universities, schools, theatres and other environments, offers a rich set of case studies. A number of policy issues cut across these environments, most notably intellectual property rights and provenance.

    Information professionals, managers and students alike will find much of value in this volume. The current environment of accountability is particularly problematic for the humanities. The ‘impact’ or value of collections may not be evident for years, decades, or even centuries after the origin of the materials, yet funders demand immediate economic indicators. These chapters take a balanced approach, acknowledging the trade-off in short and long term assessment of value, and to whom.

    In all fields, the availability of scholarly content in digital form makes possible new research questions, methods and uses. The humanities especially have benefited from the ability to digitize historic documents, to mine large corpuses of texts, audio and images, and to assemble widely dispersed cultural objects into common repositories for comparison and analysis. Yet digitization is a means for scholarship and learning, not an end in itself. Careful assessments are required of trade-offs between usability and honesty to original form, between image quality, speed of access and cost, and between assorted other project-specific factors.

  • 6 - User needs in digitization

  • from Part 2 - Understanding and measuring the use, impact and value of digital collections
  • Edited by Lorna Hughes
  • Book:
    Evaluating and Measuring the Value, Use and Impact of Digital Collections
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    20 November 2011, pp 73-84

  • Summary

    Introduction

    Impact and value of digitized collections are concepts that are both being brought to real life through users. Any metrics and criteria that would try to capture impact and value have to factor in first how individual users (or user communities) benefit from the digitized resources in question.

    Thus, one specific difficulty in measuring impact and value is the subjective and quickly changing user-related component of the valorization process. How exactly could we find out whether a digital resource had an impact on users? What value propositions have resource creators intended to convey to their target audiences? How well did these target audiences understand the message – is the value they see in the resource and surrounding services identical to what its producers had in mind? This chapter presents a description of user evaluation methodologies, and discusses how user considerations can be factored into the digitization process. It presents a case study describing user involvement in projects on digitization of audiovisual materials.

    The user paradox: users are valuable in digitization policies but not sufficiently involved

    As the volume of digitized resources grows, so does the number of studies and publications on user studies within the digital library domain, although these have been limited in scope, as noted recently by Michael Khoo and colleagues: ‘In the case of digital library researchers, the focus of research is often on technical issues (e.g., information retrieval methods, software architecture, etc.) rather than on user-centered issues’ (Khoo, Buchanan and Cunningham, 2009).

    In fact, we are currently witnessing a paradox: major institutions from the cultural heritage sector clearly emphasize the place of user evaluation and feedback in digitizationrelated policies. But in reality, decisions about aspects of digitization that impact users are frequently taken without direct user involvement.

    For example, the National Library of Australia Collection Digitisation Policy (National Library of Australia, 2008) states that: ‘The Library's digitisation activities take account of user evaluation and feedback. Users are encouraged to provide feedback and make suggestions through the Digital Collections user feedback form or other ways.’

Page 207 of 293