Measuring the value and impact of health library and information services: past reflections, future possibilities

Objectives: To summarize the context, history and results of research studies conducted on the value and impact of health library and information services by the author since 1975 and to use this as a basis for examining ongoing developments related to evaluation research. To provide a comprehensive bibliography of library value and impact studies. Methods: Literature review and background based on personal involvement in the studies under discussion. Results: The author's studies demonstrate an ongoing evolution of value and impact studies since the mid‐1970s. In health sciences libraries, the approach taken to measuring value and impact has been strongly influenced by the type of research being conducted in the health sciences field as a whole. As a result, health sciences library researchers have become early adopters of methods that incorporate outcome and impact measures and rigorous research designs, and the concept of evidence‐based library and information practice. The paper recommends that a range of research approaches from various disciplines be used to guide future evaluation research. Conclusions: Value and impact studies will continue to be important resources for evidence‐based practice as health information professionals deal with evolving user needs and new ways of delivering information to a variety of audiences.     

说声"谢谢"就好

呵斥别人出于善意的良言,只会使我们自己的形象大打折扣。何不学着感恩?感恩的心,感谢有你,伴我一生。     

The C3 Framework: Evaluating Classroom Response System Interactions in University Classrooms

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C³ Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C³ Framework presented here applies across educational settings.     

The dimensions of library service quality: A confirmatory factor analysis of the LibQUAL + instrument

The LibQUAL + instrument has been widely adopted by libraries to evaluate user perceptions of library service quality. Studies combining groups (e.g., Lane et al., 2012) have shown high correlations between two factors, suggesting the possibility that a two-factor model may fit as well as the three-factor model theorized by the developers. Also, previous studies have not closely examined residuals to analyze local misfit in the context of theory but instead have often correlated error terms to improve model fit. This study uses LibQUAL + responses from undergraduates at a public, comprehensive university to test three-factor, two-factor, and one-factor models of user perceptions of library service quality. Global fit indices indicated that both two-factor and three-factor models were empirically supported, but the three-factor model had better theoretical support. Furthermore, this article adds to the literature the unique perspective of residual analysis and builds theoretical arguments in the interpretation of the final model. Areas of local misfit suggest the need for independent studies to examine residuals. If areas of misfit repeat across institutional populations, that could suggest the potential for further instrument development, while if areas of misfit are unique to institutional populations, this could target areas for institutions to investigate more closely.     

The Suitability of Web Analytics Key Performance Indicators in the Academic Library Environment

As the demand for library assessment grows, academic libraries are becoming more interested in Web analytics. Data are automatically gathered and provide information about a wide variety of online interactions. Libraries have long used simple counts such as visits and page views, but have more recently begun to choose strategic benchmarks, also known as key performance indicators (KPIs). Many common KPIs were created for commercial websites and are challenging to adapt for libraries. However, the underlying concepts are sufficiently valuable that libraries should explore their use. By evaluating the validity of web metrics, libraries can further the development of standards and benchmarks to support future investigations. This article discusses how commercial web metrics might be adapted for use in academic libraries. First, the limitations of web analytics are presented. Major key performance indicators used in the commercial sector are reviewed in the academic library context. Finally, the article discusses how the various indicators might support specific library website goals and decisions and uses local data to illustrate one example case. As libraries choose web analytic methods, they should deliberately evaluate their validity. Over time, this will slowly build the profession's ability to use web analytics more effectively for library assessment.     

On Peter Medway

This article takes a personal view of the contribution made by Pete Medway to King's College London.     

The International Education Index: A global approach to education policy analysis,performance and sustainable development

Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.     

Alternative education programmes and middle school dropout in Honduras

Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.