Review of Active Learning: A Consideration in Collection Development in Health Sciences Libraries?

 Posted by: Shelton, Michaela

APA Citation: 

Cisney, L. (2022). Active learning: A consideration in collection development in health sciences libraries?         Collection and Curation, 42(2), 41-45. https://doi.org/10.1108/CC-02-2022-0009

Summary: 

Cisney (2022) conducted a literature review and a survey to health sciences libraries regarding how active learning is considered in collection development at health sciences libraries. Active learning is often used in medical education, and as libraries adjust to integrate with curriculum it becomes increasingly important that the collection can support learning and instruction. Cisney's survey was sent to members of the Medical Library Association Technical Services Caucus and Collection Development Caucus and had a 6% response rate. Based on responses, the survey found that most respondents did not make considerations for active learning when making collection development decisions. Because the level of respondents was so low, generalizations could not be made across health science libraries, but rather the responses are an indication that the topic should be explored further. Further studies may also explore if the COVID-19 pandemic changed how libraries view or practice active learning. 

Evaluation: 

While the survey discussed in this article could not be generalized to other health science libraries, the responses still show that librarians involved in collection development may be missing important connections with the information literacy and learning side of the library. For collection librarians who are interested in making considerations for active learning, Cisney's literature review provided several recommendations. The literature review showed that when making considerations for active learning in collection development, librarians may select electronic resources to provide flexibility of use in class, as well as budget for clinical and diagnostic tools and other technology that aids active learning. Libraries may work with students when selecting what materials to purchase for collection updates. Additionally, libraries may alter the types of materials they select or how they store collections to provide learning spaces in the library. 

A university-wide collaborative effort to designing a makerspace at an academic health sciences library

Herron, J., & Kaneshiro, K. (2017). A university-wide collaborative effort to designing a makerspace at an academic health sciences library. Medical Reference Services Quarterly, 36(1), 1–8. https://doi.org/10.1080/02763869.2017.1259878

Summary:

Herron and Kaneshiro’s article presents the process taken by the Ruth Lilly Medical Library’s new Tech Team at the Indiana University School of Medicine in designing and creating a makerspace. A heavy emphasis is made on the collaboration between the Tech Team and a variety of campus groups and departments. The paper is structured in a way that parallels the steps in which the Tech Team took in their process. First, conducting an environmental scan consisted of accumulating resources, meeting with other staff members with 3D printing expertise, and identifying who would be potential user groups. This collaborative step of speaking with students, staff, and faculty informed the Tech Team’s proposed focus for the makerspace to provide a gateway to 3D printing and prototyping. The team promoted the new service through word of mouth, sample prints, and an opportunity fair while the physical space was renovated to better serve as a makerspace. This paper offers a comprehensive synthesis of the collaborative process taken by the Tech Team in designing and building a successful makerspace within an academic library. 

Evaluation:

The relevance of Herron and Kaneshiro’s article lies in its value to academic libraries who are at the beginning of their journey to design and build their own makerspaces. The emphasis on collaboration between library staff and other university members provides valuable insight for library staff unfamiliar with makerspaces as they can gain a network of connections in their own campus community. Another significant takeaway from this article is how the Tech Team strategized to differentiate their new space from other similar 3D printing labs in the university. This resource can help library staff to position their own makerspaces in relation to specialized academic libraries, such as medical academic libraries in this case.

Advocating and Integrating: LGBTQ lit in school libraries up to par?

Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections?. School Library Research, 161-18.

In their study of 125 high schools throughout the southeastern United States, Hassel, Overberg and Harris came to a few important, and perhaps surprising conclusions regarding materials for and by LGBTQ community members.

#1     While it is probably no surprise that the high schools studied were generally undercollecting LGBTQ-themed materials, many libraries failed to properly tag or catalog their LGBTQ themed titles so they were nearly impossible to find through the catalog.

#2      LGBTQ Biographies were found to be especially lacking in high school collections.  While identifying with fictional characters can be self-affirming, reading about individuals who have braved and survived a homophobic world can be incredibly empowering to queer students.  Let's step it up!

#3      School libraries are called to uphold curriculum and support state standards.  As it stands, nearly all states have adopted comprehensive reproductive health curriculum that includes LGBTQ health-related issues, yet most of the high schools in the study had none or very few materials related to LGBTQ health issues.  For this reason alone school libraries have a responsibility to provide health and sexuality information.  Reproductive health, gender identity, gender expression, and sexual orientation are topics that fall within any high school health course.  We can do better and we are obliged to.

J. Hasselberger
Spring 2016