ABOUT THE COLLECTION

The Library Presentations and Publications collection highlights scholarly contributions from University of Arizona Libraries faculty and staff, in addition to presenting content from guest speakers at Library-sponsored programs.

HOW TO SUBMIT

  • Log in to the repository using your NetID and password (upper-right corner)
  • Click the "Submissions" link in the left sidebar (under "My Account")
  • Click "Start a new submission" or "Start another submission"
  • Select the "Library Presentations and Publications" collection from the drop-down menu and click "Next"
  • Library staff will review your submission.
  • You will receive an email with a persistent link to your submission when it is approved.

QUESTIONS?

Contact open-access@email.arizona.edu with your questions about the Library Presentations and Publications collection.

Recent Submissions

  • Applications of Psychological Clinical Science in Industry

    Lee, Lauren A.; Headspace Health (University of Arizona (Tucson, AZ), 2023-03-24)
  • Teaching from the Outside: Inclusive Pedagogy and the Adjunct Instructor

    Pagowsky, Nicole; Freundlich, Shanti; Gammons, Rachel; Drabinski, Emily; University of Arizona Libraries; Massachusetts College of Pharmacy and Health Sciences; University of Maryland Libraries; CUNY Graduate Center (Association of College & Research Libraries, 2023)
    Excerpt from Introduction: The Syllabus as a Lens through Which We Analyze Our Practice: A master’s degree in library and information science (MLIS) represents more than the credentials needed to become a librarian. It is often the point of entry into the profession, when graduate students are introduced to the cultural values, expectations, norms, and standards of behavior for librarians. What and how we teach students in our programs has much to do with the frames of mind new librarians bring to their work in the information literacy classroom and beyond. MLIS programs, like much of higher education, are increasingly reliant on adjunct instructors to teach courses on topics such as academic librarianship, teaching and pedagogy, discipline-focused searching, and many others. An aspect of equitable and inclusive pedagogy that can often be overlooked is the role of librarian adjunct instructors in MLIS programs and the influence they will also have on the pedagogy of future librarians. We four coauthors are academic librarians who serve as adjunct instructors in MLIS programs, and each of us has varying levels of agency within our associated programs and with course design. We explore how our positionality within the MLIS program impacts our abilities to integrate inclusive pedagogies into our adjunct teaching. We consider inclusive pedagogy paramount to our teaching philosophies. Although each of us endeavors to use inclusive teaching practices as we do in our work as full-time librarians, our ability to actualize these pedagogies is often curtailed by our tenuous position as adjunct instructors. We authors chose to collaborate together through community and a collective sense of joy in engaging with this work, when typically our experiences would be siloed teaching different courses at different campuses.
  • Demonstrating the Literature Search Process Through Innovative Role Play Instruction for Pharmacy Students

    Martin, Jennifer R.; Kramer, Sandra S.; Slack, Marion K.; Arizona Health Sciences Library, The University of Arizona; Department of Pharmacy Practice & Science, College of Pharmacy, The University of Arizona (2010)
  • Information Literacy Skills of Incoming First-Year Pharmacy Students: Survey Results

    Martin, Jennifer R.; Slack, Marion K.; Kramer, Sandra S.; Arizona Health Sciences Library, The University of Arizona; Department of Pharmacy Practice & Science, College of Pharmacy, The University of Arizona (2012)
    Objective: To assess the information literacy of entering first-year professional pharmacy students to obtain a baseline measurement of library knowledge. Students with a bachelor’s degree on entry were compared to students without a bachelor’s degree.
  • Information Literacy Skills of First Year Pharmacy Students: Focus Group Results

    Martin, Jennifer R.; Kramer, Sandra S.; Slack, Marion K.; Arizona Health Sciences Library, The University of Arizona; Department of Pharmacy Practice & Science, College of Pharmacy, The University of Arizona (2011)
    To assess the information literacy skills of incoming first year pharmacy students using focus groups. The findings from the focus group will be used to develop a tool for assessing information literacy skills of all entering students. Two focus group sessions were held with a total of fourteen student volunteers in the second semester of their first professional year. A series of nine open-ended questions were given with follow-up probing questions. Each session was fifty-five minutes and was held during lunch. Both sessions were audio recorded for accuracy, transcribed, and analyzed. These students had skill levels ranging from low to high. The typical search strategy was first using Wikipedia, then PubMed and then MD Consult. Students indicated they did not use physical resources, but relied on electronic resources. If an article was not available electronically, they would not retrieve it. They also had trouble understanding the difference between types of databases and how to search them and would often rely on Google. Insights provided by the students will allow both the librarians and the instructors to make adjustments in their instruction of information seeking skills and will help in creating a survey tool for incoming first year students prior to starting fall courses to determine their information literacy skills. Being able to address deficiencies and strengths in their skills through effective instruction will benefit future students in their competency skills as they enter rotations and ultimately professional practice.
  • Crafting the Internship: An Empathy-Driven Approach

    Blakiston, Rebecca; University of Arizona Libraries, University of Arizona (Association of College & Research Libraries, 2022)
    At their core, internships are for student learning and career preparation. Students aim to get hands-on experience in a professional environment, building specific competencies and skills and deepening their understanding of a particular field and potential career path after graduation. At the University of Arizona, students are encouraged and often required to complete real-world experiences as part of their degree programs. The 100% Engagement initiative, an outcome of the university’s strategic plan in 2013, called for “100 percent of our students to have the opportunity to engage in integrating and applying their knowledge through real-world experiential learning.” 1 In response to this initiative, the School of Information added an internship requirement for its master’s in library and information science degree in 2015.2 The school has approximately two hundred students in its program, with the majority being distant students who are seeking local or remote opportunities. Even students who aren’t required to complete an internship as part of their program often seek one out as a way to supplement course instruction and strengthen their qualifications and future job prospects. 184 Chapter 11 Most graduate-level internships hosted at the University of Arizona Libraries are designed as structured learning experiences, so they are unpaid and compensated through academic credit. The time and effort required for a student to complete an internship is equivalent to a three-credit course, which is nine hours per week during a regular (fall or spring) semester. Departments across the library host interns regularly, including Student Learning and Engagement, Research Engagement, the Health Sciences Library, and the University of Arizona Press. The majority of library interns are graduate students seeking master’s degrees from the School of Information, though interns have come from a range of disciplines and have also included high school students, undergraduate students, and PhD students. Some of our library internships are publicly posted, competitive positions, whereas others are individually tailored to specific students. This book chapter focuses on those tailored experiences.
  • UAL ODI Conformance Checklist 2021

    Hazen, Teresa; University of Arizona Libraries (The University of Arizona Libraries (Tucson, AZ), 2021-07-01)
  • Librarian Contributions in Launching a New Veterinary Medicine College

    Pfander, Jeanne; Cuillier, Cheryl; University of Arizona Libraries (2021-06-16)
    In this presentation we will describe the different roles we have played in working with faculty and administrators through the accreditation and launch of the new College of Veterinary Medicine (CVM) at the University of Arizona. The liaison librarian played a key role, beginning with gathering information for the Library & Information Resources chapter (Standard 5) of the self-study report for the American Veterinary Medical Association Council on Education accreditation team’s site visit. Once the college received the Letter of Reasonable Assurance in the accreditation process, the Vet Med liaison librarian and the Open Education Librarian began working in earnest with newly hired faculty. We did multiple onboarding sessions about library services and resources, including free-to-use course materials. CVM wanted to keep course material costs as low as possible, so we provided extensive support in identifying open educational resources and multi-user ebook titles. For Fall 2020, the library was able to provide free access to 38 of 41 required textbooks to CVM students. As the first cohort of students began their studies, we embedded a Library Resources Community in the CVM’s Elentra platform to share resources and to communicate directly with faculty and students.
  • CEnR Community Engaged Research

    Frazier, Stacy; Florida International University (University of Arizona (Tucson, AZ), 2021)
  • Social Determinants of Latina/o Sleep Health: Insights and Implications for Behavioral Interventions

    Alcántara, Carmela; Columbia University (University of Arizona (Tucson, AZ), 2019-01-25)
    Sleep is increasingly recognized as an important behavioral and public health issue for all in the United States (US). Yet, Latina/o sleep health is understudied despite the fact that Latina/os compose 16.3% of the US population, and that sleep problems are prevalent among Latina/os. Additionally, racial/ethnic and language-based disparities in access to safe and effective behavioral health interventions for prevalent sleep-wake disorders persist. In this talk, I will draw from frameworks in psychology, public health, social work, and medicine to discuss recent evidence from my program of research on the relative association of sociocultural stressors and general psychosocial stress with various dimensions of subjectively- and objectively-measured sleep among Latina/os, and discuss implications for behavioral sleep intervention science. Second, I will describe formative work behind an ongoing mixed-methods Hybrid effectiveness-implementation randomized controlled trial that tests a culturally adapted self-guided digital version of cognitive behavioral therapy for insomnia versus usual care in Spanish-speaking Latina/o primary care patients. Finally, I will conclude by discussing future mechanistic and ecological research on the bi-directional relationships between sleep, stress, and self-regulatory processes among Latina/os.
  • Is Cancer Diagnosis Really A "Teachable Moment" for Smoking Cessation?

    Burriss, Jessica L.; University of Kentucky (University of Arizona (Tucson, AZ), 2020-01-31)
    Most people assume cancer diagnosis functions as a “teachable moment,” that is, a major life event that triggers a significant increase in people’s motivation to adopt healthy behaviors (e.g., regular exercise, diet high in fresh fruits/veggies) and cease unhealthy behaviors (e.g., heavy alcohol use, medication noncompliance). Conceivably, the power of cancer diagnosis to serve as a “teachable moment” should extend to smoking behavior wherein cancer patients would be expected to quit smoking immediately upon diagnosis and remain abstinent for the balance of their lives. In reality, however, cancer survivors are estimated to smoke at a rate that is equal to or greater than the general population, with subgroups of cancer survivors smoking at much higher rates (40-50%). In my work, I aim to determine if, how, and for whom cancer diagnosis does indeed function as a “teachable moment” for smoking, with a central goal of more fully understanding the naturalistic process by which smoking cessation occurs after a new cancer diagnosis. In this talk, I will examine the interplay between cancer diagnosis and smoking behavior through several different, but complementary research methods, including intensive longitudinal data collection, concurrent mixed methods, randomized clinical trials, and implementation science. Ultimately, this line of research has the goal of promoting smoking cessation among the most vulnerable cancer survivors, including those who report little to no intention to quit and those who are faced with high levels of unmet social support needs.
  • Stewarding Indigenous Data: Resolving Tensions between Open Data and Indigenous Data Sovereignty

    Rainie, Stephanie Carroll; University of Arizona; Native Nations Institute; Mel and Enid Zuckerman College of Public Health, Center for Indigenous Environmental Health Research (University of Arizona, 2018-10-31)
  • Reconfiguring Access When Open is the Default

    Knott, Cheryl; University of Arizona; School of Information (University of Arizona, 2018-10-31)
  • Voices Unheard: Access to Oral History Interview about Hazardous Contamination

    Moreno Ramírez, Denise; University of Arizona; Department of Soil, Water and Environmental Science; School of Anthropology (University of Arizona, 2018-10-31)
  • Spatial Data Explorer: Providing Discovery and Access to Geospatial Data at the University of Arizona

    Kollen, Christine; University of Arizona (2016-06-25)
    The University of Arizona (UA) Libraries has been providing GIS services and access to geospatial data since the 1990's, first by providing access to US Federal Depository Program geospatial data on CD-ROMs and DVDs, later through the Arizona Electronic Atlas and more recently the UA Institutional Repository (UAiR) and the UA Campus Repository. Focus groups with faculty and staff confirmed our view that neither the UAiR nor the Campus Repository meet the needs of the UA's GIS community. To address their needs, the UA Libraries investigated various solutions for developing a geospatial data portal that would facilitate discovery, access, sharing, and retrieval of distributed geospatial data resources and consolidate several repositories at the University into one accessible and modern interface. An inventory was completed, interviews were conducted with relevant campus stakeholders and geospatial data portal managers at various academic libraries, and various options were investigated. Based on several factors, the UA decided to implement Open Geoportal (http://www.opengeoportal.org), a collaboratively developed, open source, federated web application for discovering, previewing, and retrieving geospatial data from multiple repositories. The UA Libraries released the resulting geospatial data portal, Spatial Data Explorer (SDE), in the fall 2015. In anticipation of the release, a survey was conducted in spring 2015 of faculty, staff, and students to gauge interest in contributing data to the SDE. The poster will include why we decided to implement Open Geoportal, screen shots showing the SDE interface and functionality, results of the survey and follow-up interviews with potential contributors, and use statistics.
  • Data Management and Curation: Services and Resources

    Kollen, Christine; Bell, Mary; University of Arizona (2016-10-18)
    Are you or the researchers you work with writing a grant proposal that requires a data management plan? Are you working on a research project and have questions about how to effectively and efficiently manage your research data? Are you interested in sharing your data with other researchers? We can help! For the past several years, the University of Arizona (UA) Libraries, in collaboration with the Office of Research and Discovery and the University Information Technology Services, has been providing data management services and resources to the campus. We are interested in tailoring our services and resources to what you need. We conducted a research data management survey in 2014 and are currently working on the Data Management and Data Curation and Publication (DMDC) pilot. This poster will describe what data management and curation services we are currently providing, and ask for your feedback on potential new data management services and resources.
  • Developing Data Management Services: What Support do Researchers Need?

    Kollen, Christine; University of Arizona (2016-10-18)
    The past several years has seen an increasing emphasis on providing access to the results of research, both publications and data. The majority of federal grant funding agencies require that researchers include a data management plan as part of their grant proposal. In response, the University of Arizona Libraries, in collaboration with the Office of Research and Discovery and the University Information Technology Services, has been providing data management services and resources to the campus for the past several years. In 2014, we conducted a research data management survey to find out how UA researchers manage their research data, determine the demand for existing services and identify new services that UA researchers need. In the fall of 2015, the Data Management and Data Publication and Curation (DMDC) Pilot was started to determine what specific services and tools, including training and support and the needed technology infrastructure, researchers need to effectively and efficiently manage and curate their research data. This presentation will present what data management services we currently are offering, discuss findings from the 2014 survey, and present initial results from the DMDC pilot.
  • Sharing Specifications or Repeatability in Computer Systems Research

    Collberg, Christian S; Proebsting, Todd A.; University of Arizona (University of Arizona Library (Tucson, AZ), 2016-10-27)
    We describe a study into the extent to which Computer Systems researchers share their code and data. Starting with 601 papers from ACM conferences and journals, we examine the papers whose results were backed by code to see for what fraction of these we would be able to obtain and build the code. Based on the results of this study, we propose a novel sharing specification scheme that requires researchers to specify the level of sharing that reviewers and readers can assume from a paper.
  • Rigor and Transparency i.e., How to prevent the zombie paper Apocalypse

    Bandrowski, Anita; University of California, San Diego (University of Arizona Library (Tucson, AZ), 2016-10-27)
    The NIH is now requiring the authentication of Key Biological Resources to be specified in a scored portion of most grant applications, but what does it mean to authenticate? We will discuss what Key Biological Resources are, the ongoing efforts to understand how to authenticate them and of course the resources available, including examples. The journal response to authentication will also be pointed to and practical steps that every researcher can take today to improve reporting of research in scientific publication.
  • Retractions, Post-Publication Peer Review and Fraud: Scientific Publishing's Wild West

    Oransky, Ivan; Retraction Watch (University of Arizona Library (Tucson, AZ), 2016-10-27)
    Ivan Oransky and Adam Marcus founded Retraction Watch in 2010. Unbeknownst to them, retractions had grown ten-fold in the previous decade. Oransky will discuss the reasons for that increase, whether fraud is on the rise, the growth of post-publication peer review, and other trends he and Marcus have seen as they've built a site that is now viewed by 150,000 people per month, and funded by philanthropies including the MacArthur and Arnold Foundations.

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