Posters will be staffed on Thursday, June 13, from 3:10 to 4:00 pm in the Atrium
Bridging the Gap: The Critical Role of Librarians in Reducing Health Disparities
This presentation will highlight the application of critical librarianship as it relates to the health sciences, particularly addressing the role of the librarian in reducing health and health care disparities. Health disparities are the gaps in the quality of health and healthcare among vulnerable populations as it is related to differential access to medical care, treatment modalities, and disparate outcomes. Addressing health disparities is encouraged by action through effective interventions. As a library and information science student, I explored opportunities for librarians to be engaged in reducing health disparities through community level initiatives and medical education. Topics that were explored included 1) the role of public libraries in promoting health literacy, 2) delivering storytelling projects to reduce the knowledge gap, 3) integrating a critical pedagogy framework in medical instruction, and 4) the role of librarians in medical humanities to promote social justice in medicine. Findings include the need for specialized training for public librarians; community partnerships with academic librarians for outreach efforts; the importance of delivering narratives over traditional informational approaches; and reflection of information literacy programs in medical education based on professional competencies to be addressed. Librarians in diverse settings have various opportunities to be part of interventions and educational programming to reduce health disparities whether it be through community health initiatives or training the next generation of medical professionals to be social justice warriors.
Author: Seema Bhakta, Student, University of Arizona
Exploring Demographic Data and All Things Elided: An Interactive Poster Experience
This interactive poster demonstrates how an informal learning opportunity can engage health sciences students in thinking about how demographic and health data is not neutral but instead is based on social and political constructs. Users would be invited to build a ‘census’ with category size and structure limitations representative of the U.S. decennial census. They will be provided with category labels from the census as well as category labels that are representative of how communities understand and label themselves. After building the census, users will be invited to walk through scenarios as either community members attempting to answer the census (some of whom are in highly vulnerable situations in relation to these categories) or as researchers attempting to develop an understanding of population health based on the potentially available data. Users will then be asked to rebuild the survey under certain limitations reflecting political or social factors that constrain acknowledgment of various communities and identities. Finally, users will be invited to self-reflect on the census they built themselves, the constrained census, and the scenarios, including reactions from both their perspective as health care providers and from the perspective of potential community members. The poster will include a discussion of the intended audience, learning outcomes, and student reception of the original activity, as well as exploring the value of informal learning opportunities within library spaces.
Author: Anna Ferri, Research and Learning Librarian, Roseman University of Health Sciences
Critical Trivia: Creating Inclusive Games for Students and Librarians
The first game, Build a Leader (Build a Mentor, Build a Researcher) is designed to facilitate discussions about leadership qualities in a low-stakes way. The game is extendable to different topics including mentoring or research. Build a Leader was used in a librarian faculty mentor group to explore leadership. A list of leadership qualities and trivia questions related to leadership generally and in libraries was developed. Pairs of mentors and mentees formed teams; each team received a box with a paper body cut out and leadership qualities. Teams then had to answer trivia questions to build a leader. The first team to complete their leader won prize. Leadership can be a difficult topic to discuss. Build a Leader is designed to open up discussions about leadership in a social atmosphere that is encouraging instead of intimidating.
The second game, Operate your research skills, is a trivia game, developed for outreach with undergraduate health sciences students. Students answer trivia questions related to library services, their institution, and health sciences school. The Milton Bradley game, Operation, adds an element of fun. Participants who correctly answer can remove a piece from the Operation game. Students win a sticker or prize. Operate your research skills is designed to promote library services, and school spirit in an inviting and non-threatening manner. This game also increases goodwill among students and librarians and promotes inclusion. Both games are examples of engaging in critical librarianship. Questions posed in both trivia games are developed using a critical lens, to address diverse populations. Both games are flexible and can be adapted.
Author: Xan Goodman, Health Sciences Librarian, University of Nevada, Las Vegas
“Be Bold” and “Let’s Change That”: Wikipedia Engagement as a Critical Librarianship Practice
Wikipedia provides opportunities to discuss and take direct action on crit lib issues such as information privilege and systemic biases in publishing and on the Wikipedia site. Since 2015, Gleeson Library at the University of San Francisco has hosted an annual Wikipedia edit-a-thon during Women’s History Month. Our edit-a-thons have focused on editing Wikipedia articles related to women and art, but edit-a-thons focusing on women in science (https://go.nature.com/2w9nXuW) are also important and much needed. This poster presentation will outline the 5 W’s of holding a Wikipedia edit-a-thon: who, what, when, where, and most importantly, why. Wikipedia edit-a-thons, and other Wikipedia-related teaching and outreach activities, allow participants to learn the inner workings of a resource they use on a near-daily basis. Through critical engagement with Wikipedia, participants become information activists equipped with knowledge and tools to break down barriers to information and improve representation on Wikipedia, and beyond.
Author: Colette Hayes, Instruction Librarian, University of San Francisco
We are not neutral! Increasing social justice awareness in science libraries through a series of interactive posters
In response to recent polarizing sociopolitical events, including initiatives to reverse DACA and discriminatory demonstrations, the Science Libraries created a series of interactive posters to promote campus inclusivity. The intent is to raise awareness and dismantle library neutrality in science libraries, and to create a space for social justice conversations. Our outreach initiatives included interactive exhibits and posters to engage patrons with social justice themes connected to science. So far our series has addressed: immigrant contributions in the sciences, an interactive campus community map, raising awareness about textbook costs, and highlighting national awareness months such as men’s health and poverty. This is an ongoing series and we plan to engage with future themes such accessibility/disability awareness, women in science, access to health resources for border refugees, socioeconomic effects of climate change, and more. Initial response has been enthusiastic, including a successful food drive, positive feedback through survey forms, and an observed increase in student engagement and conversation. The assessment of our initial series illustrates that our sciences community is actively interested in critically engaging with social justice issues, and the library can provide a safe space for these conversations.
Author: Courtney Hoffner, Librarian, UCLA Science Libraries
Co-authors: Antonia Osuna-Garcia, Librarian; Nisha Mody, Librarian
More than Padding: A Critical Look at the Role of the Part-time and Temporary Academic Librarian
Part-time librarians embody a range of experiences, from novice to seasoned, but, regardless of experience, the realities of the temporary and/or part-time library position are ever-present and impact both the librarian and the institution. Reasons for choosing part-time library employment vary, but all encounter opportunities and obstacles unique to their service. As it is often early-career librarians who are employed in these positions, it is important for the profession to critically consider the nature of the part-time librarianship. For some librarians in these positions, there is an inherent imbalance and vulnerability that is not often addressed in the literature or in practice.
In support of strengthening the library profession through reflective practice and critical librarianship, this poster seeks to stimulate discourse on the inequalities and unrealized possibilities inherent to temporary and part-time positions within the academic library organization. The poster will include a review of the current literature examining the state of modern day, part-time librarianship in the academic setting, emphasizing the professional challenges faced by this under-represented population. Along with a literature review, preliminary exploratory research on the observations, perceptions, and experiences of PTALs (part-time academic librarian) will also be presented.
With many libraries embracing a strategic mission to foster inclusivity and minimize disparity, an examination of how the profession scaffolds and obstructs these concepts within its own discipline is warranted. Exploring the experiences of this growing body of professionals will shed light on the unique position of the PTAL within the culture and social structure of the academic library profession. Enhanced understanding contributes to the development of library models that embrace the next generation, build on strengths, cultivate competence, and minimize limitations through the act of employing and nurturing motivated, thoughtful, intelligent people who bring fresh perspective and innovative ideas to the library.
Author: Kelli A. Kauffroath, Reference and Instruction Librarian, CSU Sacramento
Beyond Therapy: Teaching Evidence-Based Medicine Fundamentals to Internal Medicine Residents
Background
As the application of Evidence Based Medicine (EBM) in the world continues to grow, integrating the best available evidence into clinical decision making, so grows the importance of teaching fundamentals of EBM to first-year residents. Until recently, most of our training endeavors in this area were centered on Therapy, with little time dedicated to the areas of Diagnosis and Prognosis, or to the in-depth analysis of Systematic Reviews. This presentation describes the planning process and challenges encountered in the development of an expanded EBM training program for first-year Internal Medicine residents.
Learning Outcomes
• Participants will gain practical knowledge of a step-by-step process of planning, developing, organizing, and implementing an expanded program teaching fundamentals of Evidence-Based Medicine to the first-year residents.
• Participants will learn about our attempts to identify degree of basic knowledge of evidence-based medicine among post-graduate medicine learners.
• Participants will be able to apply knowledge gained from this presentation to process of planning similar programs at their institutions
Author: Alexander Lyubechansky, Assistant Professor, Clinical Librarian, Savitt Medical Library, University of Nevada, Reno School of Medicine
Co-authors: Mary Shultz, Director, Savitt Medical Library, University of Nevada, Reno School of Medicine; Bishwas Upadhyay, M.D., Assistant Professor, Associate Program Director Internal Medicine, University of Nevada, Reno School of Medicine; Michelle P. Rachal, Head of Public Services, Savitt Medical Library, University of Nevada, Reno School of Medicine
Expanding our roles: Opportunities to reduce health literacy gaps in underserved communities
Objective:
This poster explores non-traditional settings in which Health Sciences Librarians can utilize information seeking skills. Skills necessary to teach and educate underserved community members on how to access health information. Librarians are used to providing health information to patients and community members in traditional spaces, such as hospitals, education centers, clinics and campuses. The uninsured and underserved community members do not receive health information in these traditional spaces. They are often at a disadvantage to receiving preventative care and services, have poor health outcomes, increased poverty and go without proper treatment or have knowledge of existing chronic diseases.
Using their information seeking skills and knowledge of existing consumer health resources, librarians can identify the right resource for the right person. Reducing the health literacy gap and alleviating the social determinants of health that surround these communities.
Methods:
By exploring health literacy outreach opportunities in a California community, a free medical clinic was identified and supported in 2018. [Institution] provided medical, vision, and dental services to community members in need of care.
Results:
Health information and follow up instructions were provided to patients receiving care. Handouts with instructions addressing post-surgical care, diabetes, glaucoma, and hypertension were distributed in various languages, utilizing the National Library of Medicine’s MedlinePlus database. For patients who were unable to read, a video was shown depicting instructions and self-care in a language they could understand.
Conclusions:
We hope this should encourage health sciences librarians to look past brick and mortar walls and step outside traditional library spaces to experience the provision of health information in non-traditional settings. Librarians can play a vital role in making health happen anywhere. Whether it’s a parking lot, a tent, side-walk or fair ground, health happens here too.
Author: Ana M. Macias, Library Manager, Kaiser Permanente
Research Development Webinar Series: A Collaboration Amongst Touro College and University System Libraries
This collaboration amongst Touro College and University System (TCUS) libraries began as a pilot project in spring 2018 as an initiative of the Touro College New York Research Council, whose mission was to seek ways to pursue the President’s vision to increase the research footprint through the TCUS. The Information Literacy Director at Touro College – Midtown Library, came up with the idea to offer webinars on a range of research topics, and the library director at Touro University Nevada (TUN) asked if the webinars could be offered at other TCUS sites. The Information Literacy Director was interested to proceed with this collaboration as a pilot project.
The Information Literacy Director created a Workshops guide and developed an initial flyer, which the TUN Library Director adapted and distributed to TUN deans, directors, and faculty. Announcements regarding the research development series were also made at various meetings in the monthly TUNews online newsletter. Group meeting rooms were scheduled, in addition to the option to participate anywhere, via Zoom conferencing.
The response by TUN faculty was overwhelmingly favorable. The initial webinar series consisted of seven, 45-minute webinar topics. Participants were thrilled with the topics, but suggested that session times be adjusted for the various time zones, and that sessions be recorded. Following the initial pilot project, it was decided to invite TCUS libraries in California and at other New York locations to participate and to expand the research topics. Thus, in fall 2018, the research series included 18 webinars, contributed by five TCUS libraries, on such topics as: altmetrics; data management; open educational resources; ORCID; PubMed; and systematic reviews. Webinar times were adjusted for the various time zones, and sessions were recorded and linked from the libguide, whenever possible.
This collaboration amongst TCUS libraries has been a huge success. Together, we have been able to offer excellent webinars and videos, on a variety of research topics. It has also increased the value and visibility of our libraries. In the future, we hope to adapt research topics for course-integrated instruction or to offer session snippets at selected committee and departmental meetings. In addition, we would like to conduct pre- and post-test assessments in order to determine the impact that these research sessions have on faculty, staff, and student participants, and on library user satisfaction, overall.
Author: Joanne Mullenbach, Library Director, Touro University Nevada
Co-Authors: Sara Tabaei, Touro College; Jason Fetty, Touro University Nevada; Deborah A. Crooke, New York Medical College; Rhonda L. Altonen, Touro College Harlem; Amy M. Castro, Touro University California; and Julie B. Horwath, Touro University California
Services and Staffing Practices within Academic Libraries Serving College of Osteopathic Medicine Programs: A Mixed Methods Study
Objectives: To conduct a systematic assessment of services and staffing practices within academic libraries serving College of Osteopathic Medicine programs. To provide a description of core library services, detect trends in new services being offered, justify the need for additional services and staffing, and assist leadership within developing medical schools in planning for their future academic health sciences libraries.
Methods: Mixed methods study pursued through three phases. The first phase involved the identification of osteopathic medical schools and the contact information for the library directors, via publicly-facing websites. Phase two consisted of a review of the literature and survey of library directors of academic libraries serving college of osteopathic medicine programs. Additional questions developed for library leaders through phone interviews, which comprised the third phase of the study.
Results: There were a total of 35 COM libraries identified. While many of the COM library websites were easy to locate and provided useful information, some were hard to find and lacking in detail. In Phase Two of the study, 30/35 surveys were returned, the data is being analyzed, and details regarding the services and staffing will be provided. In Phase Three, in-depth questions were asked, and a summary of the results will be provided.
Conclusions: This study provides a comparison of services and staffing within academic libraries serving College of Osteopathic Medical programs. Library leaders, not only those affiliated with new medical schools, but also those affiliated with long-standing, and more traditional schools, can use this data to make a case for new resources, services, or staffing. In addition, medical school administrators may find opportunities in this study’s results for more productive collaborations with the library, in areas such as curriculum-integrated instruction, research development, and scholarly publishing. Finally, leaders within developing schools will become better informed about current library services being provided, and staffing trends, in order to plan for an appropriate budget and staffing for their future health sciences libraries.
Author: Joanne Mullenbach, Library Director, Touro University Nevada
Co-Authors: Wendy C. Duncan, BSc. Phm. PhD – Provost, California Health Sciences University; Lisa A. Ennis, MA, MS – Director of Library & Learning Resources, Alabama College of Osteopathic Medicine; Anna Yang, MLIS, AHIP – Health Sciences Librarian, California Health Sciences University; and Cheryl Vanier, Ph.D – Data & Research Analyst, Touro University Nevada
Critical Themes in MLA Conference Abstracts
This poster will describe a content analysis of Medical Library Association Annual Meeting abstracts from 2001-2018. Abstracts were searched for themes relating to critical librarianship, such as gender and sexuality, race and ethnicity, class and economic status, and other indicators of critical approaches in health sciences librarianship. This poster will describe a content analysis of Medical Library Association Annual Meeting abstracts from 2001-2018. Abstracts were searched for themes relating to power and privilege, systems of oppression, structural inequalities, marginalized identities, and other indicators of critical themes in health sciences librarianship practice. Results will be presented at the joint meeting.Results will be presented at the joint meeting.
Author: Bethany Myers, Research Informationist, UCLA
Do(n’t) Label Me: Critical Assessment of Generational Perceptions Among Health Sciences Librarians
Generational labels are often used to help define patron groups in library research, but what happens when the tables are turned and Librarians are asked to examine generational groupings applied to themselves and their workplaces? This poster examines the results of an international survey regarding generational group membership conducted amongst health sciences librarians and health information professionals. The survey was built using Pew Research Center year ranges and definitions for the generations, and participants were asked to indicate what generation they belonged to by year of birth, and whether they agreed with the characteristics and labels assigned to their year of birth. The results of this survey indicate that whether or not health sciences librarians agree with the generations as a label and grouping, the strong opinions and wildly varying responses demonstrate that this is a subject worthy of further examination. Generational labels are used in this poster as a way to look at intergenerational intersections in the Health Sciences workplace, and are not meant to supersede or stand alone among other important identity markers. Generational grouping can be part of a larger understanding of the intersectional ways that life experience and cultural background come together in the work place and during interactions between information professionals and the groups they serve. Critically examining how librarians understand generational labels can be helpful for building relationships between librarians, library users, and library stakeholders in a profession that has a large number of individuals with decades of work experience.
Author: Rachel Keiko Stark, Health Sciences Librarian, California State University, Sacramento
Co-author: Jenessa McElfresh, Health Sciences Librarian
There will be no crying here: Privilege and power in libraries
Librarians exist in a professional and social world in which the vast majority of power holders are typically white, with white women being the largest group of librarians and white males holding the majority of authoritative positions within the profession. With a limited amount of literature currently published on the experiences of librarians bullied by their co-workers, there are many areas of possible research, including but not limited to, issues surrounding diversity and equity, the role and power of seniority, and generational experience. By examining the literature in other female dominated fields, such as nursing or other allied health professions, it is possible for librarians to look for proven strategies for working within an environment where power is inequality distributed and seniority is used to disenfranchise. This poster will present a review of the literature available on library work place bullying, a comparative review of the literature on allied health work place bullying, and make suggestions based on the collected research on how to more successfully cope, prevent, and address bullying experiences in the library workplace. The role of junior and senior librarians will be examined, as well the role and responsibilities of management and administration.
Author: Rachel Keiko Stark, Health Sciences Librarian, California State University, Sacramento
Co-authors: Adele Dobry, Health Sciences Librarian, University of California, Los Angeles
Building partnership with an editor in publishing a special series
Objective:
To describe how partnership with a librarian and use of Covidence software can support a multi-faceted program of systematic reviews.
Method:
A faculty member is both on the JPSM editorial board and the editor of the Special Series titled “Science in Action: Evidence and opportunities for palliative care across diverse populations and care settings. The Special Series is comprised of systematic reviews of opportunities and/or effectiveness of palliative care in specific populations. The librarian partnered with the faculty and develop a work-flow to facilitate good methodologic rigor for systematic reviews and which leveraged Covidence software as a platform to complete those reviews. Over a series of ten months and through partnership with the National Research Committee for the American Academy of Hospice and Palliative Medicine (AAHPM-NRC), the series editor invited trainees and clinicians in different disciplines and across multiple institutions across the United States to participate in the project. Of note, other than the Series Editor, no participants had previously conducted a systematic review and thus they relied heavily on the workflow plan developed by the librarian and Series Editor. The workflow had multiple steps to facilitate methologic rigor, including: (a) formulation of PICOTS question, (b) review and approval of all PICOTS questions by the AAHPM-NRC, (c) registry of all systematic reviews on PROSPERO, (d) adherence to PRISMA guidelines, and (e) close collaboration with the librarian for training in Covidence and all literature searches. The librarian was included as an active member of each systematic review team, including being a co-author on the final manuscript. By leveraging Covidence software, the librarian was able to monitor the progress and provide proactive support for each systematic review.
Result & Conclusion:
Eight systematic reviews are already in-progress for this series with the first article being already in-press.
Author: Hong-nei (Connie) Wong, Medical Education Librarian, Lane Medical Library, Stanford University
Co-authors: Rebecca A. Aslakson, Associate Professor, Department of Medicine, Stanford University