@article{dimeo_afamefuna_ward_weilerstein_caro_germer_carroll_2021, title={Biomedical Engineering Professional Skills Development: The RADxSM Tech Impact on Graduates and Faculty}, volume={2}, url={http://dx.doi.org/10.1109/ojemb.2021.3070831}, DOI={10.1109/ojemb.2021.3070831}, abstractNote={There are many benefits of the RADx SM Tech initiative worth exploring beyond that of the current acceleration of diagnostic tests being developed and deployed to the nation. One of those benefits has been the impact on work readiness for recent biomedical engineering (BME) graduates who have been hired by RADx Tech as Assistant Project Facilitators (APFs) and to the students and faculty members on applicant teams. This paper includes a literature review of the current status of BME professional skills development in traditional academic and clinical settings. The organizational structure of RADx Tech teams is described, including how recent BME graduates are integral to the process. Opportunities are discussed on how the RADx Tech structural model can be leveraged to improve professional skills education. It is concluded that the RADx Tech organizational structure and process including APFs may be replicable. Further research is planned to explore its impact.}, journal={IEEE Open Journal of Engineering in Medicine and Biology}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={DiMeo, Andrew and Afamefuna, Chipo and Ward, Skyler and Weilerstein, Phil and Caro, Elias and Germer, Max and Carroll, Alexander}, year={2021}, month={Apr}, pages={163–169} }
@article{borycz_carroll_2021, title={COVID-19 as an Opportunity to Expand the Instructional Portfolio of STEM Librarians}, volume={10}, url={https://journals.library.ualberta.ca/istl/index.php/istl/article/view/2609}, DOI={10.29173/istl2609}, abstractNote={The pivot to online teaching caused by the COVID-19 pandemic enabled science and engineering librarians at Vanderbilt University to expand their teaching roles within graduate-level courses in biomedical engineering, chemistry, and physics. In addition to addressing traditional information literacy skills related to information retrieval and resource evaluation, these new lessons addressed important science process skills such as academic reading, responsible conduct of research, and research data management. A facility with cloud-based teaching tools such as Zoom breakout rooms and Excel for Microsoft 365 allowed for engaging instructional experiences, even within synchronous online instructional environments. By integrating these topics into the graduate curricula, these guest lectures supported the professional development of early career graduate students and deepened relationships with the course instructors of record.}, number={98}, journal={Issues in Science and Technology Librarianship}, author={Borycz, Joshua and Carroll, Alexander J.}, year={2021}, month={Oct} }
@article{carroll_2021, title={Message of solidarity to Research Caucus members}, volume={32}, url={https://doi.org/10.18060/24464}, DOI={10.18060/24464}, number={1}, journal={Hypothesis}, publisher={IUPUI University Library}, author={Carroll, Alexander J}, year={2021}, month={Feb} }
@article{borycz_carroll_eskridge_2021, title={STEM Abstracting and Indexing (A&I) Tool Overlap Analysis in 2020: An Open Science Informed Approach Amid Pandemic Budgets}, url={https://doi.org/10.7191/jeslib.2021.1192}, DOI={10.7191/jeslib.2021.1192}, abstractNote={Objectives: Compare journal coverage of abstract and indexing tools commonly used within academic science and engineering research. Methods: Title lists of Compendex, Inspec, Reaxys, SciFinder, and Web of Science were provided by their respective publishers. These lists were imported into Excel and the overlap of the ISSN/EISSNs and journal titles was determined using the VLOOKUP command, which determines if the value in one cell can be found in a column of other cells. Results: There is substantial overlap between the Web of Science’s Science Citation Index Expanded and the Emerging Sources Citation Index, the largest database with 17,014 titles, and Compendex (63.6%), Inspec (71.0%), Reaxys (67.0%), and SciFinder (75.8%). SciFinder also overlaps heavily with Reaxys (75.9%). Web of Science and Compendex combined contain 77.6% of the titles within Inspec. Conclusion: Flat or decreasing library budgets combined with increasing journal prices result in an unsustainable system that will require a calculated allocation of resources at many institutions. The overlap of commonly indexed journals among abstracting and indexing tools could serve as one way to determine how these resources should be allocated.}, journal={Journal of eScience Librarianship}, author={Borycz, Joshua and Carroll, Alexander J. and Eskridge, Honora N.}, year={2021}, month={Mar} }
@article{akers_aaronson_amos_bartley_carroll_chambers_cyrus_eldermire_linares_murphy_et al._2021, title={Striving for equity: An update from the Journal of the Medical Library Association}, volume={109}, url={https://doi.org/10.5195/jmla.2021.1279}, DOI={10.5195/jmla.2021.1279}, abstractNote={In 2020, the Journal of the Medical Library Association (JMLA) launched an initiative aimed at providing more equitable opportunities for authors, reviewers, and editorial team members. This editorial provides an update on the steps we have taken thus far to empower authors, increase the diversity of our editorial team, and make equity-minded recommendations to the Medical Library Association.}, number={3}, journal={Journal of the Medical Library Association}, publisher={University Library System, University of Pittsburgh}, author={Akers, Katherine G. and Aaronson, Ellen M. and Amos, Kathleen and Bartley, Kelsa and Carroll, Alexander J. and Chambers, Thane and Cyrus, John W. and Eldermire, Erin R. B. and Linares, Brenda and Murphy, Beverly and et al.}, year={2021}, month={Oct}, pages={359–361} }
@article{carroll_mallon_2021, title={Using digital environments to design inclusive and sustainable communities of practice in academic libraries}, volume={47}, url={http://dx.doi.org/10.1016/j.acalib.2021.102380}, DOI={10.1016/j.acalib.2021.102380}, abstractNote={While promoting professional development among library workers is a priority for many academic libraries, library administrators often discuss the challenges involved in designing flexible, sustainable professional development programs that meet the diverse needs and interests of library workers. With investment in professional development around online teaching and learning becoming an institutional priority upon the onset of the COVID-19, we set out to create a flexible and sustainable professional development program that could facilitate conversations around teaching and learning in our libraries and that could be inclusive of all library workers throughout our distributed, multi-branch university library system. In this paper, we share our approach to developing virtual, miniature Communities of Practice (Mini CoPs), describing in detail the process of designing these groups and the formation of two distinct leadership roles within this program, the Community Coordinator and the Community Facilitator. We then describe our program evaluation strategies and findings from the first cohort of Mini CoPs. Based on our findings, we suggest that this program design presents a model for developing inclusive and sustainable professional development programming for librarians and library staff that has applicability even beyond the current constraints facing higher education. We close with a reflection on some of the potential limitations of our model, along with proposed next steps to consider.}, number={5}, journal={The Journal of Academic Librarianship}, publisher={Elsevier BV}, author={Carroll, Alexander J. and Mallon, Melissa N.}, year={2021}, month={Sep}, pages={102380} }
@inproceedings{carroll_borycz_vernon_2021, title={WIP: Developing a Virtual Information Literacy Training Program for a Multi-Disciplinary First-Year Engineering Program}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85124527773&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Carroll, A.J. and Borycz, J.D. and Vernon, J.}, year={2021} }
@article{reznik-zellen_carroll_harrington_joubert_nix_alpi_2020, title={Building visualization skills through investigating the Journal of the Medical Library Association coauthorship network from 2006–2017}, volume={108}, url={https://doi.org/10.5195/jmla.2020.775}, DOI={10.5195/jmla.2020.775}, abstractNote={The primary objective of this study was to explore different dimensions of Journal of the Medical Library Association (JMLA) authorship from 2006-2017. Dimensions that were evaluated using coauthorship networks and affiliation data included collaboration, geographical reach, and relationship between Medical Library Association (MLA) member and nonmember authors. A secondary objective was to analyze the practice and practical application of data science skills.A team of librarians who attended the 2017 Data Science and Visualization Institute used JMLA bibliographic metadata extracted from Scopus, together with select MLA membership data from 2006-2017. Data cleaning, anonymization, analysis, and visualization were done collaboratively by the team members to meet their learning objectives and to produce insights about the nature of collaborative authorship at JMLA.Sixty-nine percent of the 1,351 JMLA authors from 2006-2017 were not MLA members. MLA members were more productive and collaborative, and tended to author articles together. The majority of the authoring institutions in JMLA are based in the United States. Global reach outside of the United States and Canada shows higher authorship in English-speaking countries (e.g., Australia, United Kingdom), as well as in Western Europe and Japan.MLA support of JMLA may benefit a wider network of health information specialists and medical professionals than is reflected in MLA membership. Conducting coauthorship network analyses can create opportunities for health sciences librarians to practice applying emerging data science and data visualization skills.}, number={2}, journal={Journal of the Medical Library Association}, publisher={University Library System, University of Pittsburgh}, author={Reznik-Zellen, Rebecca and Carroll, Alexander J. and Harrington, Eileen G. and Joubert, Douglas James and Nix, Tyler and Alpi, Kristine M.}, year={2020}, month={Apr}, pages={229–241} }
@article{carroll_eskridge_chang_2020, title={Lab-Integrated Librarians: A Model for Research Engagement}, volume={81}, url={http://dx.doi.org/10.5860/crl.81.1.8}, DOI={10.5860/crl.81.1.8}, abstractNote={To gain firsthand insights into the daily workflows of researchers and to create opportunities to engage in the full research life cycle, engineering librarians at North Carolina State (NC State) University launched a pilot project to embed themselves into campus research groups by attending weekly lab meetings. This article provides details on the program’s implementation, the ethnographic assessment methods used to capture the activities of researchers during weekly lab meetings, and an analysis of the data collected. Based on these findings, the authors provide potential implications for professional practice, offering suggestions for how this pilot program could be expanded into an enterprise-level service as well as areas for further research.}, number={1}, journal={College & Research Libraries}, publisher={American Library Association}, author={Carroll, Alexander and Eskridge, Honora and Chang, Bertha}, year={2020}, month={Jan}, pages={8–26} }
@article{reed_carroll_2020, title={Roles for Health Sciences Librarians at College and University Libraries}, volume={4}, url={https://doi.org/10.29173/istl42}, DOI={10.29173/istl42}, abstractNote={ABSTRACT
Objectives: To meet the changing priorities of researchers and funding agencies, U.S. college and university libraries (C&ULs) that are not Association of Academic Health Sciences Libraries (AAHSL) members may want to hire librarians capable of supporting interdisciplinary health sciences research. This study sought to identify whether such roles are emerging by examining advertised position descriptions.
Methods: We collected position advertisements posted to job boards and mailing lists between September 1 2018 and March 1 2019. Positions that included one of these terms in the title, qualifications, or responsibilities were eligible for inclusion: medic*, health, life, nursing, veterinary, bio*, pharma*. We categorized postings by institution type, geographic region, and position type. We used grounded theory to identify themes within the data, and NVivo to quantify how often each theme appeared within the data.
Results: 104 job postings met our inclusion criteria: 60 at AAHSL institutions and 44 at C&UL institutions. Despite some minor variations among specific roles and responsibilities, we found substantial overlap in the qualifications listed for positions at both types of institution. Qualifications more often prioritized traditional librarian competencies rather than emerging areas, such as data science, grant support, and research impact.
Conclusions: Both AAHSL and C&UL institutions show an interest in hiring librarians capable of supporting health and life sciences teaching and research. Competition for a similar pool of applicants may create challenges for hiring officials, and librarians interested in these positions will likely seek out professional development opportunities in emerging areas of practice.}, number={94}, journal={Issues in Science and Technology Librarianship}, publisher={University of Alberta Libraries}, author={Reed, Jason B and Carroll, Alexander J.}, year={2020}, month={Apr}, pages={1–19} }
@article{carroll_2020, title={Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy}, volume={8}, url={https://doi.org/10.31229/osf.io/wsf9z}, DOI={10.31229/osf.io/wsf9z}, abstractNote={Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students. The Version of Record of this manuscript has been published and is available in Medical Reference Services Quarterly, August 10, 2020, DOI: 10.1080/02763869.2020.1778336.}, number={3}, journal={Medical Reference Services Quarterly}, publisher={Center for Open Science}, author={Carroll, Alexander James}, year={2020}, month={Aug}, pages={295–307} }
@article{carroll_2020, title={Thinking and Reading like a Scientist: Librarians as Facilitators of Primary Literature Literacy}, volume={39}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85089193009&partnerID=MN8TOARS}, DOI={10.1080/02763869.2020.1778336}, abstractNote={Students entering graduate degree programs in science, technology, engineering, and math (STEM) fields or professional degree programs in the health sciences are expected to have adequate academic preparation in science process skills like the ability to read primary literature effectively. This column scrutinizes this assumption by examining how science is taught to undergraduates, finding that undergraduate STEM curricula rarely prepare students with the mastery of science process skills needed to succeed in graduate school. The column discusses some possible causes of this skill gap and suggests that academic and medical librarians are well-equipped to help students develop primary literature literacy skills. The column closes with a list of practical active reading strategies that librarians can share and model for students.}, number={3}, journal={Medical Reference Services Quarterly}, author={Carroll, A.J.}, year={2020}, pages={295–307} }
@inproceedings{carroll_borycz_vernon_2020, title={Work in Progress: Integrating Information Literacy into a Multidisciplinary First-year Engineering Program}, url={https://doi.org/10.18260/1-2--35655}, DOI={10.18260/1-2--35655}, author={Carroll, Alexander and Borycz, Joshua and Vernon, Julianne}, year={2020}, month={Jun} }
@inproceedings{carroll_borycz_vernon_2020, title={Works in Progress: Integrating information literacy into a multi-disciplinary first-year engineering program}, volume={2020-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85095764953&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Carroll, A.J. and Borycz, J.D. and Vernon, J.}, year={2020} }
@article{eskridge_carroll_2020, title={“Why do we need an engineering library?”: Designing team-based liaison services for STEM educators and researchers}, volume={20}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85092596569&partnerID=MN8TOARS}, DOI={10.1353/pla.2020.0038}, abstractNote={Liaison (or subject specialist) librarians are routinely identified as essential to the sustained success of academic libraries. Yet despite the purported centrality of liaisons to the mission of their institutions, many libraries have struggled to define the role of the subject specialist. These attempts at definition have resulted in a proliferation of service models and deployment strategies. This paper examines and critiques the design and deployment of subject specialist services in science and engineering libraries. The authors advocate for a team-based approach to STEM librarianship, highlighting its advantages over two commonly used models: the discipline specialist and the functional specialist. The authors have successfully employed a team-based model in two different institutional settings, most recently at Vanderbilt University in Nashville, Tennessee. This paper shares lessons learned from implementing a team-based model, discussing the opportunities and challenges of such an approach.}, number={4}, journal={Portal}, author={Eskridge, H.N. and Carroll, A.J.}, year={2020}, pages={565–584} }
@article{carroll_reed_2019, title={Investigating Emerging Roles for Medical Librarians at College and University Libraries}, volume={5}, url={https://doi.org/10.31229/osf.io/92mzt}, DOI={10.31229/osf.io/92mzt}, abstractNote={Contributed paper presentation at the 2019 Medical Library Association Annual Meeting on May 6, 2019 in Chicago, IL.}, publisher={Center for Open Science}, author={Carroll, Alexander James and Reed, Jason B.}, year={2019}, month={May} }
@book{cooper_springer_benner_bloom_carrillo_carroll_chang_chen_daix_dommermuth_et al._2019, title={Supporting the Changing Research Practices of Civil and Environmental Engineering Scholars}, url={http://dx.doi.org/10.18665/sr.310885}, DOI={10.18665/sr.310885}, journal={Ithaka S+R}, institution={Ithaka S\mathplusR}, author={Cooper, Danielle and Springer, Rebecca and Benner, Jessica and Bloom, David and Carrillo, Erin and Carroll, Alexander and Chang, Bertha and Chen, Xiaoju and Daix, Erin and Dommermuth, Emily and et al.}, year={2019}, month={Jan} }
@article{carroll_klipfel_2019, title={Talent, Schmalent: An Instructional Design/Action Research Framework for the Professionalization of Teaching in Academic Libraries}, volume={45}, ISSN={["1879-1999"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85060877293&partnerID=MN8TOARS}, DOI={10.1016/j.acalib.2019.01.009}, abstractNote={Abstract When myths become canonical beliefs within a professional culture, they can have a profound impact on professional practice. In this paper we identify as a pernicious educational myth the belief that the ability to teach well is a naturally occurring innate talent or skill. The first two sections of the paper aim to demonstrate (i) that the concept of the naturally gifted teacher is a myth based on factually incorrect assumptions about expertise development and (ii) that this myth has several major negative implications for professional practices around teaching in academic libraries. We then we draw on the education literature to offer an alternative model for the cultivation of teaching excellence, an instructional design/action research framework that prioritizes ‘deliberative’ practice over innate talent. We close with suggestions for how academic librarians and library administrators can implement this framework within their institutions.}, number={2}, journal={JOURNAL OF ACADEMIC LIBRARIANSHIP}, author={Carroll, Alexander J. and Klipfel, Kevin Michael}, year={2019}, month={Mar}, pages={110–118} }
@article{carroll_hallman_umstead_mccall_dimeo_2019, title={Using information literacy to teach medical entrepreneurship and health care economics}, volume={107}, url={https://doi.org/10.5195/jmla.2019.577}, DOI={10.5195/jmla.2019.577}, abstractNote={Objective: Entrepreneurship and innovative product design in health care requires expertise in finding and evaluating diverse types of information from a multitude of sources to accomplish a number of tasks, such as securing regulatory approval, developing a reimbursement strategy, and navigating intellectual property. The authors sought to determine whether an intensive, specialized information literacy training program that introduced undergraduate biomedical engineering students to these concepts would improve the quality of the students’ design projects. We also sought to test whether information literacy training that included active learning exercises would offer increased benefits over training delivered via lectures and if this specialized information literacy training would increase the extent of students’ information use.Methods: A three-arm cohort study was conducted with a control group and two experimental groups. Mixed methods assessment, including a rubric and citation analysis, was used to evaluate program outcomes by examining authentic artifacts of student learning.Results: Student design teams that received information literacy training on topics related to medical entrepreneurship and health care economics showed significantly improved performance on aspects of project performance relevant to health care economics over student design teams that did not receive this training. There were no significant differences between teams that engaged in active learning exercises and those that only received training via lectures. Also, there were no significant differences in citation patterns between student teams that did or did not receive specialized information literacy training.Conclusions: Information literacy training can be used as a method for introducing undergraduate health sciences students to the health care economics aspects of the medical entrepreneurship life cycle, including the US Food and Drug Administration regulatory environment, intellectual property, and medical billing and reimbursement structures.}, number={2}, journal={Journal of the Medical Library Association}, publisher={University Library System, University of Pittsburgh}, author={Carroll, Alexander J. and Hallman, Shelby J. and Umstead, Kelly A. and McCall, James and DiMeo, Andrew J.}, year={2019}, month={Apr}, pages={163–171} }
@book{chang_carroll_nickels_2018, title={A Study of Research Support Service Needs for Civil, Construction, and Environmental Engineering Researchers at North Carolina State University}, url={http://www.lib.ncsu.edu/resolver/1840.20/35687}, author={Chang, B. and Carroll, A. and Nickels, C.}, year={2018} }
@article{gammons_carroll_carpenter_2018, title={A“I never knew I could be a teacher”: A student-centered mlis fellowship for future teacher-librarians}, volume={18}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85045614696&partnerID=MN8TOARS}, DOI={10.1353/pla.2018.0019}, abstractNote={The Research and Teaching Fellowship (RTF) of the University of Maryland Libraries in College Park is a three-semester teacher training program for students seeking a master's of library and information science (MLIS) degree. This article provides details of the program's content, organization, administration, and assessment. It also includes results from a mixed methods and longitudinal study identifying the successful components of RTF and charting the development of teacher efficacy and identity among participants. Findings indicate that a strong sense of community, sustained engagement with teaching, and the integration of evidenced-based practice prepare MLIS students to succeed in a competitive job market. The authors provide a list of best practices in the development of mentorship and training programs, including considerations for librarians and administrators.}, number={2}, journal={Portal}, author={Gammons, R.W. and Carroll, A.J. and Carpenter, L.I.}, year={2018}, pages={331–362} }
@article{carroll_corlett-rivera_macri_2018, title={Better together: combining research and writing support for student scholars}, volume={7}, url={https://doi.org/10.31229/osf.io/6atyh}, DOI={10.31229/osf.io/6atyh}, abstractNote={Originally presented at the Medical Library Association 2016 Annual Meeting and Exhibition, Toronto, ON, May 16, 2016. Objectives: Libraries offer workshops on finding evidence; writing centers offer assistance with synthesizing evidence into effective literature reviews. The University of Maryland (UMD) Libraries and the UMD Graduate School Writing Center investigated the effectiveness of combining these traditionally separate efforts into a suite of instructional programming, which presented research and writing as linked and iterative components of a process rather than distinct stages of scholarship. Methods: The UMD Libraries sought to increase its impact on student scholarship by creating information literacy workshops that better met the needs of students. To determine student needs, library staff queried liaison librarians, who noted that graduate and upper-level undergraduate students struggle with entering into their discipline’s academic discourse. To demonstrate to students the iterative process of finding and using evidence, library and writing center staff developed programming on how to write a literature review for a thesis or dissertation. Staff from both departments designed instructional content on how to find, access, store, and use evidence effectively when writing. These sessions also introduced students to the concept of scholarship as a conversation, how to apply the stasis theory of composition, and explained the rhetorical purpose of conducting a literature review. Attendance and session evaluations were used to measure effectiveness.Results: A traditional graduate student workshop series held in the library, which presented research and writing as separate processes, was attended by 22 students in 2013 and 35 students in 2014. The literature review workshops, which offered integrated research and writing instruction, were attended by 119 students in 2014 and 96 students in 2015.Conclusions: This successful collaboration highlights the benefits of forming strategic partnerships with groups on campus who have shared values with the library, as these sessions developed in concert with the Graduate School Writing Center substantially improved student attendance at library workshops. Subsequently, discipline specific breakout sessions have been developed, which utilize the expertise of liaison librarians to offer focused training on specific resources and writing techniques within subject disciplines. This collaboration also has led to the development of additional experimental programming with the Graduate School Writing Center. Some of these initiatives include librarian office hours in the writing center, and workshops on transforming a traditional research paper into a compelling oral presentation.}, journal={Medical Library Association Annual Meeting 2016}, publisher={Center for Open Science}, author={Carroll, Alexander James and Corlett-Rivera, Kelsey and Macri, Linda}, year={2018}, month={Jul} }
@inproceedings{carroll_dimeo_mccall_ozturk_umstead_hallman_2018, title={Board 9 : Work in Progress: Healthcare Economics and Information Literacy - Resources for Success in Undergraduate Biomedical Engineering Education}, volume={2018-June}, url={https://doi.org/10.18260/1-2--30131}, DOI={10.18260/1-2--30131}, abstractNote={Abstract The pathway to successful medical innovation includes a labyrinth of business hurdles including regulatory approval, reimbursement strategy, intellectual property, and marketing challenges [1]. Early consideration of these factors informs critical decisions in the biomedical engineering (BME) design process that minimize product and business risks. Information literacy training provides students with strategies for discovering the wide range of resources for biomedical engineering design. This expanded knowledge base can be leveraged to generate more fully realized solutions that may improve commercialization success and decrease time to market, ensuring the medical innovations more quickly reach patients and healthcare providers. This poster and extended abstract present the preliminary results of a second cohort of BME students who are matriculating through an expanded information literacy program. This updated information literacy curriculum, implemented in two phases over two academic years, exposes students to the complex environment surrounding innovative design in healthcare broadly, and medical device design in particular [2]. This additional component of the design project requires BME students to consult and cite a diverse array of information sources within their project documentation, including patents, business intelligence, legal proceedings, FDA regulatory information, as well as insurance reimbursement and medical bill coding.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, publisher={ASEE Conferences}, author={Carroll, Alexander and DiMeo, Andrew and McCall, James and Ozturk, Hatice and Umstead, Kelly and Hallman, Shelby}, year={2018}, month={Jun} }
@article{carroll_garrett_2018, title={Engaging and Empowering High-Impact Educational Communities through Cross-Disciplinary Liaisonship}, volume={3}, url={https://doi.org/10.31229/osf.io/r6w2k}, DOI={10.31229/osf.io/r6w2k}, abstractNote={Colleges and universities are investing in cross-disciplinary, high-impact educational practices, which present opportunities for embedding meaningful information literacy instruction into the curriculum. However, supporting cross-disciplinary programs presents a challenge for subject librarians, who possess mastery of discipline specific research tools. Two liaisons at the NCSU Libraries will present their experience combining business and science librarianship to support student entrepreneurship as an example of cross-disciplinary liaisonship in practice. We will close with practical strategies for attendees on how to identify partners and build collaborations around the strengths of each contributor in order to support emerging areas of scholarship and inquiry at their local institutions. [Slides from a conference presentation].}, publisher={Center for Open Science}, author={Carroll, Alexander James and Garrett, Jennifer}, year={2018}, month={Mar} }
@article{carroll_hallman_umstead_ozturk_mccall_dimeo_2018, title={Healthcare economics and information literacy: Resources for success in undergraduate biomedical engineering education}, volume={6}, url={https://doi.org/10.31229/osf.io/n9bp5}, DOI={10.31229/osf.io/n9bp5}, abstractNote={The pathway to successful medical innovation includes a labyrinth of business hurdles including regulatory approval, reimbursement strategy, intellectual property, and marketing challenges. Early consideration of these factors informs critical decisions in the biomedical engineering (BME) design process that minimize product and business risks. Information literacy training provides students with strategies for discovering the wide range of resources for biomedical engineering design. This expanded knowledge base can be leveraged to generate more fully realized solutions that may improve commercialization success and decrease time to market, ensuring the medical innovations more quickly reach patients and healthcare providers.This poster presents a cohort study of BME students who matriculated through an expanded information literacy program. This updated information literacy curriculum, implemented in two phases over two academic years, exposes students to the complex environment surrounding innovative design in healthcare broadly, and medical device design in particular. This additional component of the design project requires BME students to consult and cite a diverse array of information sources within their project documentation, including patents, business intelligence, legal proceedings, FDA regulatory information, as well as insurance reimbursement and medical bill coding. Poster originally presented at the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, June 26, 2018}, publisher={Center for Open Science}, author={Carroll, Alexander James and Hallman, Shelby and Umstead, Kelly and Ozturk, Hatice and McCall, James V and DiMeo, Andrew John, Sr.}, year={2018}, month={Jun} }
@article{lewis_hayes_carroll_2018, title={Replicating our Instructional Capacity: Developing Shared Workshops across Institutions}, volume={3}, url={https://doi.org/10.31229/osf.io/m9fza}, DOI={10.31229/osf.io/m9fza}, abstractNote={User communities are asking librarians for support finding non-textual information and data. Given that their instructional capacity is already stretched thin, many librarians are apprehensive about developing classes to support these emerging topics. To overcome these challenges, librarians at the NCSU Libraries and the UNC Health Sciences Library developed a shared suite of instructional materials for bioinformatics workshops that are now offered at both campuses. This presentation will discuss the benefits and challenges of developing instructional materials across institutions, and will share our experiences using tools like Box and Open Science Framework to facilitate this initiative. The presentation will close with a discussion of other topics that may be well-suited for multi-institutional collaboration. [Slides from conference presentation].}, publisher={Center for Open Science}, author={Lewis, Danica Madison and Hayes, Barrie Elizabeth and Carroll, Alexander James}, year={2018}, month={Mar} }
@article{carroll_hallman_2018, title={Supporting medical innovation and entrepreneurship through curriculum-integrated information literacy instruction}, volume={8}, url={https://doi.org/10.31229/osf.io/dn9es}, DOI={10.31229/osf.io/dn9es}, abstractNote={This presentation will share the results of a longitudinal cohort study of undergraduate students matriculating through the UNC & NC State Joint Department of Biomedical Engineering. Over the last few years, students in this program have participated in an experimental, specialized information literacy training program aimed at preparing them to navigate the labyrinth of business hurdles associated with medical innovation and entrepreneurship. This longitudinal study, led by two librarians, sought to determine whether an intensive, specialized information literacy training program could introduce undergraduate biomedical engineering students to the complex environment surrounding innovative design in healthcare and medical entrepreneurship in order to improve their design projects. In addition to discussing our study’s results, we will share our lessons learned from conducting this study and some possible implications for professional practice. We will close with a discussion of the challenges involved in partnering with an academic department to conduct formal assessments of student learning, and by sharing practical strategies that other librarians can use to identify opportunities to build similar partnerships at their local institutions.Originally presented at the Triangle Research Libraries Network (TRLN) Annual Meeting 2018 in Durham, NC on August 20, 2018.}, publisher={Center for Open Science}, author={Carroll, Alexander James and Hallman, Shelby}, year={2018}, month={Aug} }
@article{gammons_carroll_carpenter_2018, title={“I Never Knew I Could Be a Teacher”: A Student-Centered MLIS Fellowship for Future Teacher-Librarians}, volume={4}, url={https://doi.org/10.31229/osf.io/r3dw9}, DOI={10.31229/osf.io/r3dw9}, abstractNote={The Research and Teaching Fellowship (RTF) of the University of Maryland (UMD) Libraries in College Park is a three-semester experiential teacher training program for students seeking a master's of library and information science (MLIS) degree. Crafted in collaboration with UMD College of Information Studies [End Page 331] (iSchool) administrators, students complete RTF in tandem with the MLIS degree to obtain sustained, scaffolded, and meaningful library instruction experience. We designed RTF to address needs identified from our own experiences as early-career librarians, in conjunction with conclusions drawn from the literature. Rather than just sharing what we think works about this program, this article provides analyses that test our assumptions of what a successful MLIS professional development program should include. We allowed our students' experiences to guide the discussion by utilizing research methods that prioritize our participants' voices. We thus empowered them to guide the program's development. We enhanced this student-centered approach to program evaluation with an empirical evaluation of the students' growth in teacher efficacy using a rubric based on the Association of College and Research Libraries (ACRL) "Roles and Strengths of Teaching Librarians."1 The article concludes with reflections on how similar teaching and mentorship programs for emerging LIS professionals might use these findings.}, publisher={Center for Open Science}, author={Gammons, Rachel and Carroll, Alexander James and Carpenter, Lindsay Inge}, year={2018}, month={Apr} }
@inproceedings{carroll_dimeo_ozturk_mccall_2017, title={Board # 2 :Integrating Medical Economic Perspectives through Information Literacy in a Biomedical Clinical Immersion Design Course (Work in Progress)}, volume={2017-June}, url={https://doi.org/10.18260/1-2--27803}, DOI={10.18260/1-2--27803}, booktitle={2017 ASEE Annual Conference & Exposition}, publisher={ASEE Conferences}, author={Carroll, Alexander and DiMeo, Andrew and Ozturk, Hatice and McCall, James}, year={2017}, month={Jun} }
@inproceedings{carroll_chang_eskridge_2017, title={Lab-Integrated Librarians: Engagement with Unreachable Researchers}, volume={2017-June}, url={https://doi.org/10.18260/1-2--28603}, DOI={10.18260/1-2--28603}, booktitle={2017 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Carroll, Alexander and Chang, Bertha and Eskridge, Honora}, year={2017}, month={Jun} }
@inproceedings{carroll_chang_eskridge_2017, title={Lab-integrated librarians: Engagement with unreachable researchers}, url={https://peer.asee.org/lab-integrated-librarians-engagement-with-unreachable-researchers}, DOI={10.17605/OSF.IO/Y6RJA}, booktitle={2017 ASEE Annual Conference & Exposition}, author={Carroll, Alexander J. and Chang, Bertha P. and Eskridge, Honora N.}, year={2017}, month={Jun} }
@inproceedings{gammons_inge_carroll_2017, place={Baltimore, MD}, title={Sharing Our Success: Using a Teacher Training Program to Improve Information Literacy Instruction and Support MLIS Students}, url={http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/SharingOurSuccess.pdf}, booktitle={ACRL 2017 Conference}, author={Gammons, Rachel and Inge, Lindsay and Carroll, Alexander}, year={2017}, month={Mar} }
@article{kellner_tchangalova_gammons_carroll_payne-sturges_2016, title={Collaborating for Success: A Case Study on Mentoring, Partnering, and Teaching}, volume={8}, url={https://digitalcommons.du.edu/collaborativelibrarianship/vol8/iss4/8}, number={4}, journal={Collaborative Librarianship}, author={Kellner, Megan and Tchangalova, Nedelina and Gammons, Rachel and Carroll, Alexander and Payne-Sturges, Devon}, year={2016}, month={Jan} }
@article{carroll_corlett-rivera_hackman_zou_2016, title={E-Book Perceptions and Use in STEM and Non-STEM Disciplines: A Comparative Follow-Up Study}, volume={16}, url={https://muse.jhu.edu/article/609814}, DOI={10.1353/pla.2016.0002}, abstractNote={This article describes the results of a survey that gathered data on perceptions and use of e-books from undergraduate students, graduate students, faculty, and staff. The investigators analyzed the results based on user affiliate status and subject discipline and compared the results with the findings of a similar, smaller-scale study conducted in 2012. The study concludes with a discussion of the major findings and their implications for academic libraries and publishers, as well as areas for further inquiry.}, number={1}, journal={portal: Libraries and the Academy}, publisher={The Johns Hopkins University Press}, author={Carroll, Alexander J and Corlett-Rivera, Kelsey and Hackman, Timothy and Zou, Jinwang}, year={2016}, month={Jan}, pages={131–162} }
@article{carroll_tchangalova_harrington_2016, title={Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching}, volume={104}, ISSN={["1536-5050"]}, url={http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4816471/}, DOI={10.3163/1536-5050.104.2.006}, abstractNote={This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments.Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.}, number={2}, journal={JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION}, publisher={Medical Library Association}, author={Carroll, Alexander J. and Tchangalova, Nedelina and Harrington, Eileen G.}, year={2016}, month={Apr}, pages={125–130} }
@inproceedings{carroll_2016, title={Part of the team: Lab-integrated research support and information literacy instruction}, booktitle={2016 Science Boot Camp Southeast at the University of Georgia}, author={Carroll, A. J.}, year={2016} }
@article{reed_carroll_jahre_2015, title={A cohort study of entry level librarians and the academic job search}, url={http://www.ala.org/nmrt/sites/ala.org.nmrt/files/content/oversightgroups/comm/schres/endnotesvol6no1/Article-ACohortStudyofEntryLevelLibrarians.pdf}, journal={Endnotes: The Journal of the New Members Round Table}, publisher={Endnotes}, author={Reed, Jason B and Carroll, Alexander J and Jahre, Benjamin}, year={2015}, month={Jun} }
@article{carroll_dasler_2015, title={“Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction}, url={http://creativelibrarypractice.org/2015/03/11/scholarship-is-a-conversation/}, journal={The Journal of Creative Library Practice}, publisher={The Journal of Creative Library Practice}, author={Carroll, Alexander J and Dasler, Robin}, year={2015}, month={Mar} }
@inproceedings{carroll_tchangalova_harrington_2014, title={A Booster Shot for Health Science Librarianship: Using Canvas and PechaKucha to Flip the Library Classroom}, url={http://hdl.handle.net/1903/15858}, booktitle={MAC-MLA Annual Meeting 2014}, author={Carroll, Alexander J and Tchangalova, Nedelina and Harrington, Eileen G}, year={2014}, month={Oct} }