@article{dimeo_afamefuna_ward_weilerstein_caro_germer_carroll_2021, title={Biomedical Engineering Professional Skills Development: The RADx<sup>SM</sup> 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 RADxSM 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{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} }
 @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{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={Objective: 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.Methods: 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.Results: 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.Conclusions: 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{carroll_2021, title={Message of solidarity to Research Caucus members}, volume={32}, url={https://doi.org/10.18060/24464}, DOI={10.18060/24464}, abstractNote={As the Chair of the Research Caucus, I want to express my solidarity and love for our black, indigenous, and people of color (BIPOC) library community members.I can only imagine the pain, trauma, and exhaustion that you have been experiencing as you have seen the images of anti-black violence perpetrated across the United States over the last week. HypothesisVol. 32 No.1 Fall/Winter 2020 However, listening and educating ourselves is not enough.Speaking out about systemic racism only during widespread anti-black violence like we've seen over the last week is not enough, either.The Research Caucus' role is to encourage MLA members to use research to answer the questions that matter.As members of the Research Caucus, I encourage each of you to consider asking questions about systemic inequities within medical libraries.How do our systems and services reflect and reinforce systemic inequality, and what can we do to reform those systems to create more equitable libraries, institutions, and communities?These questions are challenging; asking them will require courage and will lead to discomfort.But if we want to live up to the spirit of "I Am MLA," which MLA Past President Beverly Murphy describes as "the collective understanding…that it is up to us, as members and as volunteers, to do what needs to be done for our association," we must rise to meet that challenge.}, number={1}, journal={Hypothesis}, publisher={IUPUI University Library}, author={Carroll, Alexander J}, year={2021}, month={Feb} }
 @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={Abstract 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}, abstractNote={Alex Carroll, MSLS, AHIP, is the Librarian for STEM Research at the Vanderbilt University Libraries. Alex serves as a liaison librarian for the School of Engineering and STEM academic units within the College of Arts and Science, supporting the research of faculty and developing curriculum-integrated information literacy instruction programs for students in the sciences. Previously, Alex was the Lead Librarian for Research Engagement and the Research Librarian for Engineering and Biotechnology at the NC State University Libraries. Prior to joining NC State, Alex was the Agriculture and Natural Resources Librarian at the University of Maryland.He received his MSLS degree from the University of North Carolina at Chapel Hill’s School of Information and Library Science, and his BA from James Madison University.}, 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={abstract: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}, abstractNote={Many of the challenges civil and environmental engineering researchers face are shared with other STEM disciplines -a competitive funding landscape, a fraught peer review system, complex data management requirements.Yet this applied field presents unique opportunities for academic support service providers.Fundamentally focused on finding practicable solutions to real-world problems, civil and environmental engineering is highly collaborative, interdisciplinary, and close to relevant industries.Yet these synergies are largely built on old-fashioned research infrastructures.Inefficient systems for sharing data impede innovation, tools for discovering data and gray literature are inadequate, and career incentives discourage investment in the industry partnerships that shape the field's future directions.Successful interventions will need to recognize and leverage the field's strength in building personal, targeted, collaborative relationships, both within academia and between academia and industry.This report describes the distinctive ways in which civil and environmental engineering scholars conduct their research and draws out broad implications for academic libraries, universities, publishers, research technology developers, and others.1 See Appendix I for a full list of participating institutions.}, 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={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={abstract: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_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}, abstractNote={Andrew started in the NYC Motion Picture Industry before transitioning into his 15+ years in Biomedical Product Development. Today he teaches product innovation in Biomedical Engineering (BME) at UNC & NC State where he is an Associate Professor. Andrew’s courses resulted in multiple startups including Novocor Medical Systems, Augment Medical, Contour Surgical, 410 Medical, and MEDIC. He is founder and former director of the NC Medical Device Organization, which became an NC Biotech Center of Innovation. He was co-founder and VP Business Development for Gilero, an RTP based service company. Andrew worked for Alaris Medical Systems (now BD’s CareFusion) as a design engineer and project manager. He is Business Advisor and Speaker for the Wallace H. Coulter Foundation, Director of Duke NeuroInnovations, and on the planning team for BME IDEA. He holds a BS in Physics, English Literature, and Secondary Education from UNC Charlotte, an MS in BME from UNC Chapel Hill’s Medical School, and a Ph.D. from the UNC/NCSU BME Department. Andrew has two children, 15-year-old daughter Virginia Elaine and 13-year-old son Andrew, Jr. His wife, Abigail Kent, is a nurse at the NC State Highway Patrol.}, 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} }
 @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} }
 @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}, abstractNote={Abstract Subject liaison librarians are working at the crossroads of the practical and emerging needs of researchers, where increasing interdisciplinarity, a focus on data science, and a shifting landscape of scholarly collections are fundamentally changing the liaison’s role. Subject liaisons are seeking to connect with researchers throughout the research life-cycle, rather than just at the beginning when literature reviews are conducted or at the end when a scholarly publication emerges. In STEM disciplines, where research is oftentimes conducted in secure lab facilities, engagement is particularly challenging. In 2016, librarians at [Institution Name] embarked on a project to overcome this difficulty by joining selected research groups and attending regular lab meetings. The goals of this project were: to gain insight into what is happening in the labs; to understand what research looks like on a week-by-week basis; to get to know small groups of graduate students in a deeper way; to learn how these groups use information sources; and in particular, to gain an understanding of how researchers acquire, organize, analyze and present data. This paper will present a thorough description of this model of engagement and provide a preliminary analysis of the data captured, which suggest that embedding into research groups could offer librarians a novel method for providing research support to faculty and information literacy instruction for students. This pilot project uses ethnographic methods to describe the activities of research groups. This paper will explore the data captured, leading into a discussion of how engineering librarians can impact their user communities through this method of engagement. The early data from this pilot project suggests that this model of outreach presents several benefits, both to faculty and student researchers as well as to engineering librarians. From a primary investigator’s perspective, this service exposes their students to the way information literacy skills typically taught in the classroom can transfer to and be applied in the context of daily research activities. Moreover, a librarian is on-hand during lab meetings to contribute in real time to activities throughout the research lifecycle, such as grant applications, data management planning, and journal prospecting, among others. For student researchers, librarians represent a valuable resource when practicing conference talks or proposal defenses, as a librarian can sharpen a student’s discussion of literature, use of images, as well as the appropriateness of data visualizations. For librarians, working directly with research groups provides direct access to a heretofore unreachable group, which not only facilitates the use of current research support services but also enables the collection of authentic needs assessment data for developing new services. This paper’s findings will suggest that lab-integrated services present the opportunity to support the research enterprise as well as the teaching mission of universities simultaneously, and will challenge the notion of research support for faculty and information literacy instruction for students as separate and distinct library services. The paper will close with a discussion of the lessons learned from this pilot project and a discussion of the long-term sustainability of this type of program.}, booktitle={2017 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Carroll, Alexander and Chang, Bertha and Eskridge, Honora}, year={2017}, 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_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}, abstractNote={Subject liaison librarians are working at the crossroads of the practical and emerging needs of researchers, seeking to connect with them throughout the research life-cycle rather than at the beginning when literature reviews are conducted or at the end when a scholarly publication emerges. In STEM disciplines, where research is oftentimes conducted in secure lab facilities, engagement is particularly challenging. In 2016, librarians at North Carolina State University embarked on a project to overcome this difficulty by joining selected research groups and attending regular lab meetings. This paper’s findings will suggest that lab-integrated services present the opportunity to support the research enterprise as well as the teaching mission of universities simultaneously, and will challenge the notion of research support for faculty and information literacy instruction for students as separate and distinct library services. The paper will close with a discussion of the lessons learned from this pilot project and a discussion of the long-term sustainability of this type of program. Institutional Context North Carolina State University (NC State) is a land grant university located in Raleigh. NC State has approximately 34,000 students enrolled across twelve colleges representing all major academic fields of study. Part of the 16-campus University of North Carolina (UNC) System, NC State is the flagship institution for STEM teaching and research in the UNC System. The College of Engineering is thus one of the larger colleges at NC State, with over 10,000 students. Between 1984 and 1987, NC State acquired a 1,000-acre tract of land to expand upon, and created a master plan for this new campus, which was named the Centennial Campus in honor of the 100 anniversary of the University. Centennial Campus is one mile from NC State’s historic main campus and is home to academic departments and centers, as well as a growing number of corporate and government partners. Two colleges have relocated to Centennial Campus – the College of Textiles moved to Centennial Campus in 1991, and the College of Engineering began moving its many departments and centers in 1989, and continues to this day. At present, the engineering move is about 75% complete. Library support at NC State is fairly centralized for a university of its size, with two major research library buildings (one on the historic main campus and one on Centennial Campus) and three small branch libraries. The library on Centennial Campus, the James B. Hunt Jr. Library, is a recent addition to the University, opening in 2013. Thus, for most of its existence, Centennial Campus had no central library and NC State has never had a dedicated library for engineering students and faculty. Evolution of a Service Model In 1998, subject librarians for engineering and textiles began to work on a model for delivering library services to engineering – a large, diverse community without a library, that was (and still is) located on two different campuses, and that has been slowly but steadily relocating from the main campus to Centennial Campus every few years as new buildings have been constructed. This model would also address differences in engineering curriculum and research practices that tend to reduce engineer’s use of and reliance on libraries compared with other disciplines. The resulting service model was: • engagementcentered to show engineers the value proposition that libraries bring to their teaching and research as well as to provide the opportunity for continuous learning about these users’ needs; • locationindependent with librarians traveling to where the users were and where no service was tied to a specific location or service point; • responsive to the unique information needs of engineers; • strategic in approaching outreach to this large and diverse community of users as well as the management of liaison librarians’ responsibilities. For example, our three librarian unit shares responsibilities to provide coverage at the College level for engineering and textiles, rather than serving specific departments. This service model was implemented in 1999-2000 and continues to the present day. In more recent years, opportunities have developed to collaborate with researchers at multiple points in the research life cycle, particularly as they find, collect, manage, and communicate large sets of data. These opportunities represent a promising new approach to engagement that fits with the existing service model. One obstacle exists, however: that most of our researchers work in lab environments that are inaccessible to outsiders. Even for those that don’t work in secure labs, the interactions between a principle investigator (PI) and his/her students occur in a setting librarians do not typically have access to; in order to continue to develop services that meaningfully support engineering and textiles researchers, it was necessary to get behind the “closed doors” of the research lab. Literature Review Engineers’ reticent use of libraries has received a thorough examination throughout the literature. In previous studies, students from STEM disciplines consistently report lower usage of libraries than students from the humanities and social sciences, and Tenopir suggests that engineers who do use libraries are reluctant to ask for assistance when looking for information. While Chang and Eskridge suggest that engineers during their undergraduate and graduate training are inducted into a culture of non-library use by their instructors and faculty mentors, even among engineers that make use of the libraries, physical visits and direct interaction with librarians have dwindled since the ascension of easy to use full-text search engines. Hemminger et al. found that as early as 2007, the wide availability of electronic resources had transformed the information seeking behaviors of academic scientists, who increasingly reported nearly exclusive use of web-based resources and fewer visits to physical libraries; Niu et al. corroborated these findings via a nationwide survey in 2010. While the proliferation of online resources may have exacerbated non-use of libraries by engineers, concerns about STEM students’ use of the library and faculty members’ perceptions of the library has attracted the attention of librarians for decades. As early as 1979, Davis and Bentley suggested that librarians could form meaningful relationships with disciplinary science faculty and improve perceptions of librarians by getting involved “in the teaching process” and through “attendance at departmental meetings.” In the subsequent decades, engineering librarians have taken that advice; the literature abounds with examples of engineering librarians impacting the engineering curriculum through partnerships with engineering faculty. But while engineering librarians have made remarkable gains in shaping the education of engineers by integrating information literacy into engineering curriculums, meeting with students a handful of times in a lecture setting cannot overcome the dominant culture of library non-use that exists within engineering disciplines. Likewise, meeting with faculty members once or twice a year through attendance at department meetings or instruction planning sessions will not transform faculty information seeking behavior, either. The literature enumerates numerous additional reasons that engineers may not use physical libraries, ranging from the practical (having to travel some distance compared to the convenience of remotely accessing online resources) to the psychological (the phenomenon of library anxiety). To overcome this, the scholarly record reflects numerous innovative efforts by STEM liaison librarians to reach these hermetic students and researchers. Previous initiatives recorded in the literature include reorganizing staffing at service points to provide subject specialists with more time for advanced research questions, revamping libraries’ web presence to make subject specialists more visible, launching satellite reference services within academic buildings, creating workshops and services that cater to the needs of STEM students and faculty throughout the research lifecycle, as well as developing fun extra-curricular programming to encourage STEM students and researchers to visit the physical library. While getting engineers into the library remains a challenge, studies continue to confirm that graduate students and faculty in science and engineering frequently use online library resources, and Soria determined that undergraduate students conducting research or pursuing careers in science, technology, or health affairs were more likely than their peers to view having access to a world-class library as important to their success. Consequently, we suspect that engineers’ and scientists’ low use of physical libraries does not reflect a lack of information needs; rather, we hypothesize that these low usage rates indicate that physical libraries do not integrate well with the work flows of engineers in the academy. To overcome this challenge, one possible service model that engineering libraries can look to for inspiration is that of the clinical medical librarian or informationist, which health science and medical libraries have used for decades in order to meet the information needs of clinicians and other health care workers. The role of the informationist arose as a response to the increasingly challenging problem of making “the critical link between the huge body of information hidden away in the medical literature and the information needed at the point of care,” or what became known as the “literature-practice gap.” To help bridge this gap, librarians began accompanying clinical teams during rounds. While these services started with humble “evidence carts,” the effectiveness of this service has increased with digital resource access, and studies have shown that making evide}, 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={OBJECTIVE
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.


METHODS
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.


RESULTS
Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.


CONCLUSION
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} }