@article{hallman_hayes_gurley_vandegrift_2022, title={Managing Digital Scholarship Projects at Many Levels: The Immersive Scholar Cohort, Residencies, and the Shift to “Project Development”}, volume={1}, url={http://dx.doi.org/10.21428/f1f23564.05760ce7}, DOI={10.21428/f1f23564.05760ce7}, journal={IDEAH}, publisher={PubPub}, author={Hallman, Shelby and Hayes, Erica Y. and Gurley, Walt and Vandegrift, Micah}, year={2022}, month={Jan} }
 @inbook{fawley_in marshall_in robison_2021, title={Designing and Developing a Personal Librarian Program for Transfer Students}, url={https://www.alastore.ala.org/transferstudents}, booktitle={Transfer Student Success: Academic Library Outreach and Engagement}, year={2021} }
 @inproceedings{hallman_chang_2020, title={Designing and Evaluating Co-curricular Information Literacy Sessions for Undergraduate Engineering Researchers}, url={https://doi.org/10.18260/1-2--34405}, DOI={10.18260/1-2--34405}, abstractNote={Abstract Undergraduate research experiences have been an area of increasing importance for the College of Engineering (COE) at North Carolina State University. Opportunities for undergraduate students to engage in research can be found within faculty and industry labs, honors track programs, research experiences for undergraduates (REU) programs, and co-curricular initiatives. While students pursuing these opportunities are ideal candidates for topic-specific information literacy instruction, they are often overlooked due to the absence of a centralized classroom structure associated with undergraduate research activities. This presentation will discuss how engineering librarians at the NC State University Libraries, in conjunction with COE faculty, created targeted, department-specific information literacy instruction sessions customized to support the unique needs of undergraduate researchers and conducted research on the effectiveness of the sessions. To assess the undergraduate researchers’ needs and the impact of the sessions, the librarians utilized pre- and post-session surveys to gauge the students’ research experiences, expected research needs, and their confidence finding and using specific resources. Subsequent sessions were then tailored to address identified needs and to match departmental research outcomes, based upon feedback from the departments’ undergraduate research directors and advising faculty. A total of 81 students from eight sessions over the past 2.5 years completed the assessment. This presentation will discuss the structure of the information sessions, preliminary findings from the assessment, and strategies taken to incorporate the identified needs into future sessions.}, booktitle={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Hallman, Shelby and Chang, Bertha}, year={2020}, month={Jun} }
 @article{deeken_vecchione_carr_hallman_herzellah_lopez_rucker_alfieri_tenofsky_moore_et al._2019, title={Charting a path forward in student success}, volume={47}, url={http://dx.doi.org/10.1108/rsr-08-2019-0048}, DOI={10.1108/rsr-08-2019-0048}, abstractNote={
Purpose
This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally.


Design/methodology/approach
Librarians from eight different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives.


Findings
The contributed pieces in this second installment are collected together and a variety of ways the academic library engage with “student success” are discussed. Initiatives include high-impact practices, fostering academic rapport and creating a sense of belonging, experiential learning and creative spaces and professional development.


Originality/value
These examples help to observe what is happening throughout higher education and see potential paths forward at the institutions engaged in this work.
}, number={4}, journal={Reference Services Review}, publisher={Emerald}, author={Deeken, Lynn and Vecchione, Amy and Carr, Allison and Hallman, Shelby and Herzellah, Lara and Lopez, Natalia and Rucker, Rob and Alfieri, Michael and Tenofsky, Deborah and Moore, Anne and et al.}, year={2019}, month={Nov}, pages={503–526} }
 @article{lafleur_hallman_vandegrift_hayes_wust_stoffer_shelby_lang_2019, title={Coded Glass}, url={https://osf.io/qzbew/}, DOI={10.17605/osf.io/qzbew}, journal={Open Science Framework}, publisher={Open Science Framework}, author={LaFleur, Liss and Hallman, Shelby and Vandegrift, Micah and Hayes, Erica and Wust, Markus and Stoffer, Todd and Shelby, Jacob and Lang, Jasmine}, year={2019} }
 @article{vandegrift_hallman_gurley_nicaragua_mann_nutt_wust_raschke_hayes_lang_et al._2019, title={Immersive Scholar}, url={https://osf.io/3z7k5/}, DOI={10.17605/osf.io/3z7k5}, note={William Mischo, Elisandro Cabada. Released on GitHub and Open Science Framework. Accessible at}, journal={Open Science Framework}, author={Vandegrift, Immersive Scholar Micah and Hallman, Shelby and Gurley, Walt and Nicaragua, Mildred and Mann, Abigail and Nutt, Mike and Wust, Markus and Raschke, Greg and Hayes, Erica and Lang, Jasmine and et al.}, year={2019} }
 @article{nc state university_2019, DOI={10.17605/osf.io/ygcn2}, journal={Open Science Framework}, year={2019} }
 @article{foley_rabinovich_hayes_hallman_vandegrift_gurley_lang_nicaragua_2019, title={Surface Tension}, url={https://osf.io/w4rk6/}, DOI={10.17605/osf.io/w4rk6}, journal={Open Science Framework}, publisher={Open Science Framework}, author={Foley, Caitlin and Rabinovich, Misha and Hayes, Erica and Hallman, Shelby and Vandegrift, Micah and Gurley, Walt and Lang, Jasmine and Nicaragua, Mildred}, year={2019} }
 @article{sazdanovic_hayes_hallman_wust_vandegrift_gurley_lang_2019, title={Tess-celestial}, url={https://osf.io/dyj6t/}, DOI={10.17605/osf.io/dyj6t}, journal={Open Science Framework}, publisher={Open Science Framework}, author={Sazdanovic, Radmila and Hayes, Erica and Hallman, Shelby and Wust, Markus and Vandegrift, Micah and Gurley, Walt and Lang, Jasmine}, year={2019} }
 @article{carroll_hallman_umstead_mccall_dimeo_2019, title={Using information literacy to teach medical entrepreneurship and health care economics}, volume={107}, url={http://dx.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} }
 @article{waller_hallman_2019, title={When the Wind Blows: Changing Roles for Changing Times}, url={http://dx.doi.org/10.5703/1288284317050}, DOI={10.5703/1288284317050}, abstractNote={Subject liaisons have traditionally focused on providing domain-specific services and collections.Recently, however, their roles have shifted from a support model to actively engaging and collaborating with scholars throughout the academic life cycle and research enterprise.At the same time, users increasingly require functional information support (e.g., for GIS, data visualization, or data mining) in place of or in addition to domain-specific services.As the liaison role continues to evolve, finding the right balance between the roles of generalist, subject specialist, and functional expert will provide both challenges and opportunities.This proceeding focuses on a case study of two librarians in the North Carolina State University (NCSU) Libraries who started out in the Collections & Research Strategy Department and ended up in a new department, Research Engagement.One librarian transitioned from being a libraries fellow into a new role as research librarian for Engineering & Entrepreneurship and the other librarian transitioned from being the associate}, journal={O, Wind, if Winter comes, can Spring be far behind?}, author={Waller, Mira and Hallman, Shelby J.}, year={2019}, month={Nov} }
 @article{bme senior design debut rubric_2018, DOI={10.17605/osf.io/wm5yb}, journal={Open Science Framework}, year={2018} }
 @unpublished{healthcare economics and information literacy: resources for success in undergraduate biomedical engineering education_2018, DOI={10.17605/osf.io/n9bp5}, journal={LIS Scholarship Archive}, year={2018} }
 @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}, year={2018}, month={Jun} }
 @article{ncsu libraries bme information literacy study_2018, DOI={10.17605/osf.io/bgr9f}, journal={Open Science Framework}, year={2018} }
 @article{student citation data_2018, DOI={10.17605/osf.io/h9ydf}, journal={Open Science Framework}, year={2018} }
 @article{student performance  data_2018, DOI={10.17605/osf.io/e8nzp}, journal={Open Science Framework}, year={2018} }
 @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{the caav 2017 immersive scholar presentation: visualizing digital scholarship across institutions_2018, DOI={10.17605/osf.io/7sbyn}, journal={Open Science Framework}, year={2018} }
 @article{hallman_nutt_2018, title={THE CAAV 2017 Immersive Scholar Presentation: Visualizing Digital Scholarship Across Institutions}, volume={7}, DOI={10.31229/osf.io/jyqr3}, abstractNote={NC State University Libraries has been awarded a three-year, $414,000 grant from the Andrew W. Mellon Foundation to develop extensible models and programs for the creation and sharing of digital scholarship in large-scale and immersive environments. Entitled “Visualizing Digital Scholarship in Libraries and Learning Spaces,” or Immersive Scholar for short, the grant aims to 1) build a community of practice of scholars and librarians to help visually immersive scholarly work enter the research lifecycle; and 2) overcome technical and resource barriers that limit the number of scholars and libraries who use visualization environments and the impact of generated knowledge.    This presentation introduced the grant and it's components to The Higher Education Campus Alliance of Advanced Visualization (THE CAAV) at THE CAAV's 2017 annual conference.}, publisher={Center for Open Science}, author={Hallman, Shelby and Nutt, Mike}, year={2018}, month={Jul} }
 @inproceedings{hallman_2017, place={Tampere, Finland}, title={Institutional Role in the Effectiveness of Journal Access Initiatives in Developing Countries}, booktitle={BOBCATSSS 2017}, author={Hallman, S.}, year={2017}, month={Jan} }
 @inproceedings{nutt_hallman_2017, place={Laramie, WY}, title={Visualizing Digital Scholarship Across Institutions}, booktitle={THE CAAV}, author={Nutt, M. and Hallman, S.}, year={2017}, month={Oct} }
 @inproceedings{hallman_moore_mischo_schlembach_2016, place={Fort Worth, TX}, title={GRIPTS: Increasing Online Visability of Departmental Research Productivity}, booktitle={2016 LITA Forum}, author={Hallman, S. and Moore, K. and Mischo, W. and Schlembach, M.}, year={2016}, month={Nov} }