Miscommunication and Employee Power Dynamics May Affect Student Navigation of Library Resources
Notice bibliographique
Résumé
A Review of: Almeida, N., & Tidal, J. (2022). Library wayfinding and ESOL students: Communication challenges and empathy-based intervention. portal: Libraries and the Academy, 22(2), 453–474. https://doi.org/10.1353/pla.2022.0025 Objective – To map the experiences of students of English for speakers of other languages (ESOL) navigating an academic library. Design – A wayfinding study to evaluate how students navigate a library. Setting – An urban-based academic library at an institution of higher education. Subjects – Students of English for speakers of other languages (ESOL). Methods – A mixed methods study including visual recordings, web screen capture, interviews, and surveys. Subjects were recruited through email. Twelve participants were selected and given an initial screening survey. They were given four tasks to complete: Find a book in the stacks, find a book in the reserves, find a DVD in media, and find a database. They were equipped with a GoPro camera and were given a think-aloud protocol (TAP). They were then given a post-task debriefing interview. Qualitative data were analyzed and coded. Quantitative data like success of task and time to completion were also recorded. Main Results – Success rate varied among tasks: Finding a book in reserves had the highest rate at 75%, while finding a database had the lowest at 50%. Time also varied from 12 minutes to find a book in the stacks to just under 6 minutes to find a database. Seven of the 12 participants indicated they had prior library experience; however, they still encountered skill gaps. They lacked familiarity with the space, policies, website, and terminology. Participants also struggled with library jargon and inconsistent use of jargon among staff and librarians. Conclusion – The researchers discovered there were discrepancies between language used in signs, directions provided by staff, and information provided on the website. Signage was important because several participants made remarks on lack a familiarity with the library space. They would get lost and anxious. In addition, the video recordings and subsequent discussions among the staff and librarians showed issues arising from the power dynamics in the library organization. Staff felt pressured to provide reference services when librarians were unavailable due to staffing shortages, which led to miscommunication. These conclusions lead to empathy-based training to address language discrepancies and experiences among staff. It also provided additional rationale for hiring.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,036 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,003 |
| Communication savante | 0,007 | 0,004 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».