From: "Joan K. Lippincott joan@cni.org" Sender: To: CNI-ANNOUNCE Date: Thu, 06 Dec 2018 11:16:31 -0500 Message-ID: X-Original-Return-Path: Received: from [38.110.200.24] (account joan@cni.org HELO [10.10.30.40]) by cni.org (CommuniGate Pro SMTP 6.2.7) with ESMTPSA id 34634600; Thu, 06 Dec 2018 10:17:42 -0500 Content-Type: multipart/alternative; boundary="Apple-Mail=_D73ACD00-2F50-4F95-93D5-EDE1BD83A017" Mime-Version: 1.0 (Mac OS X Mail 10.3 \(3273\)) X-Original-Date: Thu, 6 Dec 2018 10:17:41 -0500 Subject: LIILA paper on learning analytics and libraries available X-Original-Message-Id: <3C5204EF-4E2D-4BE0-82F3-4A5BA5CF0A89@cni.org> X-Original-To: cni-announce@cni.org X-Mailer: Apple Mail (2.3273) --Apple-Mail=_D73ACD00-2F50-4F95-93D5-EDE1BD83A017 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset=utf-8 How could libraries be more involved in the learning analytics programs = of their institution? This was a question explored by Megan Oakleaf, = Associate Professor, Director of Instructional Quality, at the School of = Information Studies at Syracuse University and PI of the Library = Integration in Institutional Learning Analytics (LIILA) project. An = extensive report was recently issued at the conclusion of this study. It = is must reading for anyone involved in learning analytics, whether from = the library or other units that might partner with the library on = activities.=20 I was very pleased to serve on the Advisory Board of this project. To give you an idea of the content of the report, I=E2=80=99m including = below the abstract and a portion of the Executive Summary. "The Library Integration in Institutional Learning Analytics (LIILA) = project, funded by the Institute of Museum and Library Services, = convened three meetings with academic library administrators, reference = and instruction librarians, systems librarians, library technology = administrators, library association leaders, and IT administrators as = well as learning analytics, library vendor, and learning standards = representatives to increase academic library participation in higher = education learning analytics and prepare academic librarians to engage = in this important use of data to support student learning and = success.=E2=80=9D "Finally, the LIILA project yielded ten =E2=80=9Cnext steps=E2=80=9D for = moving forward in this arena (section 6.0). These next steps include:=20 1. increasing awareness of and discussion about the role of libraries in = institutional learning analytics both within the academic library = community and among institutional participants in learning analytics;=20 2. investigating current library data practices and committing to = transparent communication about the ways in which data is gathered, = maintained, stored, secured, and used within libraries;=20 3. communicating and negotiating data rights with library vendor and = institutional partners;=20 4. situating learning analytics among other assessment approaches as a = tool for student learning and success support; 5. including libraries in learning analytics conversations at the = institutional level; 6. identifying and analyzing questions or problems that require a = learning analytics approach; 7. envisioning the contributions that library data makes to developing a = holistic picture of student learning and success; 8. exploring interoperability standards that enable disparate = information systems to connect in real time; 9. identifying and prioritizing user stories linking libraries and = student learning and success that merit further development; and 10. pursuing pilot studies that investigate the feasibility of = developing library user stories into achievable integrations of library = data into institutional learning analytics." The paper is available at = https://library.educause.edu/resources/2018/11/library-integration-in-inst= itutional-learning-analytics = =E2=80=94Joan Lippincott, CNI= --Apple-Mail=_D73ACD00-2F50-4F95-93D5-EDE1BD83A017 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=utf-8
How could libraries be more involved in the = learning analytics programs of their institution? This was a question = explored by Megan Oakleaf, Associate Professor, = Director of Instructional Quality, at the School of Information Studies at Syracuse University and PI = of the Library Integration in Institutional Learning Analytics (LIILA) = project. An extensive report was recently issued at the conclusion of = this study. It is must reading for anyone involved in learning = analytics, whether from the library or other units that might partner = with the library on activities. 

I was very pleased to serve on the Advisory Board of this = project.

To give you an = idea of the content of the report, I=E2=80=99m including below the = abstract and a portion of the Executive Summary.

 "The Library Integration in Institutional Learning Analytics (LIILA) project, funded by the=20 Institute of Museum and Library Services, convened three meetings with=20= academic library administrators, reference and instruction librarians,=20= systems librarians, library technology administrators, library=20 association leaders, and IT administrators as well as learning=20 analytics, library vendor, and learning standards representatives to=20 increase academic library participation in higher education learning=20 analytics and prepare academic librarians to engage in this important=20 use of data to support student learning and success.=E2=80=9D
=

"Finally, the LIILA project yielded ten =E2=80=9Cnext steps=E2=80= =9D for moving forward in this arena (section 6.0). These next steps = include: 

1. increasing = awareness of and discussion about the role of libraries in institutional = learning analytics both within the academic library community and among = institutional participants in learning analytics; 

2. investigating current library = data practices and committing to transparent communication about the = ways in which data is gathered, maintained, stored, secured, and used = within libraries; 

3. = communicating and negotiating data rights with library vendor and = institutional partners; 

4. = situating learning analytics among other assessment approaches as a = tool for student learning and success support;

5. including libraries in learning analytics = conversations at the institutional level;

6. identifying and analyzing questions or problems that = require a learning analytics approach;

7. envisioning the contributions that library data makes = to developing a holistic picture of student learning and success;

8. exploring interoperability = standards that enable disparate information systems to connect in real = time;

9. identifying and = prioritizing user stories linking libraries and student learning and = success that merit further development; and

10. pursuing pilot studies that investigate the = feasibility of developing library user stories into achievable = integrations of library data into institutional learning = analytics."


The paper is available at https://library.educause.edu/resources/2018/11/library-integrat= ion-in-institutional-learning-analytics


=E2=80=94Joan Lippincott, = CNI

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