Browsing by Author "Pannabecker, Virginia"

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    2018 R & I Annual Report
    Griffin, Julie; Hilal, Amr E.; Brown, Anne M.; Petters, Jonathan L.; Porter, Nathaniel D.; McMillan, Gail; Cross, Carrie; Pannabecker, Virginia; Smith, Erin M. (Virginia Tech, 2018)
    This is the 2018 annual report for the Research & Informatics division at University Libraries.
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    Behind the Scenes of the Fair Use Week Exhibit - How We Made Our Copyright Decisions
    Pannabecker, Virginia; Sebek, Robert; Walz, Anita R.; Fralin, Scott; Gilbertson, Keith (2016-02)
    This workshop was created for a general audience, with an expectation of most being students, staff, or faculty in a higher education environment. *This workshop was developed with United States copyright law in mind. During this workshop, presenters and participants discussed decisions related to using copyrighted materials in an in-person and online exhibit. Following the discussion, they explored an interactive exhibit and consider whether uses of copyrighted materials in case studies included in the exhibit were more towards ‘Fair,’ or towards ‘Infringing.’
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    Conversation: Discussion and Hands-On Exploration of Open Educational Resources
    Walz, Anita R.; Pannabecker, Virginia (2015-02-05)
    This conversation session was hosted at the Conference on Higher Education Pedagogy in Blacksburg, VA on February 5, 2015.
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    Creative Convergence: Conducting a Systematic Review Project Through Cross-Institutional, Distance Collaboration
    Pannabecker, Virginia; Ching Dennison, Carolyn; Farrell, Alison; Gore, Genevieve; Holyoke, Assako; Machel, Viola; Marton, Christine; O'Brien, Kelly K.; Swanberg, Stephanie; Thuna, Mindy (2014-10-30)
    Objective: To reflect on a cross-institutional systematic review project: What are effective collaboration methods for geographically dispersed research teams? Methods: Conduct a scoping literature review on effective methods for cross-institutional, distance research team collaboration considering: different institutional resources and policies and dispersed locations and time zones. Collect systematic review team member perspectives regarding: what worked best, what each might do differently, and recommendations for others. Identify themes from the team results and synthesize team results with literature review results for a set of recommended best practices. Results: Medical librarians joined systematic review teams for an MLA Research Section initiative to address health librarianship research questions. Ten librarians were on our team, including a team leader, mostly from academic institutions, collaborating from Hawaii, the continental U.S., and Canada. We identified benefits including diverse perspectives, wide-ranging experience in healthcare education and librarianship, and expansive access to health sciences literature through our multiple institutions; challenges such as developing a project plan and timeline from scratch; lessons learned; and recommendations for future projects. Conclusion: In today’s healthcare environment, we strive to produce the highest quality results and to include diverse perspectives to strengthen our research. Healthcare professionals, including medical librarians, increasingly interact in online environments with geographically dispersed research teams. Find out what we learned from this project: what worked best, what we would do differently, and our recommendations for successful distance collaboration.
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    Data Management Bootcamp 2016: Ginny Pannabecker
    Pannabecker, Virginia (Virginia Tech. University Libraries, 2016-01-15)
    Following a session on "Writing for Data Management," presentation attendees applied what they learned while playing a Data Management Bingo game to identify good and bad data management practices from sample data management plans.
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    Digging Deeper into Text and Data Mining
    Haugen, Inga; Lener, Edward F.; Pannabecker, Virginia; Young, Philip (Virginia Tech, 2017-10)
    Text and data mining (TDM) approaches are increasingly used for research in a variety of disciplines to create, explore, and analyze large datasets. This presentation explores opportunities for library support for TDM, including expanding licensing permissions, clarifying legal aspects, identifying TDM sources and tools, developing expertise, and outreach.
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    Elements and Altmetric at Virginia Tech: A Client Case Study
    Troia, Lily; Pannabecker, Virginia (Virginia Tech, 2018-08-02)
    Presenters will discuss a use case that includes description of department workshops and results of those, development of individual reports, and use of Elements data to design reports with multiple identifiers or other aspects.
  • Expand Your Library Instruction Toolkit: Intro to Distance and Online Learning - MLA CE 500 - 2016
    Pannabecker, Virginia; Hoogland, Margaret (2016-05-13)
    This record archives a Canvas course management system course export file. To use this file, download it and export it as a course into your Canvas dashboard. This course was created by Virginia Pannabecker and Margaret Hoogland for a May 13, 2016 Continuing Education (CE) course titled, "Expand Your Library Instruction Toolkit: Intro to Distance and Online Learning" for the MOSAIC joint meeting between the Medical Library Association (MLA), the Canadian Health Libraries Association/Association des bibliothèques de la santé du Canada (CHLA / ABSC), and the International Clinical Librarian Conference (ICLC) held in Toronoto, Canada. The Introduction content in this course was shared 2 weeks prior to the CE session, with the remainder being shared during the in-person session and following as a content reference and example / sandbox course site for participants to use to try out both the 'Student' and the 'Teacher' roles in Canvas. All content included was created by the instructors (Pannabecker and/or Hoogland) unless otherwise cited, linked, or indicated. For instructor-created content, it is licensed CC-BY 4.0 (https://creativecommons.org/licenses/by/4.0/) for reuse with attribution.
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    Faculty Perceptions of Research Assessment at Virginia Tech
    Miles, Rachel A.; Pannabecker, Virginia; Kuypers, Jim A. (Levy Library Press, 2020-07-07)
    In the spring of 2019, survey research was conducted at Virginia Polytechnic Institute and State University (Virginia Tech), a large, public, Carnegie-classified R1 institution in southwest Virginia, to determine faculty perceptions of research assessment as well as how and why they use researcher profiles and research impact indicators. The Faculty Senate Research Assessment Committee (FSRAC) reported the quantitative and qualitative results to the Virginia Tech Board of Visitors to demonstrate the need for systemic, political, and cultural change regarding how faculty are evaluated and rewarded at the university for their research and creative projects. The survey research and subsequent report started a gradual process to move the university to a more responsible, holistic, and inclusive research assessment environment. Key results from the survey, completed by close to 500 faculty from across the university, include: a.) the most frequently used researcher profile systems and the primary ways they are used (e.g., profiles are used most frequently for showcasing work, with results indicating that faculty prefer to use a combination of systems for this purpose); b.) the primary reasons faculty use certain research impact indicators (e.g., number of publications is frequently used but much more likely to be used for institutional reasons than personal or professional reasons); c.) faculty feel that research assessment is most fair at the department level and least fair at the university level; and d.) faculty do not feel positively towards their research being assessed for the allocation of university funding.
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    Faculty Perceptions on Research Impact Metrics, Researcher Profile Systems, Fairness of Research Evaluation, and Time Allocations
    Miles, Rachel A.; Pannabecker, Virginia; MacDonald, Amanda B.; Kuypers, Jim A. (2019-10-09)
    This survey research study was conducted by the Faculty Senate Research Assessment Committee at Virginia in the spring of 2019 to determine how faculty at Virginia Tech use researcher profiles and research impact metrics as well as the reasons behind why they use them and how they use them; the survey also assessed how faculty perceive research assessment at the department, college, and university levels, and asked their views on the potential integration of their research into a new incentive-based budget model at the university. The results of this study also help to inform institutional policy reform at Virginia Tech. The results of this study and its implications for practice for researchers, librarians, and scientometricians, was presented at the 6:AM (the sixth) Altmetrics Conference in Stirling, Scotland, United Kingdom.
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    Faculty Research Practices in Civil and Environmental Engineering: Insights from a Qualitative Study Designed to Inform Research Support Services
    Hayes, Whitney; Pannabecker, Virginia; Shen, Yi; Smith, Erin M.; Thompson, Larry (Virginia Tech, 2018-12-14)
    This qualitative study analyzes and reports on in-depth interviews with eight faculty from the Charles E. Via, Jr. Department of Civil & Environmental Engineering at Virginia Tech. This project is part of a larger series of studies from Ithaka S+R on the research support needs of scholars by discipline. Ithaka S+R provided guidance on research methodology and data analysis.The goal of the study was to better understand the overall and day to day research practices of civil and environmental engineering (CEE) faculty to inform priorities and needs for research support services. The interviewees represented different career levels (Assistant, Associate, and full Professor) with at least one being from each of the Virginia Tech CEE department’s five fields of focus. Findings address five thematic areas from the interview transcripts: research, collaboration, data practices, information discovery and management, and research communication and dissemination. Implications identify four major support needs and service opportunities: supporting faculty goals to share more of their work in open access venues, supporting use of Google Scholar as a major research tool, data education and services for all - from students to faculty, and the continuing importance of student training in information source evaluation and critical appraisal.
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    Fair Use Week Exhibit and Event Toolkit
    Pannabecker, Virginia; Walz, Anita R.; Sebek, Robert; Fralin, Scott; Gilbertson, Keith (Virginia Tech, 2016-02-22)
    In Fall 2015, the Open Knowledge Committee of Virginia Tech’s University Libraries decided to participate in Fair Use Week 2016. This was our first time participating. We put a call out and gathered a planning group. Our week-long event included an interactive exhibit, an exhibit reception, three workshops, a website, and a blog post. Our goals for this event were to: (a) raise awareness of the nature and application of the Fair Use provision in U.S. Copyright law, and to (b) provide interactive components to engage participants in thinking about copyrights and their choices when: 1. considering the use of copyrighted materials for research, education, creative, commercial, or other purposes, and 2. creating and sharing copyrightable works in various contexts. We took a broad view of our target audience - aiming to provide in-person and online opportunities for interactive engagement by VT students, employees, instructors, researchers, and the general public. We reused resources from others, and want to share our content for further reuse. Fair Use is a 4-part exemption of U.S. Copyright Law which allows copying, redistribution, public displays, performance, transmission, and creation of new versions when the proposed use is deemed by the user’s informed analysis to be “fair” rather than “infringing.” Explore various tools and resources for your Fair Use analysis. Exhibit focuses on several local, current, and historical examples related to fair use. 2016/02/22 - 2016/03/11
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    The Flipped Classroom: Student-Driven Library Research Sessions for Nutrition Education
    Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica (Taylor & Francis, 2014-12)
    This article reports on the use of a flipped classroom technique to teach library research skills to upper-level undergraduate nutrition students. A public university Health Sciences librarian and two Nutrition faculty members collaborated to implement a flipped classroom model utilizing online videos and brief assignments packaged in a course-specific library guide for pre-class preparation.  Implementation, materials examples, and an evaluation of the method are included.  This method provided pre-class learning and increased in-class, hands-on practice in library research for students in an active learning environment. Students found and applied evidence from scientific research studies to course assignments.
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    Flipping for Health: Hands-On Library Research Sessions
    Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica (2014-10-30)
    In Spring 2014, a health sciences librarian planned five library research sessions for undergraduate and graduate courses, using the flipped classroom method. This lightning talk will summarize sessions and present example materials related to pre-session activities, in-class activities, and assessments. Objective: To increase class time for hands-on, active learning of research skills directly related to course and assignment-specific learning goals. Methods: Each course library session included a pre-library session activity that students completed on their own. This pre-library session activity was packaged in an online, course-specific Library Guide and included practice activities and/or assessments. During each in-person library session, students applied their learning in hands-on activities. For one course, senior level Nutrition, the librarian worked closely with two faculty members to plan and implement the pre-library sessions, pre- and post-testing, and the hands-on activity. Results: Feedback from the library guide optional feedback forms indicated the usefulness of pre-library session activities for all the courses where they were used, as they allowed students to work through the material at their own pace and at times that were convenient for them. The pre- and post-tests and in-class session experience for the senior nutrition course indicated that the hands-on learning approach resulted in students having the appropriate research skills to work on their group projects in the class without an in-person demonstration of searching strategies. Conclusion: The extended searching time during in-class sessions made it possible for the librarian and instructors to facilitate individual or group work during classes and address unique, in-depth questions as students conducted research. Responding to questions in class and group in-class work also increased peer-to-peer learning opportunities.
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    A Framework Tasting: Trying Out a New Vintage in Info Lit
    Pannabecker, Virginia (Virginia Tech, 2015-05-12)
    Join your colleagues for a Conversation Starter and explore ways to apply the proposed ACRL Framework for Information Literacy for Higher Education in course support. The proposed framework moves away from prescriptive, task-specific itemization towards a conceptual approach anchored by 6 threshold concepts: Authority is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship Is a Conversation, and Searching Is Strategic. A key element of this framework is its emphasis on implementing assignments and instructional techniques that use these threshold concepts to promote students’ critical self-reflection and self-directed exploration and engagement with the information ecosystem. This session will include small and large group discussion and a kinetic brainstorming activity where you can *literally* toss ideas around!
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    Get Noticed - Managing your scholarly career in an age of metrics, social media, and open research
    Walz, Anita R.; Pannabecker, Virginia; Young, Philip; Potter, Peter J.; McMillan, Gail (2017-06)
    This workshop is designed for busy faculty who want a jump start in developing new skills, mastering new tools, and learning new approaches related to sharing their work and extending their impact. As delivered in June 2017, University librarians and publishing experts presented a variety of tools and methods to enable faculty members to: (1) leverage their rights as authors, (2) build and manage their online presence, (3) share their work and get noticed, and (4) demonstrate their impact. Attendees had the opportunity to set and refine individual goals for their workshop participation and beyond. Hands-on time and assistance were included for attendees to make tangible progress in their identified areas. Time was also allocated for attendees to discuss common problems and solutions.
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    How Do Electronic Laboratory Notebooks Inspire Researchers?
    Pannabecker, Virginia (2015-10)
    OBJECTIVES: This research poster explores if and how electronic laboratory notebook (ELN) platforms include features that may facilitate researchers in: collaborating; incorporating research literature in laboratory practices; or implementing best practices in research data management. It also looks to discover what other features are important to researchers when using an ELN. METHODS: This research poster begins a 3-step process to explore researchers’ use of electronic notebooks – particularly within health and life sciences (with inclusion of literature results from chemistry, engineering, and computational sciences), and within academic institutions. This poster includes results from the first two steps: 1) a scan of 100 Twitter and Google postings, blogs, and comments regarding use or interest in electronic laboratory notebooks (ELNs) by from researchers, generating a list of initial ‘features of interest’ criteria for ELN platforms, primarily for academic researchers, with some inclusion of industry perspectives. 2) Next, a literature review was conducted in eight research databases using the following keywords (in title, abstract, and index terms): Electronic lab notebooks OR electronic lab notebook OR electronic laboratory notebooks OR electronic laboratory notebook OR e-notebook* OR eln platform. Results of these two steps were reviewed for relevance, and then reviewed and labeled by themes related to research data management, literature use, and collaboration, as well as additional themes that were addressed. Platforms noted multiple times within the review were added to a table that addressed some key initial priorities (cost, subject area, academic/industry focus). A handout listing these and some additional ELNs discussed with references discussing each was created from the review results. Finally, an open Zotero group and library is linked from the poster to share the full list of review citations. RESULTS: The review of online postings and research literature uncovered a variety of themes of interest related to using ELN, for academic institution researchers (and industry researchers) in health and life sciences. These themes include the areas of focus for this review: research data management facilitation, collaboration, and incorporation of research literature in laboratory notes and workflow. Within each of these, further aspects are described. An additional theme uncovered that is not described in detail in the poster is educational use of ELN. DISCUSSION: This review of ELN focuses on the perspectives of laboratory researchers in academic institutions, focusing on researchers in health and life sciences, with inclusion of articles and view points from industry researchers. Key benefits of ELN platforms for academic researchers include increased productivity, and support for Good Lab Practices (GLP) and reproducibility of results. Additional priorities include: free or lower cost platforms and open source or flexible platforms that lend themselves to customization for tool and software integration, and for multi-disciplinary use. Platforms that can be used to collect, document and track, analyze, store, and create archival files for multiple data formats are important. The ability to collaborate with others, including permission-level settings and security for online data and file sharing is significant, as is support for overall project and lab management (including equipment and sample tracking). Improved searching of data and files, including use of standardized or customized metadata is a benefit of ELNs, as is the ability to include links to or files for related resources, such as research literature and protocols. Educational uses of ELN were also frequently found in the research literature review results. Concerns include loss or corruption of data and difficulty of using electronic devices in some lab environments. Industry researchers have a stronger focus on Quality Control, Quality Assurance, regulatory compliance features, and Intellectual Property claim support. Limitations: This review began with a narrow understanding of the topic and thus the literature search did not include all terms that could be used. Also, coding would increase in effectiveness if conducted more than one time and by more than one reviewer. Next Steps: Further plans for this project include development of a survey to explore use of and interest in ELN at the author’s institution, with possible extension to other institutions – to further determine best avenues for library and/or general institutional support in the use of ELN by students and researchers in the academic environment and in collaboration with industry.
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    Implementing a Writing Course in an Online RN-BSN Program
    Stevens, Carol J.; D’Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry (Wolters Kluwer, 2014)
    Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.
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    Institutional Data Collaborations and Education to Share Faculty Impact
    Lockee, Barbara B.; Joshi, Abhay; Pannabecker, Virginia (2022-09-28)
    This was a panel presentation. The presentation slides file included in the Virginia Tech repository, VTechWorks is only for the Virginia Tech authors' presentation - one of three presentations during the panel. Panel recording and information available at: https://expertfindersystems.org/webinar.cfm Panel Description: Faculty and research are two of the most important assets for an institution of higher education, and identifying, promoting, and highlighting the achievements in these areas are critical to promoting an institution's reputation. As universities evolve in this new post-COVID era, new horizons in research and innovation are needed to continue to answer the numerous challenges facing higher education. With many institutions reporting an emphasis on growing and diversifying their networks, collaborations, and interdisciplinary research, administrators and faculty themselves are in need of the right information to make strategic long term decisions. As a result, universities are now looking across silos attempting to bridge the gap between systems to create more efficiencies and ultimately, to understand their institutional landscapes more fully. One-way universities are seeking to do this is by connecting and integrating faculty information systems (FIS) and research information systems (RIMS) in new, and more robust ways to generate effective workflows, new data, and insights. During this webinar, stakeholders from Office of the Provost, Office of Personnel, and the Library at a number of research-intensive institutions, will discuss the use cases of their systems, how their adoption of these systems is supporting their strategy, and what they envision the future holds for them. Faculty Information Systems (FIS) have a strong focus on internal faculty data, including sensitive and confidential personnel data unique to faculty activities, and include workflows necessary for activities like faculty activity reporting, accreditation, and annual reviews for reappointment, promotion, and tenure appointment. These systems allow institutions to electronically collect, store, showcase, analyze, and report on faculty activities and accomplishments using a single system of record. Research Information Management Systems (RIMS) focus on aggregating, curating, and storing data and metadata about institutional research and scholarly activities in a single system of record. RIMS are multi-faceted solutions that showcase research, both at the institutional level and at the researcher level. RIMS are strategic to an institution as they provide insights into the performance and competitiveness of institutional research, which is essential to sound decision-making and planning. Both are solutions that are typically used in conjunction across research intensive institutions.
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    Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review
    Swanberg, Stephanie M.; Dennison, Carolyn Ching; Farrell, Alison; Machel, Viola; Marton, Christine; O'Brien, Kelly K.; Pannabecker, Virginia; Thuna, Mindy; Holyoke, Assako Nitta (Medical Library Association, 2016-07)
    BACKGROUND: Librarians often teach evidence-based practice (EBP) within health sciences curricula. It is not known what teaching methods are most effective. METHODS: A systematic review of the literature was conducted searching CINAHL, EMBASE, ERIC, LISTA, PubMed, Scopus, and others. Searches were completed through December 2014. No limits were applied. Hand searching of Medical Library Association annual meeting abstracts from 2009–2014 was also completed. Studies must be about EBP instruction by a librarian within undergraduate or graduate health sciences curricula and include skills assessment. Studies with no assessment, letters and comments, and veterinary education studies were excluded. Data extraction and critical appraisal were performed to determine the risk of bias of each study. RESULTS: Twenty-seven studies were included for analysis. Studies occurred in the United States (20), Canada (3), the United Kingdom (1), and Italy (1), with 22 in medicine and 5 in allied health. Teaching methods included lecture (20), small group or one-on-one instruction (16), computer lab practice (15), and online learning (6). Assessments were quizzes or tests, pretests and posttests, peer-review, search strategy evaluations, clinical scenario assignments, or a hybrid. Due to large variability across studies, meta-analysis was not conducted. DISCUSSION: Findings were weakly significant for positive change in search performance for most studies. Only one study compared teaching methods, and no one teaching method proved more effective. Future studies could conduct multisite interventions using randomized or quasi-randomized controlled trial study design and standardized assessment tools to measure outcomes. DATA FILES: In September 2017, the team was asked by the Journal of the Medical Library Association Editorial Board "if they would send [the JMLA Editorial Board] working group the data that would be needed to reproduce the results described in their articles" (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5886497/). The team identified the study data files, cleaned them, and sent them to JMLA. However, as this was simply a query and experiment by the Editorial Board, the files were not added to the published article. As these files are now prepared for sharing, they have been added to this study's VTechWorks institutional repository record in August, 2018.