1. The Impact of Scholarly Communication on LIS Education Carol Tenopir University of Tennessee ctenopir@utk.edu web.utk.edu/~tenopir/

2. What is the role of scholarly communication in LIS Education? 1. An extension of our academic home and discipline 2. A methodological framework 3. A specific area of research

3. LIS programs in North America 56 programs accredited by the American Library Association in the U.S. and Canada ALA accredits only masters degree program 30 years ago most were separate programs or part of humanities or education

4. University Of Tennessee College of Communication And Information School of Information Sciences School of Communication Studies School of Journalism and Electronic Media School of Advertising And Public Relations

6. College of Communication And Information School of Information Sciences School of Communication Studies School of Journalism and Electronic Media School of Advertising And Public Relations Conveying Meaning Science Communication Risk Communication

9. Scientists Working Photos Data Sets Direct Observations Sounds Conversations Meetings Publications Specimens Lab/Field notebook Proceedings Preprints Journal Articles Books

10. Photos Data Sets Direct Observations Sounds Conversations Meetings Publications Specimens Lab/Field notebook Scientists Working

11. The Information Life Cycle

13. Shared Theories Diffusion of innovations Sense Making Grounded Theory Shannon-Weaver Communication Model

14. LIS Course Titles Influenced by Scholarly Communication Scientific and Technical Communications Computer Mediated Communication Computer supported collaborative work Human Information Interactions Biodiversity Informatics Information Policy

15. Switching to methods…

16. Main Methods for Studying Scholarly Communication and Users Usage transaction logs Surveys (questionnaires or interviews) Observations and other experiments Focus groups Bibliometrics (citing and authoring patterns)

17. What Conclusions Can You Draw? Usage logs What people do on specific online systems Interviews/surveys Opinion, what individuals say they do, and why, and outcomes Experiments What individuals do in a controlled or natural setting, and why Focus groups What individuals say they prefer and might do in the future

18. Usage logs give much useful data, but… Logs don’t show why or outcomes Requests or downloads may not equal use or satisfaction Log sessions may be difficult to differentiate or compare across systems For privacy or other reasons, logs do not show behavior by demographic groups Logs show only a fraction of total use

19. Surveys use different types of questions Demographic Recollection of behaviors (how often something is done) Opinions (reactions to statements on a scale, valuing services on a scale) Critical Incident (specific event and outcomes)

20. Average Articles Read per year per faculty academic discipline Year of Studies

21. Recollection and demographic and opinion questions only go so far… …add longitudinal to get a picture of trends …add critical incident and you get a more detailed picture

22. Average Articles Read per year per University Faculty Member *280 with outliers

23. Average Minutes per Article by University Faculty Member Average Minutes Per Article Year of Studies

24. Average Minutes per reading per University Faculty Member Average number of articles read per scientist Year of Studies

25. Demographic (faculty or student) plus critical incident (source of article) Faculty Doctoral Students Faculty Doctoral Students

26. Keeping Up22% Consult/treating Other 4% 9% Teaching 17% Research 48% #4 #1 #5 #3 #2 Purpose and Ranking of Importance: Medical Faculty

27. 1stYear 1st Year 2-5 Years Over 5Years Over 5 Years Older articles are judged more valuable & are more likely to come from libraries

28. Surveys provide much useful data, but… All surveys rely on truthfulness Surveys rely on memory Response rates are falling

30. Scholarly Communication and LIS