Journal Club – A New Tool for Collection Assessment: One Library’s Response to the Calls to Action Issued by Canada’s Truth and Reconciliation Commission

Meeting Date: March 22, 2021

Presenter: Vanja Stojanovic

Article: Linton J, Ducas A. A New Tool for Collection Assessment: One Library’s Response to the Calls to Action Issued by Canada’s Truth and Reconciliation Commission. Collection Management [Internet]. 2017 [cited 2021 Mar 9];42(3–4):256–79. Available from: https://www.tandfonline.com/doi/abs/10.1080/01462679.2017.1344596

Questions:

1) What is one thing that stood out to you about this article? What did you learn?

  • The University of Manitoba medical school was the first school to integrate an Indigenous library collection into their curriculum.
    • Created in 2016, surprising it took until then
  • It is important to partner with the Indigenous communities from the very beginning when engaging in collection development or offering resources and services
  • Balancing out a collection, a bit of an awakening of thinking about health resources being beyond just health science-based,

2) Tell us a little bit about some of the Indigenous health resources that your library collects and provides.

  • The SHA library in Prince Albert has put together some resources for their consumer health collection, include autobiographies of First Nations peoples.
  • Small collection at St. Paul’s in Saskatoon, put  together a bit of a guide in 2019, mostly consumer health than literature for SHA staff
  • The SHA library website has an Indigenous guide with books, website, links, and other policies available to browse.
  • The iPortal (Indigenous Studies Portal Research Tool) can also be searched for resources (available from the University of Saskatchewan library).
  • UofR has many of titles mentioned in the article, sections on indigenous health in both French and English sections of the nursing lib guide

3) How can we as health librarians listen to and collaborate with Indigenous communities, Indigenous healthcare professionals, and/or organizational departments dedicated to Indigenous patients and their families to “balance” our collections?

  • We need to acknowledge that books and materials aren’t the whole picture, the oral history and non-tangible material needs to be included
  • Alternative formats like videos are one way to offer resources relevant to Indigenous communities.
  • As librarians, we should make every effort not think about our work as an extraction and packaging of Indigenous knowledge. True collaboration with Indigenous peoples is the first step.
  • The SHA Indigenous Resources guide was developed in collaboration with the SHA Indigenous and Metis department
  • Need to make time for collaboration
    • People and effort are often constrained and this isn’t a priority in our work overall even if it should be
  • Need to think about it collaboratively, need to stay and build, not a one-time information extraction
  • Programs try to collaborate, but often just trying to ‘show’ work rather than continuing to make the changes permanent to make a permanent forward motion than a one off

4) What are some ways we can integrate Indigenous health resources into our own library services on a regular basis?

  • In reference interviews, we can ask users if they are interested in finding Indigenous resources as part of their search.
  • We can use established search hedges when conducting literature searches; some existing hedges can be adapted to meet the specific needs of the communities served.
  • The article highlights the importance of doing the work long term, creating a solid foundation and building relationships as the most effective way to integrate Indigenous health resources.
  • Centering Indigenous peoples and resources relevant to them is one strategy that we can adopt immediately in all of our work as librarians.
  • One way to center Indigenous peoples is to include Indigenous resources in all contexts, whether it is a guide for cancer patients, consumer health pamphlets, or another context in which Indigenous people have not typically been included
  • Make sure that the patrons know that the resources that are from other jurisdictions aren’t going to be a one-to-one fit just because they’re also about indigenous persons

5) An Indigenous worldview acknowledges many determinants of health beyond biomedical and social frameworks, such as “spirituality, relationship to the land, geography, culture, language, and knowledge systems” (p.259).

5a) What role do we play in advocating for the support and use of a collection that is more interdisciplinary and includes a variety of sources (e.g., grey literature, videos, pamphlets, etc.) that are relevant to Indigenous communities?

  • We [librarians] definitely play a role – the “one health” approach as a possible framework for working with Indigenous ways of knowing and health beliefs

5b) How might we diversify our collections in situations where financial resources are scarce?

  • We could allocate grant money to purchase resources;
  • We could seek our and create opportunities for collaboration and cost-sharing for resource;
  • Resource sharing as another way forward (e.g., ILL);
  • We need to understand our institutional priorities and advocate for resources that support Indigenous communities and our users.

6) What is your biggest takeaway after discussing this article that you can applying to your own practice?

  • Using the TRC guidelines to evaluate our own collection is a good first step.
  • Community engagement and relationship building is essential.
  • Centering Indigenous resources everywhere we can is something we can all do in our daily work

Helpful Links:

Journal Club – Computerized versus hand-scored health literacy tools: a comparison of Simple Measure of Gobbledygook (SMOG) and Flesch-Kincaid in printed patient education materials

Meeting Date: January 27, 2021

Presenter: Brianna Howell-Spooner

Article: Grabeel KL, Russomanno J, Oelschlegel S, Tester E, Heidel RE. Computerized versus hand-scored health literacy tools: a comparison of Simple Measure of Gobbledygook (SMOG) and Flesch-Kincaid in printed patient education materials. J Med Libr Assoc. 2018 Jan;106(1):38-45. doi: 10.5195/jmla.2018.262. Epub 2018 Jan 2. PMID: 29339932; PMCID: PMC5764592.

Questions:

1) Had anyone heard of the Simple Measure of Gobbledygook and Flesch-Kincaid measurements before? What do you know about them?

  • Never heard of them.
  • Yes, SMOG
  • Yes, Flesch-Kincaid

2) Are these measurements comparable? Is either a good choice for comparison of consumer health materials?

  • Not comparable
  • Hand scoring is more manipulable,
  • “Hand-scoring patient education materials allows evaluators to work directly with the text, alerting them to multisyllabic words and long sentences”
  • Flesch-Kincaid could be done by hand but it would be too much work
  • Electronic is more feasible because it’s built into the word processors, but the hand-scored one is more accurate if done correctly
  • The graphic layout can throw off the mathematics
  • Period and decimal would be read the same, electronic -1 CHI

3) Are these reading level measurements sensitive enough for health/medical materials?  

  • SMOG seems like a blunt instrument, based on =>3-syllable words, certain medical condition’s names are much longer
    • Greater chance for a higher grade level
  • What was Flesch-Kincaid first developed for? Was it for literacy grading in actuality or just a theoretical model? This will affect its measurement capabilities

4) Is it worth the extra time to run a hand scoring literacy measure?

  • Context, if a practitioner is meeting with someone they know has the literacy level, no problems
  • Practitioners need to be aware, levels stated could be wrong or could be area dependent (university reading level, but in Law)
  • The materials which a patient can pick up independently of communication with a medical practitioner are where you want to see the proper scoring for literacy levels
    • No chance for the practitioner to check understanding
  • Really need to know your audience
  • New disease, you’re going to want to make sure that the information is at the lowest common denominator for literacy to the widest audience
  • Dangerous to assume level, need to be careful
  • The fault of the health practitioner, not explaining the whole context,
    • Health practitioner need to learn how to teach health information
    • Don’t have the skills, to talk to the patient to give them the right/correct/contextual information

5) 81.8% (9/11)of the custom-designed (by the health authority) patient education materials scored above 6th grade reading level in the Flesch-Kincaid assessment, and 100% scored above the 6th grade reading level using SMOG, it is important that literacy assessments of patient education materials are conducted. How could the library help in hospital and during the education of healthcare providers?

  • Used to sit on the committee (CEAC) for giving input on the information itself (not grade level)
  • Could work on this again now that we’ve amalgamated?
  • NS health authority does include health materials for patients

6) Patient and Family Resource Centres offer patient education materials that are usually provided to them by other publishers, either internal to the hospital or from trusted sources. Should periodic assessments of these materials be done by the librarians? How do/can we, as librarians, get others to adhere to the 6th grade level?

  • Agreement which instrument to use? Do we average them?
    • F-K is easier but is it the most accurate?
  • Committees don’t like using external, like to personalize them to SK patient in front of them
    • Are they looking at our resources at the library for patient education?
  • Some of our resources at the library are customizable
  • What grade level do we tell them to adhere to?
  • Does the MLA, ALA even have a grade reading level cut off for literacy? Health literacy?

Thoughts? Opinions? Snacks?

  • What roll do we as librarians might play with CHI resources?
  • New learning
  • One member is going to forward information to instructors for a course she’s helping with
  • Applicable to Sask, demographically
  • Yes! Maybe academic librarians can somehow embed this into the curriculum of nursing and medical students. Teach them how to identify the appropriate resources and reading level and to speak at that level with their future patients. They should be trained on that from the beginning

SHLA Statement on Racism

The Saskatchewan Health Libraries Association stands in solidarity with Black, Indigenous and People of Colour (BIPOC) and specifically Black and Indigenous communities in Canada, the United States and all over the world who are experiencing racism, police brutality, and the effects of colonialism.  

Continue reading SHLA Statement on Racism

Journal Club – Global Responses of Health Science Librarians to the COVID‐19 (Corona virus) Pandemic: A Desktop Analysis

Meeting Date: November, 5, 2020

Presenter: Mary Chipanshi

Article:  Yuvaraj, M. (2020). Global responses of health science librarians to the COVID‐19 (Corona virus) pandemic: A desktop analysis. Health Information and Libraries Journal, Health information and libraries journal, 2020-07-09. https://onlinelibrary.wiley.com/doi/full/10.1111/hir.12321

Questions:

1) Are the study objectives relevant?

  • Yes, it’s relevant to know how libraries are responding to crisis to see where our services can be improved. In order to build studies around what’s working and what isn’t you have to know what people are doing first.
  • We had to think about expanding our services, finding ways to do document deliveries
  • All services were focused on COVID, requests in other areas dropped
  • Article was very relevant
  • Priorities changed to COVID, regular programming wasn’t as much of a priority
  • Collaboration among other public health libraries
  • After March everybody scrambled, it became a different normal

Does the study add anything new?

  • It helps identify launching off points for research on library services: what’s working/not working, what can be added, is this a service that can be adapted?

Was the desktop analysis approach the best method for this study?

  • For the purposes of finding out what people are doing without having to create a survey, yes.
  • This is pandemic and you’re trying to pull resources for a novel virus trying to get as much information as possible to people who need it for known clients and unknown clients
  • Trying to make things as accessible as possible
  • It would very difficult to reach professionals with a more traditional research method
  • Wish we knew more about what “desktop method means”
    • Add maybe a second level of review, have a peer review the table
  • Had to look up what desktop research was
  • Seems more like a research method for an undergraduate research paper
  • Flesh it out and tell us their research or search methods
  • Methodology section could use a lot of work, especially in clarifying what the method it used is, its purpose, etc.
  • International library associations were included (what were the criteria used?)
  • Confusion over association and website inclusion, they are very different, serve different people

Does the author acknowledge limitations in the article? If not do you see any limitations?

  • Language would be a barrier/limitation to assessing the efforts of library organizations/associations
    • Noticed that they only looked at associations that for sure have English as their main language/only language which is interesting considering where the author is from has over 20 languages
  • UK is represented, US is represented, Australia is represented
    • Where is Africa?
    • Where is India? (where author is from)
  • Library associations in Africa
    • Didn’t find anything that was COVID for them when I looked it up, they were drawing from other places
  • Author should’ve looked in more places, added limitations so that we aren’t asking these questions

Is the development of posters a good idea? Has your library developed any posters?

  • I put up the one that our organization distributed at the beginning about safety protocols (e.g. 2 meters apart, covering sneezes) but we’ve been closed since then
  • Posters are handled by communications department, library wouldn’t make the poster
  • Were told library services are going to take a backseat, but the library was still a guiding hand for searches
  • Librarian helped the communications team
  • Needs to be a central message
  • Most librarians have been home since March
  • Universal masking posters, symptom monitoring, around the library but not produced by it

How have you been providing resources to your users?

  • Mostly online, some book pickup
  • Blocked access to public computers for safety
  • At first, nobody could have access to the materials, started getting students complaining about lack of access to the library collection of textbooks
    • The text books can’t be digitized and could not provide them online
  • Started curbside pickup, within Canada but couldn’t send them out of country
  • Made book lockers available for pickup
  • Online access to books that you have in your collection, some of their books are available through the hi-T trust,
    • One problem, can’t hand out print copy when it’s in the online trust
  • Print collection was a problem, the librarians aren’t physically there to check out the books
    • Trying to find things freely available online
    • Most users want articles, not physical books
    • For ILL requests, they are faxed to the user
    • If you work in the building, user can go pick it up
  • No one is allowed to go into the stacks

Has your library developed any resources or have you linked to any COVID-19 resources for your users?

  • When COVID started, pulled together a resource page, links to resources, live search. Synopses of articles, links to publishers that are making article open access for COVID articles
  • Quicklinks to other national/provincial public health websites and other international public health sites: CDC, WHO
    • Dashboards (Johns Hopkins), vaccine tracker
    • Librarians email each other to update the page
  • Thinking of making a lib guide but we don’t have the time
  • Huge amount of collaboration and peer review for searches and search strategies

Do you think that in the process of expanding the librarian’s role in response to the COVID-19 crisis the users are lost?

  • Lost patient/family users, they couldn’t safely access our in-person resources and we don’t have a lot of online resources for the public
  • Requests were way down, thought “was it something we did?”
    • After the first wave, there was an increase in the use in preparation for the second wave
  • Not at the usual level, but maybe it’s coming back

Have libraries acquired new users?

  • Our library has definitely acquired new users, but they are people who could have used our services before so there is a question of “why weren’t they?” and “how can we make sure they continue to use our services after the pandemic ends?”
  • Gained student users, they don’t have to be physically in Canada anymore to be a student but they can still access or request access to our resources
  • Reaching out to potential users
  • Reviewing regular programs and taking care of COVID at the same time
  • Wondering if word of mouth for the library was passed around in online communications

Are there any other comments/additions that you would like to share from the article?

  • Very much like the desktop method for inexpensive research
  • Another inexpensive method, document analysis, basing your research on documents you were able to pull from the resource you use

Journal Club: “How do I do that?” a literature review of research data management skill gaps of Canadian health sciences information professionals

Meeting Date: January 27, 2020

Presenter: Kaetlyn Phillips

Article: Fuhr, J. (2019). “How do I do that?” a literature review of research data management skill gaps of Canadian health sciences information professionals. Journal of Canadian Health Libraries Association, 40, 51-69. 10.29173/jchla29371.

Questions:

1) Are you familiar with research data management (RDM)? Have you been asked to start or participate in RDM programs? Do you feel there is a gap in your knowledge?

  • There is absolutely a gap in my knowledge of this topic
  • Only heard the term before, didn’t know everything it pertained to, did want to know about it so the article was a good choice
  • Heard of some of some of the concepts before but wasn’t sure what they meant in context of library work
  • What role do we play, in terms of offering these services for our patrons
  • Knowledge gaps are overwhelming, once you get comfortable with the jargon the process becomes easier as does identifying missing skills
  • Not just us in the libraries, many professions have this problem

2) Do you agree with the list of skills provided in Table 1? Should skills be added? Which ones? Why?

  • Security knowledge or confidentiality and the limitations of de-identified data
  • Seems like a lot to put on a single person
  • When I looked at the skills listed in the article and thought about what it is I do, I felt overwhelmed. I think having an expert is better than pushing it on librarians without training
  • It’s a lot of put on librarian’s without training, needs to be a collaborative process, consulting with a librarian who is a RDM librarian
  • The list of skills looked like a job description, you would need someone to do this full time not just tacked onto existing responsibilities of the existing librarians. Academic institutions are creating Research Data Management positions, so the future of RDM in health sciences could be collaborative as opposed to one librarian doing many roles

3) In your opinion, what role will RDM play into Healthcare’s Evidence based practice?

  • Better organized and available data can make for better studies because more participants’ information can be included for analysis, IF the data uses the same metadata or architecture or even standardized terminology
  • Making metadata available is a definite weakness, making a user’s guide is super helpful so you can understand what you’re looking at
  • Only a couple of people have heard of the data centers in Saskatchewan which are targeting health researchers (e.g. for rare diseases)

4) The article has many suggestions for implementing RDA training. What kind of training would work best for health sciences librarians?

  • Asynchronous but organized, lower stakes less stress, not overwhelming people with all of the possible information
  • Ties back to context, it would depend on the librarian’s skill set, we shouldn’t play down the knowledge and skill set we bring as librarian’s
  • Peer-to-peer but also, given the skill sets mentioned in the article we might already have similar skills that can be applied
  • Quite a few classes in MLIS are only offered once a year so you often miss out if you only want to do your MLIS within the usual timeline (one year)
  • We could advocate of continuing education in our associations
  • There’s a lot of courses on data management and analysis that are for using the data and not for organizing it after the fact or while gathering it
  • There’s lots out there but finding it, finding good quality and getting credit for it is difficult
  • RDM courses that are self-paced and open are needed. Even if iSchools and MLIS programs include courses on RDM, it’s possible that those courses won’t be enough to fill the knowledge gap. Peer to peer professional development would also be beneficial.

5) The author “foresees a trickle-down effect of research data services in health sciences and specialized libraries, regardless of affiliation with a post-secondary institution” (Fuhr, 2019, p.57). Based on your experience and knowledge, do you agree or disagree with the statement?

  • Only if we speak up, scientists have a tendency to silo their data because of how research and promotion is rewarded (the originality of the research and the groundbreaking is rewarded over reproducibility; despite reproducibility being the backbone of science)
  • We’d have to take initiative to get them involved with us
  • We have a relationship with our research department, but it’s a bit of a black box, there’s other services we focus on so it’s also a capacity issue for us even just getting people on board
  • It’s not on our radar
  • Will the grant application process, the necessity of having an RDM process in your application, will that change the playfield?
  • Research has never been the main driver of hospitals
  • The concept of a trickle-down effect seems implausible, or would take a long time to occur.  Within health science organizations, research is often a separate branch outside of the library, so libraries would need to promote the service over being “forced” into it. Within academic health science institutions, RDM is falling under the library’s roles and duties, so consulting with a librarian could be encouraged.

Any other questions? Comments?