TY - JOUR
T1 - A comprehensive primer to library learning analytics practices, initiatives, and privacy issues
AU - Jones, Kyle M.L.
AU - Briney, Kristin A.
AU - Goben, Abigail
AU - Salo, Dorothea
AU - Asher, Andrew
AU - Perry, Michael R.
N1 - Funding Information:
* Kyle M.L. Jones is an Assistant Professor in the Department of Library and Information Sciences at Indiana University-Indianapolis (IUPUI); email: kmlj@iupui.edu. Kristin A. Briney is Biology and Biological Engineering Librarian at California Institute of Technology; email: briney@caltech.edu. Abigail Goben is an Associate Professor and Information Services and Liaison Librarian at the University of Illinois at Chicago; email: agoben@uic.edu. Dorothea Salo is a Distinguished Faculty Associate at the University of Wisconsin-Madison; email: salo@wisc. edu. Andrew Asher is Assessment Librarian and Associate Librarian, Planning and Administration, at Indiana University-Bloomington; email: asherand@indiana.edu. Michael R. Perry is Head of Assessment and Planning at Northwestern University; email: michael.perry@northwestern.edu. This project was made possible in part by the Institute of Museum and Library Services (LG-96-18-0044-18). The views, findings, conclusions, or recommendations expressed in this conference proceeding do not necessarily represent those of the Institute of Museum and Library Services. The team would like to thank Aubree Tillett, a research assistant from the University of Wisconsin-Milwaukee, for her support and Maura Smale and Mariana Regaldo for their input. ©2020 Kyle M.L. Jones, Kristin A. Briney, Abigail Goben, Dorothea Salo, Andrew Asher, and Michael R. Perry, Attribution-NonCommercial (https://creativecommons.org/licenses/by-nc/4.0/) CC BY-NC
Publisher Copyright:
© 2020, Association of College and Research Libraries. All rights reserved.
PY - 2020/4
Y1 - 2020/4
N2 - Universities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student suc-cess, and address political and financial pressures. Academic libraries are additionally undertaking learning analytics to demonstrate value to stakeholders, assess learning gains from instruction, and analyze student-library usage, et cetera. The adoption of these techniques leads to many professional ethics issues and practical concerns related to privacy. In this narrative literature review, we provide a foundational back-ground in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.
AB - Universities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student suc-cess, and address political and financial pressures. Academic libraries are additionally undertaking learning analytics to demonstrate value to stakeholders, assess learning gains from instruction, and analyze student-library usage, et cetera. The adoption of these techniques leads to many professional ethics issues and practical concerns related to privacy. In this narrative literature review, we provide a foundational back-ground in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.
UR - http://www.scopus.com/inward/record.url?scp=85083457068&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85083457068&partnerID=8YFLogxK
U2 - 10.5860/crl.81.3.570
DO - 10.5860/crl.81.3.570
M3 - Article
AN - SCOPUS:85083457068
SN - 0010-0870
VL - 81
SP - 570
EP - 591
JO - College and Research Libraries
JF - College and Research Libraries
IS - 3
ER -