Browsing by Author "Chapman, Joyce"

Now showing 1 - 9 of 9
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    2022 ALA-CORE National Binding Survey: Report of Findings
    (2023-02-01) Chapman, Joyce; Doyle, Beth; Ellenburg-Kimmet, Tanya; Coulbourne, Mark; Brim, Richenda
    The American Library Association (ALA) Core Preservation Administration Interest Group (PAIG) held a Symposium on the Future of Library Binding1 in 2022. Following the symposium, the ALA Core Library Binding Practices Survey Team2 (hereafter, “Team”) was convened to explore issues that arose during the symposium. The Team members volunteered to create a survey on current library binding practices to gain a better understanding of who is using library binding as a preservation and access method, how they are using such services, and the challenges that face the community.
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    ArcLight remote usability test - September 2020
    (2020) Wang, Candice; Nguyen, Anh; Chapman, Joyce
    This study was conducted to test the usability of David M. Rubenstein Rare Book & Manuscript Library's new ArcLight collection guides interface. The study questions were developed by Joyce Chapman and Noah Huffman. The test sessions were conducted by Joyce Chapman, Candice Wang, and Anh Nguyen, with the guidance of Emily Daly. All tests were conducted via Zoom between September 4th and September 15th, 2020.
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    Attending Scholarly Events During the Pandemic
    (2023-06-20) Boers, Greta; Chapman, Joyce
    When WHO identified Covid-19 as a pandemic in 2020, the resulting international lockdowns required immediate changes to all aspects of the scholarly enterprise, as in-person formats transferred to online modalities. The objective of this survey was to understand the impact of the pandemic on preferences about attending scholarly events, including conferences, workshops, and seminars. It was distributed to international communities in classical studies, ancient studies, archaeology, medieval studies, public history, and related fields. Since the sample was entirely voluntary, the results are only suggestive. The attendance factor which changed most dramatically from pre- and post- pandemic was personal interest, from 38.3% of respondents to 54.01%. Accessibility accommodations and assistive technologies nearly tripled in importance after the pandemic started (from 2.4% to 6.7%). The degree to which geographic location, affordability and institutional support influenced attendance decreased drastically. Social networking was consistently the least important factor in pre- and post-pandemic attendance (10.8% to 6.7%) but generated the highest number of free text comments(48.8%). More respondents (43.2%) weighed the trade-offs between in-person and online events, followed by those who liked online events (37.6%). Relatively few disliked them (18.0%). The respondent’s comment quoted above summarizes the value of the survey results as material for reflection. Relevance to research and teaching, personal interest, inclusion, accessibility, and affordability are considerations which cut across disciplines, academic status and employment. The survey results suggest that online and hybrid events lift some of the barriers to scholarly communication and communities.
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    Duke Libraries Data Privacy and Retention Audit Report- January 2020
    (2020-01-10) Chapman, Joyce; Zoss, Angela
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    Graduate research commons usage report - August 2018
    (2018-08-03) Chapman, Joyce
    This report looks at student swipe card access data for the Graduate Research Commons (GRC). It examines whether GRC use is increasing, how frequently people use the space, patterns of use, and whether or not it is advisable to increase the number of people with access. Five modifications to GRC policies are recommended.
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    Understanding the experiences and needs of 1G students at Duke - May 2018
    (2018-01) Chapman, Joyce; Daly, Emily; Daniel, Linda; Hartsell-Gundy, Arianne; Wofford, Brittany; Yang, Brenda
    How can Duke University in general – and the Duke University Libraries in particular – further support the success of its first-generation (1G) college students? To explore this question, a cross-departmental team of library staff conducted six focus groups with 1G students during the 2017-2018 academic year and analyzed responses from the Libraries’ 2018 user satisfaction survey (overall N = 2,381 students) with the 1G status demographic (N = 127 students). Overall, the existing national research on 1G experiences applies to students at Duke. While 1G students’ experiences are not monolithic, the research team was able to identify nine findings related to 1G students’ experiences on campus and in the Libraries. These findings identify challenges students experience and suggest specific points for intervention and support. This report includes detailed methodology, general and library findings, concrete recommendations for improving library services in order to support 1G students, and a one-page summary of findings and recommendations. While this report focuses on the experiences and needs of 1G students, it should be emphasized that 1G challenges are student challenges: support or expansions of campus and library services targeted toward 1G students will help all students succeed.
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    Understanding the experiences and needs of Black students at Duke
    (2020-04) Chapman, Joyce; Daly, Emily; Forte, Anastasia; King, Ira; Yang, Brenda W.; Zabala, Pamela
    Duke University Libraries (DUL) conducted discussion groups and Photovoice research with Black undergraduate and graduate students at Duke University in 2019. Assessment & User Experience (AUX) staff also analyzed the 2,800 student responses to the Libraries’ 2020 student satisfaction survey in light of what we learned from the fall discussion groups. We sought to understand students’ experiences in the Libraries and on campus to improve how all students interact with library services, facilities, and materials. We did not limit our discussions to library services and spaces, as it was important to explore Black students’ experience and use of the Libraries holistically.
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    Understanding the experiences and needs of international students at Duke
    (2023-06-15) Chapman, Joyce; Hayes, Matthew; Park, Sarah; Wang, Candice
    How can Duke University Libraries further support the needs of its international students? To explore this question, a cross-departmental team of library staff conducted discussion groups with international graduate and undergraduate students during the 2022-2023 academic year and analyzed international students’ responses to the Libraries’ 2023 student satisfaction survey. We sought to understand international students’ experiences in the Libraries and on Duke’s campus in order to improve how well library services, staff, facilities, and materials meet their needs. We spoke with students about their experiences outside the Libraries so that we could understand their experiences holistically, and the greater context in which the Libraries function for them. Findings identify challenges students experience and suggest specific points for library intervention and support. While this report focuses on the experiences and needs of international students, it should be emphasized that some challenges experienced by international student are challenges experiences by all students. In many cases, support or expansions of campus and library services targeted toward international students will help all students succeed.