Browsing by Author "Cooper, Kristen"

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    Examining Grey Literature Use, Citation, and Creation Practices of Faculty at a Large Institution
    (2018-12-04) Cooper, Kristen; Riegelman, Amy; Marsolek, Wanda; Farrell, Shannon; Julie, Kelly
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    Faculty Experiences With Grey Literature: A Mixed Methods Approach
    (2018-10-11) Cooper, Kristen; Riegelman, Amy; Marsolek, Wanda; Farrell, Shannon; Kelly, Julia
    As academic librarians, we are acutely aware of the challenges in locating grey literature. In our recent mixed-methods research we surveyed and conducted interviews to investigate how tenured and tenure-track faculty at the University of Minnesota experience grey literature in terms of finding, citing, and creating. The poster will share the preliminary results of our research and will help attendees understand 1) the multiple different types of resources that are considered grey literature as well as 2) other aspects of grey literature including why it is desirable in evidence synthesis as researchers attempt to address publication bias.
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    Faculty Perceptions of Grey Literature: A Qualitative Analysis of Faculty Interviews. Grey Journal (TGJ), 16(3).
    (2020) Marsolek, Wanda; Cooper, Kristen; Riegelman, Amy L.; Farrell, Shannon L.; Kelly, Julia A.
    To examine the use, field perception, citation practices, creation, methods for finding, and dissemination of grey literature, this study used interviews of faculty at a large Rl university. Further, interviewees were asked specifically about one type of grey literature - preprints - as well as about ways in which libraries could support their overall grey literature goals. The study findings included concerns about the challenges of finding known items and the unstable nature of web pages. Some less expected findings included the use of grey literature in undergraduate instruction as well as faculty creation of grey literature for lay audiences. In terms of implications for practice, librarians could use these findings to inform long term preservation practices as well as access to institutional repositories.
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    Grey literature: Advocating for diverse voices, increased use, improved access, and preservation
    (College & Research Libraries News, 2021) Marsolek, Wanda; Farrell, Shannon L; Kelly, Julia A; Cooper, Kristen
    Grey literature (GL), or works that are more ephemeral in nature and not produced by traditional publishers, plays an important role in research and teaching. Some disciplines, such as economics and forestry, rely on and value GL for how it allows rapid dissemination of information. Additionally, as systematic reviews become increasingly popular in a wider variety of disciplines, the focus on GL has intensified due to guidelines calling for its inclusion. These factors led the authors to further explore the role of GL across disciplines of our institution. We examined the current levels of GL in databases and institutional repositories, and surveyed and interviewed faculty on their relationship with GL. This research found a lack of diverse voices in GL holdings and issues in preservation and access. Libraries are well situated to address these issues and in this article we argue that they should: increase the collection of diverse voices in GL, preserve digital born materials, and provide access to GL. Finally, we offer several ways that libraries can accomplish this goal.
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    Lessons in grey literature: Applying study results to library practice
    (2020) Cooper, Kristen; Wanda, Marsolek; Riegelman, Amy; Farrell, Shannon L; Kelly, Julie
    Working with grey literature (GL) in their libraries, the authors bring a breadth of experience with GL, including archiving GL and helping users locate GL for use in their teaching and research, such as systematic reviews, and conducted three research studies focusing on discoverability, preservation and faculty perceptions and use of GL. A survey of 100+ article indexes and 100+ institutional repositories (IRs) found GL in most resources but nearly all lacked comprehensive inclusion or adequate methods to limit to GL. Overall searching in the IRs was rudimentary at best. A Web survey of faculty members in a wide variety of disciplines revealed that they are creating, using, and citing many types of GL. Faculty discover GL most often via Google Scholar and professional contacts and the most-used types were conference papers, theses and dissertations, and technical reports. Interviews with faculty members in numerous subject areas found that in addition to using GL, many created it, often for lay audiences. GL was used to supplement textbooks, communicate with community partners, and in other nontraditional settings. Searching for GL was a particular challenge. In the poster the authors discuss recommendations developed over the course of this research for ways librarians can support GL. These include but are not limited to enhancing web stability of grey literature via depositing grey literature in institutional repositories or subject repositories, thoughtfully and purposely emphasizing new and diverse voices, raising awareness of GL’s role in systematic reviews and promoting its use in teaching.