EMTS Programming for MLA 2014

Hey folks, the online course scheduler is live and even better, the videos of EMTS’s flipped session are available for viewing (conference registration required to view.)

Here’s of list of EMTS sponsored & cosponsored events, along w/ our business meeting details. Save the date!

Everyone is welcome! Members are strongly encouraged to attend.

Educational Media and Technologies Section (EMTS) Business Meeting
Monday 5/19/2014 4:30 PM – 5:55 PM Room: Toronto, Gold Level, West Tower


Structural Adjustments Changes in Education **featuring the flipped conference format**
More info: http://npc.mlanet.org/mla14/2014/04/flippedvideos/
Sunday, May 18 from 4:30 – 5:55 pm in Room: Regency A, Gold Level, West Tower

Top Technology Trends VII
Tuesday 5/20/2014 6:00 PM – 7:30 PM  Room: Columbus AB/CD, Gold Level, East Tower



Educational Technology: We Build It—Do They Come?
Tuesday 5/20/2014  2:00 – 3:25 Room: Columbus AB, Gold Level, East Tower

Evolution of the Librarian: New and Changing Roles
Monday 5/19/2014 10:30 AM – 11:55 AM Room: Regency B, Gold Level, West Tower

M-Health and Information Innovations: Making an Impact in Global Health
Monday 5/19/2014 10:30 AM – 11:55 AM Room: Columbus CD, Gold Level, East Tower

Innovation and Leadership in Health Sciences Education: Scholarship and Publishing
Monday 5/19/2014 2:00 PM – 3:25 PM Room: Columbus IJ, Gold Level, East Tower

Mobile Devices in Health Sciences Education and Clinical Practice
Monday 5/19/2014 10:30 AM – 11:55 AM Room: Columbus GH, Gold Level, East Tower


We look forward to seeing you at MLA!

Molly Knapp, EMTS Chair elect


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2014 EMTS Annual Meeting Attendance Grant Winners

After careful review of applications to the EMTS MLA Attendance Grant, the grant subcommittee (Amy Blevins, Dale Prince, and Jim Brucker) has selected the two winners:
Brandi Tuttle
Jenny Pierce

Congratulations, Brandi and Jenny!

Thank you, everyone who applied – all of the applications were quite impressive. Also, thank you to the review subcommittee members for their hard work.

The awards will be issued during our EMTS Business Meeting in Chicago:

May 19th, 2014
Toronto Room on the Gold level in the West Tower of the Hyatt Regency

As a reminder, all members are encouraged to attend the business meeting, and everyone is welcome whether they have joined EMTS, yet, or not. It’s your chance to hear what’s been going on, meet other members, and tell everyone what you think EMTS should be doing.

We look forward to seeing everyone at MLA.

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EMTS Annual Travel Grant for MLA 2014

The Educational Media and Technologies Section is proud to once again make two scholarship grants available to EMTS members for the 2014 MLA Annual Meeting in Chicago.

One of the goals of the Educational Media and Technologies section (EMTS) of MLA for 2008-2009 was to create a sustainable award that would encourage attendance of EMTS members at the annual meetings.  This award is provided to support this objective and to encourage EMTS member involvement in MLA.  The section will award up to two individuals $250 each to support attendance at the MLA annual meeting. Applicants must be a current member of EMTS. Priority is given to applicants presenting a paper, poster, presentation or other professional commitment in the area of educational media and technology.  Newer members of the EMTS section and/or of MLA are encouraged to apply.

Applications  http://emts.mlanet.org/grant/2014grant.pdf are due to Amy Blevins via email by March 31st and will be reviewed by a jury of EMTS board members. Winners will be notified via email by April 4th (prior to the early bird deadline of 4/9). A certificate will be presented the grant recipients at the EMTS Business meeting on May 19th from 4:30-6pm Toronto Room.
Please direct any questions to Amy Blevins at blevinsamy@gmail.com.
Best wishes!  See you in Chicago.

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Distance Support Survey

Margaret Hoogland and Carolyn Schubert have developed a survey that they would like you to take. http://redcap.atsu.edu/apps/redcap/surveys/?s=KWnABHgkJA

Margaret and Carolyn are part of the Distance Support Group which recently became a part of EMTS. The goal of this survey is to help members of the Distance Support Group provide information about librarians who are either distance support, online, or embedded librarians. The questions will ask you:

  • where you work
  • how you define what distance support, online librarian, and embedded librarian mean
  • if you have suggestions for future programs.

There is also a section available for asking questions or providing feedback.

Thank you for taking the time to help with this project.


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Submit now! Tech Trends 2014 application open Dec 8, 2013 – January 17, 2014

The Educational Media Technology Section and the Medical Informatics Section are now accepting applications for the 7th annual Top Tech Trends panel at MLA’s annual meeting in Chicago, IL. The panel is scheduled for Tuesday, May 20th, 2014 from 6-7:30 pm. Applications are open December 8th, 2013 – January 17th, 2014. Nominations are also welcome.

This year the application process has been simplified. If you would like to speak during this fast-paced, highly informative and popular panel, fill out the form at http://bit.ly/mlattt2014. Include the topic you would like to speak about. Please note, the use of PowerPoint is not allowed. Live demonstrations and discussion only. Applications will be reviewed in January, and panel participants will be notified in early February, 2014. For more information, contact program coordinators Molly Knapp mknapp2@tulane.edu or Emily Hurst emily.hurst@exch.library.tmc.edu

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MLA 2014 EMTS Programming Update

The call for posters and papers at MLA 2014 (held May 16–21, 2014 in Chicago, IL) has been announced. Proposals must be entered into the online system by 11:59pm CST on Friday, November 1st, 2013.

Someone got a little sponsor-happy during program planning, so EMTS is on the program with 7 different paper sessions. In addition to our perennial favorite – Tech Trends (now in its 7th year), we’re also presenting:

Structural Adjustments: Changes in Education – using for the first time ever, a flipped meeting format!
This session will explore changes in education as reflected in the practice of librarianship. How do changing curriculum structures, changing subject emphasis (traditional/complementary and alternative medicine), and changing environments affect learning across the spectrum of health professions? The flipped meeting format will require presenters to submit a narrated PowerPoint of their contributed paper by March 14, 2014.

Educational Technology: We Build It—Do They Come? (Dental section)
Librarians in the health sciences educational setting promote and support multiple educational technologies such as LibGuides, video tutorials, audience response systems, quick response (QR) codes, and discovery tools, but are patrons using what we build?

Evolution of the Librarian: New and Changing Roles (Health Association Libraries section)
Just as the styles of buildings that house the books have changed over time, so has the job description of the librarian evolved to meet the changing needs of patrons. This contributed papers session explores the multifaceted roles encountered by the modern health sciences librarian.

M-Health and Information Innovations: Making an Impact in Global Health (Internal Cooperation Section)
This session will highlight the successful application of mobile resources and innovative information tools to improve and enhance health care in underserved or resource-poor settings around the world and in the United States.

Innovation and Leadership in Health Sciences Education: Scholarship and Publishing (Leadership and Management section)
Librarians contribute to and collaborate on scholarship in fields beyond the realm of information sciences. Through this session, librarians will share their experiences with scholarship and publication in health sciences education.

Mobile Devices in Health Sciences Education and Clinical Practice (Veterinary Medical Libraries Section)
As a growing number of health care professionals use mobile devices such as smart phones and tablets in clinical practice and health sciences education, the demand for access to health information resources and library services is moving from the desktop to the pocket. How are health sciences librarians and libraries responding to this demand?

More detailed program themes, FAQs & the Online Abstract Submission Process: http://www.mlanet.org/am/am2014/sect_prog/index.html

In closing, consider submitting an abstract this year. You are not limited to the themes above – these are just what EMTS is sponsoring this year.

Concerned about travel funding? EMTS offers an Annual Meeting Attendance Grant, and having a paper or poster accepted at a conference is one more justification for attendance. More information on the Annual Meeting Grant will be coming out in early 2014. EMTS looks forward to hearing about your projects!

Submitted by:

Molly Knapp, EMTS Chair-Elect, 2014 Program Committee Chair

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A Letter from the Chair

Hello everyone,

I’d like to introduce myself since I didn’t get to meet all y’all at MLA. As the Public Health Coordinator for the NN/LM SE/A, at the University of Maryland Health Sciences & Human Services Library, I teach and exhibit throughout the southeastern US and I hope to see some of you on my travels.

First, a heart-felt welcome to all our new members! We had a banner year: 27 of you joined us in 2013; 24 more have joined since MLA 2012. Fifty two new members in one year is impressive, and it brings our total to 160. With these numbers, we can truly make an impact.

Amy Blevins has been putting a lot of work into our blog, making sure we have regular posts. Each of you should consider posting, sharing your knowledge with the membership and helping further additional debate. This is a great opportunity to network and get involved in the larger MLA community.

During my tenure as Chair, I suggest we have a series of webinars, possibly bimonthly and using Google Hangout (I’m open to other software suggestions), to discuss topics of interest. Not everyone can attend MLA and these meetings can provide an opportunity to engage a wider audience and network together virtually. These sessions would be free, and we don’t plan to offer MLA CE credits. The hope is that we will have speakers with subject matter expertise to lead discussions, with topics such as:

  • Adaptive technology (such as 508 compliance)
  • Asynchronous vs. synchronous online teaching
  • Best practices for online teaching (could be specific to course development or more broad, including how to keep classes interactive and interesting)
  • Data archiving and the need for data analysis
  • EHRs (this may be specific to hospital libraries at this time but they will affect us all eventually)
  • Technology and media in collection development

These are just a few I’ve been discussing with colleagues, and I’d love to hear if you’re interested in helping with this project or if you have other topics of interest or suggestions. We can evaluate the sessions at MLA in Chicago and decide whether or not to continue. Along with allowing us to learn from each other, they can also help inform future MLA program planning. Please join the conversation by commenting on this blog, Facebook or Twitter (#MLAEMTS) and help make this a successful year.

And last but not least, a big thank you to all of our hardworking officers:

Sheila Snow-Croft, Chair, Section Council Alternate
Molly Knapp, Chair-Elect, Program Committee Chair
Amy Blevins, Communications Coordinator, Secretary, and Treasurer
Jeanne Burke, Membership Committee Chair
Ryan Harris, CE Committee Chair
Dave Piper, Bylaws Committee Chair
Brandi Tuttle, Website Editor
Jim Brucker, Immediate Past Chair, Nominating Committee Chair, Section Council Representative


Sheila Snow-Croft, Chair
Educational Media and Technology Section

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Enhancement or Crutch? Alternative PubMed Interfaces

Our latest guest blog post comes from Keith Engwall (@librariandad), and he is the Web and Emerging Technologies Librarian at the OUWB Medical Library at Oakland University. Below is his post.
As a relatively new medical librarian, and thus fledgling PubMed user, I have a deep empathy with students and others who are learning to use PubMed in live-fire situations.  Under the hood, PubMed is very impressive with its deep subject specificity, natural language mapping, and other features that let you hone in on a topic with remarkable precision.  But in terms of interface, PubMed is about as intuitive and agile as an aircraft carrier.
Apparently, this sentiment is shared enough to result in a veritable cottage industry of alternative interfaces.  The Health Libraries Wiki (HLWIKI International) has a list of alternative PubMed interfaces at http://hlwiki.slais.ubc.ca/index.php/PubMed_Alternative_Interfaces.  I’ve had an opportunity to try out one of the “best of breed” interfaces, gopubmed.org by TransInsight, a semantic search company operating out of Germany. I have found it to be incredibly useful for creating searches and analyzing the results.  Whether this speaks to the power of the tool or to the inexperience of the user, I cannot say for sure.
Searching gopubmed.org starts off with a very google-esque feel.  You are presented with a simple search box, and as you begin typing, gopubmed maps your terms on-the-fly to MeSH terms, journal titles, authors, etc., which appear in a dropdown list below your search.  Select one and click Find, and your initial results are supplemented by a rich array of semantic filters along the left side.  Top concepts include the MeSH terms that most frequently occur within your result set as well as related terms from the Gene Ontology (http://www.geneontology.org/).  Selecting a term will pull up a menu to combine the term into your search (or exclude it).  This provides a quick way to drill down to a very specific result set with only a few clicks.
Inline image 1
The statistics link at the top of the result set reveals an array of visualizations of data from your results: bar graphs for the top (by number of articles) journals, authors, locations, etc.; a time-graph of articles published by year; a global map showing publication locations; and an author-network map showing collaborations (only available for result sets under 20,000).
Inline image 2
The site is not without its shortcomings.  Notably absent from the search filters, as far as I can tell, are subheadings or even a link to MeSH (a link to Wikipedia is a curious substitute) so that you can identify the subheadings yourself.  An odd oversight, considering the search interface recognizes MeSH terms qualified by subheadings.  The link to lop off all but the first 20,000 results (for the sake of author analysis) produces results that are incomplete enough to be misleading.  It would be better to simply refuse the user until they narrow their results with appropriate filters.  I have not yet determined whether it is possible to configure gopubmed to use our link resolver, so I don’t know whether or not that would be an issue.
In my mind, the aspect of this tool that trumps all others, and may make up for its shortcomings, is the intuitive way in which it utilizes MeSH terms in a search.  PubMed will automatically map keywords to MeSH terms, but does so in a way that is very opaque and complicated. An entire session of an online PubMed course I took last year was dedicated to untangling the mapped search and the removal of irrelevant portions. We find that students tend to struggle with MeSH (either that or they ignore it altogether), and the process of finding correlating MeSH terms is so complicated that they don’t even bother.
Still, I’m not entirely certain whether, in the long run, gopubmed would serve as a tool or whether it would end up being a crutch.  Just because a tool is easy to use doesn’t mean it is the best tool for the job.  What do you think?  Would you include gopubmed (or some other alternative interface) in your research instruction?  Why or why not?
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Experiences with Online Education, StudiUM, and Flipped Classrooms

Natalie Clairoux is a librarian at the Bibliothèque de la santé at the Université de Montréal. Her duties include reference services, information literacy workshops and Health Sciences Libraries website coordination. Below is her guest post.

As I was reading Keith’s post, I thought I could share my latest experience in online education. I recently participated in a virtual course and thought other librarians may be interested in this new form of library involvement in health sciences education.

First, here is a bit of background. At Université de Montréal (UdeM), StudiUM, a Moodle-based virtual learning environment, was introduced in the Fall 2011 semester. The platform becomes the course’s reference point where professors may deposit course notes and presentations, students can hand in assignments and get their grades, and the whole class interacts using forums or blogs. Assessment tools are also available.

StudiUM has rapidly gained in popularity, as 1839 of the 5314 courses offered during the Winter 2013 semester were StudiUM-based; at the same time, 78% of all students had at least one course on StudiUM. UdeM Libraries were able to get involved early in the project, and as a result, all courses have a default Libraries module that includes a catalog search box, access to the library patron’s profile and a link to the corresponding subject guide, as shown on the figure below.


The trickiest part for librarians is to gain access to courses. Professors may give us reading-only or writing access. Last year, UdeM librarians had reading access to 31 courses and writing access to 38 courses. For example, library instruction is integrated in two scientific communications courses in the Biochemistry and Biomedical Sciences undergraduate programs, and I am lucky to have a writing access in both courses in StudiUM: I can thus post PubMed and EndNote presentations in advance, add hyperlinks to required readings or to other interesting resources, which may be anything from a comic strip on the perils of oral presentations to the new trend of video abstracts.

Which finally brings me to the heart of the matter. Last March, a professor asked me to participate in a summer Ph.D. course in Biomedical Sciences that is mainly offered online and titled “Career as Health Sciences Researcher”. In fact, the 37 students will meet only three times during the semester; each week, they must read course materials related to a specific topic, from grant writing to patents, and participate in online forums in StudiUM, for which they are graded. I thus provided a 5-page document on the ethical use of scientific documentation which introduced basic notions such as plagiarism, citation, copyright, end-user licenses, scientific integrity, authorship, scientific publication policies and article retractions. Links to relevant library guides were naturally included. Next, I monitored the course’s forums during my assigned week, typically twice a day, and made sure that the discussions on my topics were active or added new topics to spark interest. I was quite impressed with the quality of comments that were posted!

As I was introduced to the concept of “flipped classrooms” at the MLA meeting recently, I realized that I had actually just participated in one! This intervention required a minimal time investment and will hopefully convey the librarians’ expertise in scientific communication to another cohort of students.

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#FOAMed and Medical Libraries: Where and How Should They Intersect?

At the MLA meeting in Boston, our EMTS members expressed an interest in writing for the EMTS blog.  Our first guest writer is Keith Engwall (@librariandad), and he is the Web and Emerging Technologies Librarian at the OUWB Medical Library at Oakland University. Below is his post on FAOMed and MOOCs.

At the recent MLA Conference (my first), I became aware of a recurring theme:  evolving methods of instruction and/or learning.  There are a lot of us who are trying out some very brilliant and innovative things in providing instruction, and meanwhile, there are a lot of us (particularly us newbies) who are trying to get our heads wrapped around the subject matter.

The topics of MOOCs (Massive Open Online Courses) and FOAMed (Free Open Access Medical Education) have been coming up a lot lately, both on the fringes of my attention and front and center.  At my medical school (Oakland University William Beaumont School of Medicine in Rochester, MI), there has been a lot of recent discussion of MedEd Portal, an open access resource that includes a peer reviewed publication arm, a collaborative hub (iCollaborative), and a continuing education directory.  The topic came up at an annual medical education event lecture this morning.  And MOOCs are even showing up in the news, generating  buzz about the future of higher education.

It has me thinking, how are/should we in Medical Libraries be engaging with this space?  It seems to me that there are opportunities for us from both the learning and the teaching side.  Over at the New Members SIG, we are looking at a Coursera course in November on Clinical Terminology to help us better communicate with physicians, faculty, and/or students.  On the other side of things, I tried searching iCollaborative for resources relating to library and/or research instruction and didn’t find very much.  That seems like the perfect place for us as instructors to upload instructional materials, course guides, tutorials, etc. so that we may share our expertise and insight in the very same space that our patrons may be collaborating on their instructional initiatives.  I suspect that there may be some interesting opportunities for collaboration, not just with each other, but with physicians, medical faculty, etc. To what extent are we already engaged in this space?  How can we broaden that engagement to be inclusive of more libraries, both to bring in additional expertise and to provide opportunities to learn from each other?

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