A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues
Abstract
Universities are pursuing learning analytics practices to improve returns from their investments, develop behavioral and academic interventions to improve student success, 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 background in the field of learning analytics, library adoption of these practices, and identify ethical and practical privacy issues.
Additional Information
© 2020 Kyle M.L. Jones, Kristin A. Briney, Abigail Goben, Dorothea Salo, Andrew Asher, Michael R. Perry. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 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.Attached Files
Published - Jones_2020_AComprehensivePrimer.pdf
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Additional details
- Eprint ID
- 102312
- Resolver ID
- CaltechAUTHORS:20200403-101537455
- LG-96-18-0044-18
- Institute of Museum and Library Services
- Created
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2020-04-03Created from EPrint's datestamp field
- Updated
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2023-08-08Created from EPrint's last_modified field
- Caltech groups
- Caltech Library