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This column provides an overview of the newly updated Proficiencies for Assessment in Academic Libraries (approved June 2023) and outlines the steps and rationale for each phase of the revision process. It is our hope that you will not only apply and share these assessment proficiencies in your own organizations and practice but also consider how you might adapt the strategies for inclusivity and transparency that were used to update the Proficiencies in your own work such as strategic planning, updating or revising programs, or creating new services. [ABSTRACT FROM AUTHOR]

This column discusses the benefits and limitations of continuous assessment by reporting on the authors' perspectives of ongoing assessment using examples from patron surveys designed to understand user experience in the physical library and to measure whether needs were met throughout the pandemic. This column will be helpful to anyone involved in assessment or who is interested in what factors to consider while carrying out ongoing assessment or using evidence-based data for decision-making. [ABSTRACT FROM AUTHOR]

This article follows up on two previously published studies regarding the incorporation of student feedback amid the COVID-19 pandemic. It builds on the model of embracing user experience, focusing on how library employees and patrons felt about the health safety protocols in place during Fall 2021. Analyzing both surveys from employees and patrons, the findings indicated that both groups felt safe in the library. This article recommends that when library decision-makers are in doubt about policies and practices, they should consult with the groups directly affected, and demonstrates the importance of ensuring stakeholders feel heard and can contribute to decision-making. [ABSTRACT FROM AUTHOR]

This article demonstrates how a public research university library responded to user needs following radical service changes during Fall 2020 and assesses whether the library met challenges resulting from COVID-19. The library reduced hours and occupancy and implemented a reservation system and new health safety guidelines with the goal of a safe environment. During Fall 2020, 540 survey respondents reported feeling their health was not at risk, suggesting the goal was accomplished. Additionally, users provided feedback about the altered landscape. This article will benefit administrators and user experience librarians who need to balance user preferences and administrative reality. [ABSTRACT FROM AUTHOR]

This research aims to measure the impact of an online guide on user learning experience and to gather evidence for staffing allocations and for conversion of the guide to an open educational resource (OER). It utilizes quantitative and qualitative methods by combining usage data (Google Analytics) with a web-based user survey that incorporates the Project Outcome Model. Google Analytics data for the guide from July through December 2019 indicates 45,324 Users for 67,405 Pageviews. For the same timeframe, survey data (N = 119) shows that the participants were primarily students (64%) and practicing health professionals (23%). The mean scores of confidence between first-time and repeat users have a statistically significant difference on three guide pages. Combining data sources provides a more robust assessment and a clearer understanding of who users are, their behavior, and guide impact on user learning and outcomes. The high number of nonaffiliated users and the self-reported success in achieving learning outcomes reinforce the value of converting the guide to an OER. This research benefits those working in the library and educational fields by providing insights into the use of online guides as OER, the need for library-based OER, and the use of evidence to support staffing allocations. [ABSTRACT FROM AUTHOR]