Fostering collaboration through learning communities: a case report on engaging with All of Us data among library professionals, faculty, and students.
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| Title: | Fostering collaboration through learning communities: a case report on engaging with All of Us data among library professionals, faculty, and students. |
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| Authors: | McNiece, Zachary1 zachary.mcniece@sjsu.edu, Hackman, Dawn2 dawn.hackman@sjsu.edu, Szydlowski, Nick3 nick.szydlowski@sjsu.edu, He, Yuqi4 yuqi.he@sjsu.edu |
| Source: | Journal of the Medical Library Association. Jul2026, Vol. 114 Issue 3, p315-322. 8p. |
| Subjects: | Education of college teachers, Education of library technicians, Library education, Interdisciplinary education, Interprofessional relations, Communities of practice, Philosophy of education, Academic libraries, Medical libraries, Students, Information literacy, Group process, Professional competence, Cooperativeness |
| Abstract: | Background: Research data services (RDS) have expanded in academic libraries but can be challenging to develop, particularly in teaching-intensive and less-resourced institutions. Learning communities offer a promising model for building skills, fostering collaboration, and aligning services with local needs. Case Presentation: This case report describes the development and implementation of three learning communities--a library group, a faculty group, and a student group--at a teaching-focused institution. These communities brought together library professionals, faculty, and students from diverse disciplines--including health sciences, education, data science, and engineering--to collaboratively explore the All of Us dataset. By working with the same dataset, participants were able to move quickly from abstract concepts to hands-on practice, while developing a shared understanding of tools, workflows, and challenges. The learning communities also served as platforms for building institutional capacity in data-intensive research. Conclusions: The learning communities model proved to be an effective strategy for fostering cross-disciplinary collaboration, promoting data literacy, and building institutional readiness to support research using the All of Us dataset. By centering on local expertise, learning communities provide a sustainable, resource-conscious framework for developing RDS. This approach also demonstrates how academic libraries can act as conveners and catalysts for equitable data engagement. Lessons learned from this case may inform similar efforts at other institutions seeking to build collaborative, inclusive models for engaging with various data resources. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Medical Library Association is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 195364679 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Fostering collaboration through learning communities: a case report on engaging with All of Us data among library professionals, faculty, and students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McNiece%2C+Zachary%22">McNiece, Zachary</searchLink><relatesTo>1</relatesTo><i> zachary.mcniece@sjsu.edu</i><br /><searchLink fieldCode="AR" term="%22Hackman%2C+Dawn%22">Hackman, Dawn</searchLink><relatesTo>2</relatesTo><i> dawn.hackman@sjsu.edu</i><br /><searchLink fieldCode="AR" term="%22Szydlowski%2C+Nick%22">Szydlowski, Nick</searchLink><relatesTo>3</relatesTo><i> nick.szydlowski@sjsu.edu</i><br /><searchLink fieldCode="AR" term="%22He%2C+Yuqi%22">He, Yuqi</searchLink><relatesTo>4</relatesTo><i> yuqi.he@sjsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Medical+Library+Association%22">Journal of the Medical Library Association</searchLink>. Jul2026, Vol. 114 Issue 3, p315-322. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Education+of+college+teachers%22">Education of college teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+library+technicians%22">Education of library technicians</searchLink><br /><searchLink fieldCode="DE" term="%22Library+education%22">Library education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+libraries%22">Academic libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+libraries%22">Medical libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperativeness%22">Cooperativeness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Research data services (RDS) have expanded in academic libraries but can be challenging to develop, particularly in teaching-intensive and less-resourced institutions. Learning communities offer a promising model for building skills, fostering collaboration, and aligning services with local needs. Case Presentation: This case report describes the development and implementation of three learning communities--a library group, a faculty group, and a student group--at a teaching-focused institution. These communities brought together library professionals, faculty, and students from diverse disciplines--including health sciences, education, data science, and engineering--to collaboratively explore the All of Us dataset. By working with the same dataset, participants were able to move quickly from abstract concepts to hands-on practice, while developing a shared understanding of tools, workflows, and challenges. The learning communities also served as platforms for building institutional capacity in data-intensive research. Conclusions: The learning communities model proved to be an effective strategy for fostering cross-disciplinary collaboration, promoting data literacy, and building institutional readiness to support research using the All of Us dataset. By centering on local expertise, learning communities provide a sustainable, resource-conscious framework for developing RDS. This approach also demonstrates how academic libraries can act as conveners and catalysts for equitable data engagement. Lessons learned from this case may inform similar efforts at other institutions seeking to build collaborative, inclusive models for engaging with various data resources. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of the Medical Library Association is the property of University of Pittsburgh, University Library System and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5195/jmla.2026.2335 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 315 Subjects: – SubjectFull: Education of college teachers Type: general – SubjectFull: Education of library technicians Type: general – SubjectFull: Library education Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Interprofessional relations Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Academic libraries Type: general – SubjectFull: Medical libraries Type: general – SubjectFull: Students Type: general – SubjectFull: Information literacy Type: general – SubjectFull: Group process Type: general – SubjectFull: Professional competence Type: general – SubjectFull: Cooperativeness Type: general Titles: – TitleFull: Fostering collaboration through learning communities: a case report on engaging with All of Us data among library professionals, faculty, and students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McNiece, Zachary – PersonEntity: Name: NameFull: Hackman, Dawn – PersonEntity: Name: NameFull: Szydlowski, Nick – PersonEntity: Name: NameFull: He, Yuqi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15365050 Numbering: – Type: volume Value: 114 – Type: issue Value: 3 Titles: – TitleFull: Journal of the Medical Library Association Type: main |
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