Tracking transparency: an exploratory review of Florida academic library privacy policies

Abstract

Purpose

Building on past studies of library privacy policies, this review looks at how privacy information is shared at universities and colleges in the state of Florida. Beyond the question of whether a library-specific privacy policy exists, this review evaluates what is covered in the policies – whether topics such as how student data is stored, retained, de-identified and disposed of are broached in the statements, and whether specific data sets covering instruction, reference and surveillance are mentioned. The purpose of this study is to open the door to directed exploration into student awareness of privacy policies and spark conversation about positionality of libraries regarding privacy.

Design/methodology/approach

This review was done using a cross-sectional study design through observation of public-facing library privacy policies of higher education institutions in Florida.

Findings

Findings include that the majority of Florida academic libraries do not have a public-facing privacy policy. Only 15 out of the 70 schools reviewed had one. A large portion of those came from doctoral universities with associate’s colleges having none, and baccalaureate/associate’s colleges having only two. The policies that were in place tended to be institution-centered rather than patron-centered. Most categories of listed data collected were in the area of collections, website or computer usage.

Originality/value

The value of this review is that it adds to the literature studying privacy policies in academic libraries. Going forward, this research could address statewide practice in privacy policies as well as helping to lay pathways for working with students and other library patrons to gauge their interests and concerns about privacy.

Citation

Mann, E.Z., Jacobs, S.A., Kinsley, K.M. and Spears, L.I. (2023), "Tracking transparency: an exploratory review of Florida academic library privacy policies", Information and Learning Sciences, Vol. 124 No. 9/10, pp. 285-305. https://doi.org/10.1108/ILS-04-2023-0038