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Journal Cover Reference Services Review
  [SJR: 1.546]   [H-I: 21]   [36 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0090-7324
   Published by Emerald Homepage  [335 journals]
  • Thinking critically about information
    • First page: 142
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.

      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:34Z
      DOI: 10.1108/RSR-04-2017-0008
  • Getting Out the Truth: The Role of Libraries in the Fight against Fake
    • First page: 143
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.

      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:52Z
      DOI: 10.1108/RSR-03-2017-0006
  • Exploring Motivation: Integrating the ARCS Model with Instruction
    • First page: 149
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This paper provides an overview of Keller’s ARCS Model of Motivational Design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy (IL) sessions. Design/methodology/approach Case studies describe how instruction librarians began to incorporate the ARCS Model into library instruction. Three librarians used self-reflective practice and a range of assessment techniques to evaluate and improve teaching practice. Findings ARCS is valuable for improving student engagement during information literacy instruction. The authors suggest best practices for learning about and integrating the model and propose instructional strategies that align with it. Originality/value This paper fills a gap in literature on practical applications of motivational design in library instruction and suggests best practices for teaching and assessment using the ARCS Model.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:28:02Z
      DOI: 10.1108/RSR-10-2016-0057
  • Using Information Literacy to Support Teaching Practicum Students
    • First page: 166
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose Library literature is filled with studies that lament the challenges of the faculty-librarian relationship. While many examples of productive collaborations can be found in recent literature, librarians still find it challenging on the local level to reshape old perceptions of the role of the librarian. The author suggests that by building relationships with graduate student teachers during their first semester of teaching, many of those challenges can be reversed. Design/methodology/approach The author describes her work with a writing program teaching practicum, a one hour course for graduate students in the department of English who are engaged in teaching for the first time. Findings This article offers a model for building collaborative relationships with graduate students who are first time teachers of writing in order to support the development of information literacy in their teaching practices. Using the community-building principles of Writing Across the Disciplines and the collaboration initiatives referenced in writing program literature, librarians can establish peer-relationships with first time teachers, which can have long-lasting effects on faculty-librarian relationships as those teachers continue to teach throughout their career. Originality/value Many articles exist that talk about faculty-librarian collaborations, but virtually none have explored the role of librarian collaborations with first-time teachers or by extension, with graduate student teachers in general. This article offers one model for establishing a productive role for the librarian within first year writing courses while also empowering first-time teachers to successfully design and implement researched writing assignments.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:58Z
      DOI: 10.1108/RSR-10-2016-0061
  • Digital Research Notebook: A Simple Tool for Reflective Learning
    • First page: 179
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This article outlines the ongoing development, implementation, and evaluation of a digital research notebook designed to support hybrid and online approaches to information literacy development in one-shot, course-integrated, and full course instruction. Design/methodology/approach The article describes the authors’ collaborative creation of the research notebook and its evolution from a collection of online modules to a student-centered online learning tool focused on supporting the reflective research and writing process. A small random sampling of notebooks was used for assessment of student learning and the notebook’s effectiveness. Findings Hybrid approaches to library instruction that leverage direct assessment of student work as well as opportunities for students to reflect on their research process facilitate both student learning and increased understanding for library staff of how students experience the research and writing process. Practical implications The development of instructional tools to extend the “one-shot” model can lead to a variety of instructional innovations and open up opportunities to explore and develop new approaches. Including opportunities for students to reflect and provide feedback on their experience of the research and writing process offers important insights often missed by purely quantitative assessment methods. Originality/value The article presents an innovative, adaptable, and scalable approach to addressing common challenges faced by information literacy instruction programs.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:42Z
      DOI: 10.1108/RSR-10-2016-0063
  • Ready-to-Go Assessment: The Implementation and Design of a General
           Assessment Tool
    • First page: 201
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose The purpose of this article is to highlight an assessment tool that can be used for all information literacy classes. Design/methodology/approach The assessment was designed and data were stored using Google Forms. Questions were basic, general questions about student confidence after attending a library instruction class. The assessment was piloted in the Fall 2015 semester, improved on and reissued in the Spring 2016 semester, and is now in its current iteration as a tool to be used by most librarians. Findings The first two implementations were successful, but issues arose in distribution and in the type of questions.. Tweaks to the distribution that would work in any computer lab on any campus were beneficial to librarians and students.. The content of the questions were also modified after the first two implementations; questions about recalling resources were condensed and changed to questions on what they learned and what they were still unsure of. All implementations showed positive results from the students on their confidence level after library instruction. Originality/value This tool and the implementation methods are versatile enough to be used at any kind of institution and with any general learning objective. Assessment is essential in library instruction; this tool provides a way for all librarians to quickly assess their class without taking much additional class time. In addition to the individual librarian, this is also useful for reporting statistics to the college administration if data are needed on the assessment of library instruction.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:39Z
      DOI: 10.1108/RSR-10-2016-0072
  • Teaching Research Skills Through Embedded Librarianship
    • First page: 211
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This pilot studies a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach An embedded, collaborative instructional team comprising the instructor, librarians, and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments, and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings The team learned from this experience and noted a large, but rewarding time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value Embedding librarians throughout the course with a writing specialist, as well as involvement in grading is novel—this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:32Z
      DOI: 10.1108/RSR-07-2016-0045
  • A strengths-based approach to widening participation students in higher
    • First page: 227
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose To highlight the need for a pedagogical shift from "problems" to "possibilities", which will help ease the transition of students into higher education (as well as the transitions between levels of study and employment), especially those coming from under-represented and under-privileged backgrounds, known in the UK as the widening-participation category. Design/methodology/approach GSM London is the first higher education provider in the UK to implement a strengths-based approach to staff and student development. This study looks at the delivery plan for strengths-based education, especially how it can inform and reshape information literacy instruction in the library and other academic skills modules. Findings Higher education is an important environment to help learners develop their talents into strengths, which can be defined as “the ability to provide consistent and near-perfect performance in a given activity” (Buckingham & Clifton, 2005: 20). There is a perception that widening-participation students have more significant gaps or weaknesses upon entering university education. This case study confirms that not remediation, but a strengths-based approach has the strongest potential to enable students to better manage their weaknesses and become independent learners. Research limitations/implications Further research is required as not enough empirical data could not be collected after only one semester of strengths-based learning implementation at GSM. Originality/value The author attempts to re-conceptualise information literacy instruction and proposes a mapping exercise, in which library instruction is aligned to the principles of strengths-based education and the language of 34 themes in the popular strengths assessment tool from the Gallup organisation. The expectation is to build fluid transitions between levels of study as well as academic matters and extra-curricular activities that students take part in. This approach can also assist learners far beyond the library and long after they leave university, equipping students with a skillset that enables a more meaningful participation in society.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:26Z
      DOI: 10.1108/RSR-10-2016-0070
  • Transferring Our Attention to Transfer Students
    • First page: 242
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.

      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:12Z
      DOI: 10.1108/RSR-04-2017-0007
  • Adult Transitional Theory and Transfer Shock in Higher Education:
           Practices from the Literature
    • First page: 244
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose To outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library focused articles in this special issue. Design/methodology/approach A review of relevant higher education literature related to transfer shock, as well as core research related to adult transitional theory. Findings Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” references the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer student success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support. Originality/value While most scholarship on transfer students published by librarians includes literature reviews citing relevant articles, scholarship lacks an extensive literature review collecting research from social science and education literature.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:20Z
      DOI: 10.1108/RSR-08-2016-0048
  • International Students and Information Literacy: A Systematic Review
    • First page: 258
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This study was designed to explore the library and information science research on international students and information literacy published between 1990 and 2014. Design/methodology/approach Systematic review was used to identify and analyze publications from a 25-year period. Three major LIS databases were searched for publications meeting the study criteria, and then manual bibliography searches were performed on all those included. Findings Twenty-one of the 23 included publications were articles published in scholarly journals. There was a slight growth in number of publications by year between 1990 and 2014. Most of the research was conducted in the U.S., Australia, or Canada. Surveys and interviews were the most commonly used research methods, and nine of the studies used mixed methods. "Library experience" and "information seeking" emerged as the most common research topics. Key findings presented in these articles were often related to library and non-library resources, library instruction, language issues, and research difficulties experienced by international students. Author recommendations were generally related to campus collaboration, staff training, assessment, cultural awareness, and library instruction. Practical implications The findings of this study will be of value for LIS practitioners who wish to develop or improve information literacy training for the international student populations on their campuses. Originality/value Systematic review is a useful and rigorous method that can be of value in LIS research. This paper provides and thorough review and assessment of the original research related to international students and information literacy, and summarizes the resulting recommendations.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:56Z
      DOI: 10.1108/RSR-06-2016-0038
  • Information Literacy Needs of Community College Students in Transition: a
           Literature Review
    • First page: 278
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This literature review looks at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution. Design/methodology/approach Library science databases and online sources were reviewed for relevant information. Findings Community colleges are addressing the needs of their various student populations in a variety of ways. Originality/value The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:11Z
      DOI: 10.1108/RSR-11-2016-0078
  • Are transfer students lagging behind in information literacy?
    • First page: 286
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction. Design/methodology/approach The Project SAILS test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. 114 students participated, and SAILS test scores were compared to several demographic characteristics using one way and two way Analysis of Variance (ANOVA). Findings Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior level. Previous library instruction had a positive impact on scores for two of the ACRL information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set. Research limitations/implications This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow up studies could broaden the scope to include main campus transfer students to form a larger sample size. Originality/value It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries. ________________________________________
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:49Z
      DOI: 10.1108/RSR-10-2016-0064
  • Understanding the Transfer Student Experience Using Design Thinking
    • First page: 298
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose Discussion of a 2015-16 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approach The study employs design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. Findings Transfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university, and their need to balance academic, work, and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitations/implications This pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/value This study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:18Z
      DOI: 10.1108/RSR-10-2016-0073
  • Agoge: An Information Literacy Game for Transfer Students
    • First page: 314
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose Purpose – This article describes a successful outreach to transfer students through an interactive information literacy game. While the main purpose of the game is to introduce students to research and university library resources, it also allows for an analysis of incoming students’ information literacy skills. Design/methodology/approach Design/methodology/approach – This case study outlines the evolution of the game from a test-like tutorial administered through the Blackboard course management system to an interactive game in two iterations, describing the game in relation to game design and best practices, and discussing how the artwork for the game was created. An analysis of data from student answers to the game questions over time shows what librarians have learned about the information literacy skills of incoming transfer students. Finally, student feedback about the game collected through a survey is presented along with ideas for future modifications Findings Findings – This article provides insights into the design and creation process of an interactive information literacy game, and a model for how similar games can help librarians assess students’ information literacy skills. Practical implications Practical Implications – Transfer students are hard to reach as a group at many institutions. An interactive game targeted to transfers during the admissions process is a potentially effective way to reach out to them. Originality/value Originality/Value – This article brings together two important issues in the library literature: how to reach out to transfer students and educational library games. Librarians involved with these issues will benefit from the article’s insights and practical advice.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:26:27Z
      DOI: 10.1108/RSR-09-2016-0054
  • A Boutique Personal Librarian Program for Transfer Students
    • First page: 332
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This paper discusses the planning, implementation, and assessment of a Personal Librarian program for transfer students at a four-year private university. It highlights best practices to ensure the success of such a program, emphasizes the importance of collaboration with other campus units, and explores the possible applications for other underserved student populations. Design/methodology/approach This paper explains why the Personal Librarian model is particularly appropriate to serve the needs of transfer students. It clearly describes the assessment methods to evaluate such a program, and proposes best practices to ensure success and sustainability. Findings Transfer students respond very positively to a Personal Librarian program as shown by the number of interactions they have with their personal librarians and their responses to a survey. Librarians also appreciate the chance to develop meaningful relationships with students despite the addition to their workload. Practical implications Institutions looking at ways to reach out to transfer students or other underserved populations can easily adapt the Personal Librarian program described here. Originality/value The personal librarian concept is not new but, to the authors’ knowledge, it’s the first time it has been applied to transfer students. The program described here is also unique because of its “boutique” approach, which emphasizes customization and personalization.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:05Z
      DOI: 10.1108/RSR-10-2016-0066
  • Personal Librarian Program for Transfer Students: An Overview
    • First page: 346
      Abstract: Reference Services Review, Volume 45, Issue 2, June 2017.
      Purpose This paper aims to address the emergence of personal librarian programs and to discuss the development and implementation of the Personal Librarian for Transfer Students Program at The University of North Carolina at Chapel Hill. Design/methodology/approach The literature is limited to research focused on personal librarians and programs. This paper examines the process by which the program was established at UNC-CH and includes a discussion about how campus and library buy-in was secured. Findings The response to the program has been positive. Survey responses and anecdotal feedback shows that the program resonates with a select group of transfer students. Originality/value This research provides an overview of an effective, sustainable way to forge personal connections with transfer students in order to support their academic development.
      Citation: Reference Services Review
      PubDate: 2017-04-27T11:27:46Z
      DOI: 10.1108/RSR-10-2016-0071
  • Editorial
    • Pages: 2 - 3
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 2-3, February 2017.

      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:12Z
      DOI: 10.1108/RSR-12-2016-0083
  • Beyond awareness: improving outreach and marketing through user surveys
    • Pages: 4 - 17
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 4-17, February 2017.
      Purpose The purpose of this paper is to investigate the awareness of library research services, the top desires for new services and overall satisfaction of undergraduate students to plan outreach and marketing efforts. Design/methodology/approach Researchers developed a survey which was administered both on an iPad and in paper copies. To gather feedback from a wide-variety of students, surveys were distributed outside campus buildings at four locations. Findings This study demonstrates the need to survey undergraduate students about their use of research services, to effectively plan outreach and marketing efforts. The differences between high-users’ and low-users’ expectations of the library inform and impact potential outreach and marketing efforts. Reaching both groups of students requires that not only awareness of library services increase but also that the knowledge of the value of the library increases, to convert simple awareness of services into use. Research limitations/implications Surveys were distributed at one institution, and results may be skewed based on local demographics. Originality/value While surveying undergraduate students is common, little research exists demonstrating how outreach and marketing can be informed by evaluating feedback from high and low-users of library services.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:32Z
      DOI: 10.1108/RSR-02-2016-0009
  • A qualitative investigation of patrons’ experiences with academic
           library research consultations
    • Pages: 18 - 37
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 18-37, February 2017.
      Purpose This paper aims to report the findings of a qualitative investigation of student patrons’ experiences with research consultations provided by reference librarians at a comprehensive university located in the southern USA during 2014. Design/methodology/approach Data were collected through recorded interviews with patrons who had recently experienced a reference consultation with one of eight professional reference librarians during a semester. The recorded data were transcribed verbatim and the transcripts subjected to content analysis. The qualitative data analysis model selected was that of a conventional, inductive content analysis. Findings One principal finding demonstrates the need for marketing of the reference consultation service; participants were surprised at the service’s availability. Other findings illustrate the value participants placed on individual attention from a librarian, perceived librarian expertise, the consultation environment and student/librarian engagement. Research limitations/implications Limitations to this study include a small participant pool of undergraduate student patrons, mainly majoring in humanities disciplines. The findings therefore are limited in the confidence with which they can be generalized to larger populations. Practical implications The reference consultation remains an integral part of the services offered by an academic library’s reference department; libraries should market consultations accordingly. Academic libraries that do not operate on a subject specialist model should consider strategies for maximizing benefit when matching available staff to consultation requests. Social implications This study provides evidence for the value of one-to-one reference service through research consultations provided to library patrons in academic libraries serving institutions of the type described in the research. Originality/value A qualitative methodology, using content analysis of lengthy interviews with participants, provides considerable insight into academic library patrons’ attitudes toward the reference consultation service.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:16Z
      DOI: 10.1108/RSR-04-2016-0029
  • Research Plus™ mobile app: information literacy “On the
    • Pages: 38 - 53
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 38-53, February 2017.
      Purpose This paper aims to describe a case study illustrating the systematic approach librarians used to develop of an information literacy mobile application (app) prototype that aids students in performing research tasks “on the go”. Design/methodology/approach The initial findings from a student survey on technology use indicated the value of an information literacy mobile application. The analysis, design, development, implementation and evaluation approach was used to develop the app. Alpha and small-scale usability testing was performed to evaluate the prototype’s readiness for deployment. Findings The survey analysis indicated that students were not using mobile devices as expected for library related tasks. Student suggestions for improving their library experiences included mobile access to the libraries’ digital collection, mobile reference support and an application that assisted them in effectively using these resources. Usability studies indicated a positive response to the app and its readiness for beta testing among the inclusive student population. Originality/value To the author’s knowledge, this is the first native information literacy mobile application whose aim is to help students with research on the go. The step-by-step approach used for each phase of development, as well as the implications for success, may serve as a model for libraries’ seeking to enhance their mobile resources.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:26:02Z
      DOI: 10.1108/RSR-03-2016-0020
  • The new Framework: a truth-less construction just waiting to be
    • Pages: 54 - 66
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 54-66, February 2017.
      Purpose Now that the new Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education has replaced the Information Literacy Competency Standards for Higher Education, this document will play an increasingly important role. This paper aims to show that in spite of the Framework seeking to provide a deep understanding of information and knowledge, it still falls short – particularly because the statement that “Authority is Constructed and Contextual”, with its failure to acknowledge the significance of truth’s relation to authority, is untenable. Design/methodology/approach A philosophical overview dealing with matters of librarianship, knowledge and truth is provided in Section 2. The paper then attempts to demonstrate that the idea of truth is inextricably connected with issues of authority. Findings The paper attempts to persuade the reader that the Framework cannot: circumvent the issue of truth (Section 3); avoid attempting to make ethical claims which are true (Section 4); reduce all truth claims to “power-plays” (Section 5); and escape “traditional notions of granting authority” (Section 6). Practical implications The Framework should acknowledge the importance of truth, which would, at the very least, necessarily involve revising the frame “Authority is Constructed and Contextual”. Librarians are also encouraged to reflect on the nature of both truth claims and ethical claims. Social implications The assumption of a “social constructionist” frame for truth has serious implications for matters going well beyond libraries and their “information resources”. Originality/value This paper attempts to offer an important and accessible philosophical analysis of the Framework that will require the engagement of the wider library community.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:59Z
      DOI: 10.1108/RSR-06-2016-0039
  • Evernote in the research consultation: a feasibility study
    • Pages: 67 - 78
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 67-78, February 2017.
      Purpose The purpose of this paper is to examine the feasibility of using the Evernote note-taking application in research consultation as a way to respond to the challenges of doing research in the twenty-first century digital environment. Design/methodology/approach This study examines the results of surveys conducted at the time of research consultation and at the end of the semester when the students had completed the research needed for their assignments. Findings The study found that students are open to having a tool like Evernote used in the research consultation and that the tool can be helpful in organizing the information and search terms discussed in the consultation. Research limitations/implications Due to the size of the sample in the study, further research with a larger sample size should be conducted. Practical implications This paper outlines a promising method of collaborating and documenting resources in the research consultation. Originality/value Using the note-taking application Evernote in research consultations creates a more interactive service.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:26Z
      DOI: 10.1108/RSR-05-2016-0034
  • Communal and student-centered
    • Pages: 79 - 99
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 79-99, February 2017.
      Purpose This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement. Design/methodology/approach By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session. Findings The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson. Originality/value This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:26:11Z
      DOI: 10.1108/RSR-03-2016-0023
  • Mining writing center data for information literacy practices
    • Pages: 100 - 116
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 100-116, February 2017.
      Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:44Z
      DOI: 10.1108/RSR-07-2016-0043
  • Teaching with the Framework: a Cephalonian approach
    • Pages: 117 - 130
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 117-130, February 2017.
      Purpose This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources. Design/methodology/approach The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion. Findings The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions. Originality/value With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:49Z
      DOI: 10.1108/RSR-07-2016-0044
  • Deploying a WordPress-based learning object repository to scale up
           instruction and effect a culture of sharing
    • Pages: 131 - 140
      Abstract: Reference Services Review, Volume 45, Issue 1, Page 131-140, February 2017.
      Purpose The purpose of this paper is to describe an academic library’s successful implementation of a WordPress-based learning object repository (LOR) that facilitates widespread sharing of learning objects, allowing librarians to save prep time and to scale up the library instruction program. Both practical and technical implications of using WordPress software as a repository platform are discussed. Design/methodology/approach WordPress is free, open-source software that may be used as a platform for an LOR. By using WordPress software to create a public index of content hosted on a server, the library created an LOR that features a record for each learning object which contains metadata about the object’s format, content and accessibility. The WordPress platform/repository is also expandable, through additional free and paid plug-ins, to function as a simple learning management system that may also issue badges. Findings As a result of implementing an LOR, librarians save time prepping for classes by reusing or adapting their colleagues’ work, librarians are able to offer tutorials to online students and the repository also serves as a showcase for the library instruction program. Originality/value Many academic libraries are feeling increased pressure to scale up library instruction and serve more online students. This paper illustrates a case study of how one library uses an easy-to-implement and low-budget LOR to make progress toward these goals.
      Citation: Reference Services Review
      PubDate: 2017-02-15T08:25:55Z
      DOI: 10.1108/RSR-10-2016-0059
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