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Publisher: Emerald   (Total: 309 journals)

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J. of Managerial Psychology     Hybrid Journal   (Followers: 12, SJR: 0.759, h-index: 34)
J. of Manufacturing Technology Management     Hybrid Journal   (Followers: 4, SJR: 0.656, h-index: 35)
J. of Mental Health Training, Education and Practice, The     Hybrid Journal   (Followers: 7, SJR: 0.221, h-index: 2)
J. of Modelling in Management     Hybrid Journal   (Followers: 1)
J. of Money Laundering Control     Hybrid Journal   (Followers: 3)
J. of Organizational Change Management     Hybrid Journal   (Followers: 21, SJR: 0.403, h-index: 37)
J. of Organizational Effectiveness : People and Performance     Hybrid Journal   (Followers: 2)
J. of Organizational Ethnography     Hybrid Journal   (Followers: 6)
J. of Place Management and Development     Hybrid Journal   (Followers: 2, SJR: 0.419, h-index: 1)
J. of Product & Brand Management     Hybrid Journal   (Followers: 6, SJR: 0.383, h-index: 22)
J. of Property Investment & Finance     Hybrid Journal   (Followers: 4, SJR: 0.474, h-index: 12)
J. of Public Mental Health     Hybrid Journal   (Followers: 18, SJR: 0.151, h-index: 3)
J. of Quality in Maintenance Engineering     Hybrid Journal   (Followers: 4, SJR: 0.851, h-index: 29)
J. of Research in Interactive Marketing     Hybrid Journal   (Followers: 6, SJR: 0.544, h-index: 8)
J. of Research in Marketing and Entrepreneurship     Hybrid Journal   (Followers: 11)
J. of Risk Finance, The     Hybrid Journal   (Followers: 9)
J. of Science and Technology Policy Management     Hybrid Journal   (Followers: 2, SJR: 0.249, h-index: 3)
J. of Service Management     Hybrid Journal   (Followers: 8, SJR: 1.162, h-index: 14)
J. of Services Marketing     Hybrid Journal   (Followers: 11, SJR: 1.069, h-index: 31)
J. of Small Business and Enterprise Development     Hybrid Journal   (Followers: 13, SJR: 0.289, h-index: 20)
J. of Social Marketing     Hybrid Journal   (Followers: 8, SJR: 0.662, h-index: 7)
J. of Strategy and Management     Hybrid Journal   (Followers: 4)
J. of Systems and Information Technology     Hybrid Journal   (Followers: 4, SJR: 0.221, h-index: 3)
J. of Technology Management in China     Hybrid Journal   (Followers: 1)
J. of Workplace Learning     Hybrid Journal   (Followers: 6, SJR: 0.547, h-index: 18)
Kybernetes     Hybrid Journal   (Followers: 1, SJR: 0.298, h-index: 22)
Leadership & Organization Development J.     Hybrid Journal   (Followers: 19, SJR: 0.521, h-index: 20)
Leadership in Health Services     Hybrid Journal   (Followers: 21, SJR: 0.319, h-index: 10)
Library Hi Tech     Hybrid Journal   (Followers: 1134, SJR: 0.926, h-index: 19)
Library Hi Tech News     Hybrid Journal   (Followers: 763, SJR: 0.442, h-index: 8)
Library Management     Hybrid Journal   (Followers: 862, SJR: 0.948, h-index: 12)
Library Review     Hybrid Journal   (Followers: 771, SJR: 0.573, h-index: 11)
Management Decision     Hybrid Journal   (Followers: 6, SJR: 1.423, h-index: 34)
Management of Environmental Quality: An Intl. J.     Hybrid Journal   (Followers: 5, SJR: 0.265, h-index: 14)
Management Research : The J. of the Iberoamerican Academy of Management     Hybrid Journal   (Followers: 3)
Management Research News     Hybrid Journal   (Followers: 3)
Management Research Review     Hybrid Journal   (Followers: 5, SJR: 0.318, h-index: 13)
Managerial Auditing J.     Hybrid Journal   (Followers: 1, SJR: 0.29, h-index: 19)
Managerial Finance     Hybrid Journal   (Followers: 3)
Managing Service Quality     Hybrid Journal   (Followers: 8, SJR: 0.72, h-index: 28)
Marketing Intelligence & Planning     Hybrid Journal   (Followers: 12, SJR: 0.354, h-index: 24)
Measuring Business Excellence     Hybrid Journal   (Followers: 1, SJR: 0.438, h-index: 13)
Meditari Accountancy Research     Hybrid Journal   (Followers: 1)
Mental Health and Social Inclusion     Hybrid Journal   (Followers: 19, SJR: 0.211, h-index: 4)
Mental Health Review J.     Hybrid Journal   (Followers: 14, SJR: 0.191, h-index: 2)
Microelectronics Intl.     Hybrid Journal   (SJR: 0.331, h-index: 14)
Multicultural Education & Technology J.     Hybrid Journal   (Followers: 3, SJR: 0.236, h-index: 5)
Multidiscipline Modeling in Materials and Structures     Hybrid Journal   (Followers: 1, SJR: 0.245, h-index: 7)
Multinational Business Review     Hybrid Journal   (Followers: 1)
Nankai Business Review Intl.     Hybrid Journal  
New Library World     Hybrid Journal   (Followers: 682, SJR: 0.746, h-index: 13)
Nutrition & Food Science     Hybrid Journal   (Followers: 8, SJR: 0.183, h-index: 10)
OCLC Systems & Services     Hybrid Journal   (Followers: 259, SJR: 0.378, h-index: 12)
On the Horizon     Hybrid Journal   (SJR: 0.398, h-index: 12)
Online Information Review     Hybrid Journal   (Followers: 305, SJR: 0.712, h-index: 30)
Pacific Accounting Review     Hybrid Journal  
Performance Measurement and Metrics     Hybrid Journal   (Followers: 5, SJR: 0.387, h-index: 10)
Personnel Review     Hybrid Journal   (Followers: 8, SJR: 0.876, h-index: 36)
Pigment & Resin Technology     Hybrid Journal   (Followers: 1, SJR: 0.322, h-index: 21)
Policing: An Intl. J. of Police Strategies & Management     Hybrid Journal   (Followers: 10, SJR: 0.486, h-index: 22)
Program: Electronic Library and Information Systems     Hybrid Journal   (Followers: 381, SJR: 0.554, h-index: 14)
Property Management     Hybrid Journal   (Followers: 1, SJR: 0.304, h-index: 9)
Qualitative Market Research: An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.365, h-index: 18)
Qualitative Research in Accounting & Management     Hybrid Journal   (Followers: 7, SJR: 0.254, h-index: 3)
Qualitative Research in Financial Markets     Hybrid Journal   (Followers: 4)
Qualitative Research in Organizations and Management: An Intl. J.     Hybrid Journal   (Followers: 6)
Quality Assurance in Education     Hybrid Journal   (Followers: 4, SJR: 0.665, h-index: 19)
Quality in Ageing and Older Adults     Hybrid Journal   (Followers: 31, SJR: 0.239, h-index: 11)
Rapid Prototyping J.     Hybrid Journal   (Followers: 2, SJR: 0.928, h-index: 41)
Records Management J.     Hybrid Journal   (Followers: 12, SJR: 0.275, h-index: 9)
Reference Reviews     Hybrid Journal   (Followers: 8)
Reference Services Review     Hybrid Journal   (Followers: 27, SJR: 1.599, h-index: 16)
Research on Economic Inequality     Hybrid Journal   (Followers: 4, SJR: 0.232, h-index: 8)
Research on Emotion in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.186, h-index: 6)
Review of Accounting and Finance     Hybrid Journal   (Followers: 2, SJR: 0.125, h-index: 2)
Review of Marketing Research     Hybrid Journal   (Followers: 12, SJR: 0.518, h-index: 3)
Safer Communities     Hybrid Journal   (Followers: 1, SJR: 0.338, h-index: 4)
Sensor Review     Hybrid Journal   (Followers: 1, SJR: 0.257, h-index: 21)
Smart and Sustainable Built Environment     Hybrid Journal   (Followers: 7)
Social Care and Neurodisability     Hybrid Journal   (Followers: 4)
Social Enterprise J.     Hybrid Journal   (Followers: 7)
Social Responsibility J.     Hybrid Journal   (Followers: 1, SJR: 0.228, h-index: 4)
Society and Business Review     Hybrid Journal   (Followers: 2)
Soldering & Surface Mount Technology     Hybrid Journal   (Followers: 3, SJR: 0.303, h-index: 21)
South Asian J. of Global Business Research     Hybrid Journal  
Sport, Business and Management : An Intl. J.     Hybrid Journal   (Followers: 5)
Strategic Direction     Hybrid Journal   (SJR: 0.112, h-index: 4)
Strategic HR Review     Hybrid Journal   (Followers: 3)
Strategic Outsourcing : An Intl. J.     Hybrid Journal   (Followers: 2)
Strategy & Leadership     Hybrid Journal   (Followers: 18, SJR: 0.209, h-index: 15)
Structural Survey     Hybrid Journal   (SJR: 0.285, h-index: 9)
Studies in Economics and Finance     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 5)
Supply Chain Management: An Intl. J.     Hybrid Journal   (Followers: 8, SJR: 1.628, h-index: 56)
Sustainability Accounting, Management and Policy J.     Hybrid Journal   (Followers: 7, SJR: 0.355, h-index: 4)
Team Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.283, h-index: 11)
The Bottom Line: Managing Library Finances     Hybrid Journal   (Followers: 211, SJR: 0.349, h-index: 6)
The Electronic Library     Hybrid Journal   (Followers: 912, SJR: 0.799, h-index: 23)
The Learning Organization     Hybrid Journal   (Followers: 6, SJR: 0.433, h-index: 20)
The TQM J.     Hybrid Journal   (Followers: 2, SJR: 0.712, h-index: 35)
Therapeutic Communities : The Intl. J. of Therapeutic Communities     Hybrid Journal   (SJR: 0.149, h-index: 10)

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Journal Cover   Reference Services Review
  [SJR: 1.599]   [H-I: 16]   [29 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0090-7324
   Published by Emerald Homepage  [309 journals]
  • Still relevant after all these years
    • Authors: Eleanor Mitchell et al
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      PubDate: Tue, 13 Jan 2015 00:26:06 GMT
      DOI: 10.1108/RSR-12-2014-0057
       
  • Library Instruction West 2014: Open, Sustainable Instruction
    • Authors: Joan Petit et al
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      PubDate: Tue, 13 Jan 2015 00:26:05 GMT
      DOI: 10.1108/RSR-12-2014-0058
       
  • Sustainable Decision Making for Emerging Educational Technologies in
           Libraries
    • Authors: Richard Hayman et al
      First page: 7
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose To discuss approaches to sustainable decision making for integrating emerging educational technologies in library instruction while supporting evidence based practice. Design/methodology/approach The article highlights recent trends in emerging educational technologies and evidence based practice, and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice. Findings
      Authors discuss the need for sustainable decision making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support evidence informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims, and support of this alignment via hard evidence available in the research literature as well as soft evidence found in the environmental scan. Originality/value The article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.
      PubDate: Tue, 13 Jan 2015 00:26:20 GMT
      DOI: 10.1108/RSR-08-2014-0037
       
  • Teaching "Format as a Process" in an Era of Web-Scale Discovery
    • Authors: Kevin Patrick Seeber et al
      First page: 19
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.
      PubDate: Tue, 13 Jan 2015 00:25:53 GMT
      DOI: 10.1108/RSR-07-2014-0023
       
  • Badge it! A Collaborative Learning Outcomes Based Approach to Integrating
           Information Literacy Badges within Disciplinary Curriculum
    • Authors: Emily Ford et al
      First page: 31
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose This article discusses the collaborative learning outcomes based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end the team aimed to award badges to certify IL skills. Design/methodology/approach This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty, and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed information literacy in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks—including planning for content delivery and student assessment. Findings An approach to technological innovation for instructional projects based in principles of pedagogical design can result in improvements to information literacy pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding information literacy into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value Planning for and implementing badges for information literacy curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.
      PubDate: Tue, 13 Jan 2015 00:25:51 GMT
      DOI: 10.1108/RSR-07-2014-0026
       
  • Learning Information Literacy through Drawing
    • Authors: David James Brier et al
      First page: 45
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge, or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced, or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.
      PubDate: Tue, 13 Jan 2015 00:26:15 GMT
      DOI: 10.1108/RSR-08-2014-0030
       
  • Repurposing Zotero for sustainable assessment and scalable modified
           embedding
    • Authors: REBECCA Zuege KUGLITSCH et al
      First page: 68
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose This paper describes a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach, and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess. Design/methodology/approach The librarian worked with a course using Zotero group libraries for collaborative work; used Zotero to communicate with students and assess their information literacy skills; and surveyed the students to determine their perception of librarian participation via Zotero. Findings Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero. Practical implications This suggests that librarians facing difficulty embedding in online course or who are seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges. Originality/value This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports that information literacy.
      PubDate: Tue, 13 Jan 2015 00:26:19 GMT
      DOI: 10.1108/RSR-08-2014-0034
       
  • One-shot Wikipedia: An edit-sprint toward information literacy
    • Authors: John Thomas Oliver et al
      First page: 81
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose This article investigates which learning targets can be achieved by using Wikipedia as a tool for teaching information literacy within the context of brief one-shot library instruction sessions. Design/methodology/approach In this case study, a Wikipedia-editing activity was incorporated into two-hour one-shot instruction sessions. A variety of qualitative data was collected during these sessions: Student reflections during a facilitated discussion, student responses to exit-survey questions, and instructor observations about the extent to which students completed Wikipedia-editing tasks. Findings Students found Wikipedia-editing activities and Wikipedia-related discussions engaging, and as a result they seemed to learn valuable lessons about research and writing. Students participating in this project effectively identified gaps in Wikipedia entries, critically evaluated and used sources to address those gaps, and appropriately documented those materials. Students were easily encouraged to be critical about information sources, including Wikipedia and more traditionally scholarly resources alike. Originality/value While a great deal of attention has been paid to teaching with multi-week Wikipedia assignments and coursework, evidence from this project suggests that Wikipedia-related activities can be used effectively within much narrower time constraints, including during brief one-shot library instruction sessions.
      PubDate: Tue, 13 Jan 2015 00:26:12 GMT
      DOI: 10.1108/RSR-10-2014-0043
       
  • Flashlight: Using Bizup’s BEAM to Illuminate the Rhetoric of
           Research
    • Authors: Kate Rubick et al
      First page: 98
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose This paper demonstrates how a librarian at a liberal arts college partnered with a professor of rhetoric and media studies to teach methods students to classify sources using Bizup’s BEAM. Design/methodology/approach Students in rhetorical criticism, read the Bizup article on BEAM. The library instruction included a discussion of the article and an application exercise where students classified cited references in a peer reviewed journal article using BEAM. Findings BEAM was a valuable addition to the rhetorical criticism course. The application exercise used in the library instruction session introduced BEAM as a tool to use in reading and evaluating sources. Students were able to apply what they learned as they selected, deciphered and interpreted sources of information for use in their academic writing. Practical implications Librarians teaching in a variety of academic disciplines may use or adapt BEAM as a tool for helping students learn to critically evaluate information sources as they read texts and as they engage in research-based writing assignments. Originality/value This work showcases how librarians using BEAM can extend library teaching beyond traditional bibliographic instruction and into the realm of critical inquiry. It also demonstrates how librarians can use BEAM to initiate conversations with academic faculty about information literacy. And it contributes to an emerging area of scholarship involving the use of BEAM to teach source evaluation.
      PubDate: Tue, 13 Jan 2015 00:26:14 GMT
      DOI: 10.1108/RSR-10-2014-0047
       
  • LEVERAGING ADULT LEARNING THEORY WITH ONLINE TUTORIALS
    • Authors: Rebecca Halpern et al
      First page: 112
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.
      PubDate: Tue, 13 Jan 2015 00:26:07 GMT
      DOI: 10.1108/RSR-10-2014-0042
       
  • Integrating the thematic approach into information literacy courses
    • Authors: Elizabeth Price et al
      First page: 125
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy courses. Design/methodology/approach A literature review of peer-reviewed journals, professional journals, magazines, and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach,” “thematic approach in education,” and “theme-based instruction;” the search was restricted to articles published in the last 20 years. Findings In addition to information literacy courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy, and sociology courses on college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature. Originality/value Thematic approach is a newer concept in the world of information literacy instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work, and how to best implement a thematic approach in an information literacy course.
      PubDate: Tue, 13 Jan 2015 00:26:13 GMT
      DOI: 10.1108/RSR-12-2014-0059
       
  • Piloting a Blended Model for Sustainable IL Programming
    • Authors: Jody Nelson et al
      First page: 137
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015. Purpose This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy instruction program for first-year English courses. Development, implementation, and assessment of the pilot prior to full implementation are discussed. Design/methodology/approach The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction, and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online whilst maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot. Findings The voluntary early-adopter model worked well for garnering and maintaining support from the English department: We had 42% of English sessions piloting the new model for Fall 2013, surpassing our initial target of 25%. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced. Originality/value Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering information literacy instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty.
      PubDate: Tue, 13 Jan 2015 00:25:57 GMT
      DOI: 10.1108/RSR-09-2014-0040
       
  • Tracking trends that impact teaching and learning
    • Authors: Eleanor Mitchell et al
      Abstract: Reference Services Review, Volume 42, Issue 4, November 2014.
      PubDate: Tue, 11 Nov 2014 09:44:34 GMT
       
  • List of reviewers
    • Abstract: Reference Services Review, Volume 42, Issue 4, November 2014.
      PubDate: Tue, 11 Nov 2014 09:44:32 GMT
       
  • Understanding the information literacy experiences of EFL (English as a
           foreign language) students
    • Authors: Nicole Johnston et al
      Abstract: Reference Services Review, Volume 42, Issue 4, Page 552-568, November 2014. Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy' Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
      PubDate: Tue, 11 Nov 2014 09:44:29 GMT
       
  • The role of faculty autonomy in a course-integrated information literacy
           program
    • Authors: Anne Jumonville
      Abstract: Reference Services Review, Volume 42, Issue 4, Page 536-551, November 2014. Purpose – The purpose of this paper is to explore the significance of faculty autonomy in sustaining a successful information literacy program. Design/methodology/approach – Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the role of autonomy in faculty motivation and participation in an assessment program. Findings – Defining and integrating information literacy themselves allowed faculty to align information literacy with their own course goals. Supporting faculty in choosing their own assessment methods for these integrations also provided program administrators with new information about faculty members’ teaching and learning practices and values. Results of a follow-up study confirmed that faculty continued to integrate information literacy in their courses of their own accord, underscoring the importance of an autonomy-supportive program structure. Originality/value – This paper provides evidence for information literacy advocates that faculty autonomy can be a strength, not an obstacle. It demonstrates ways to incorporate and allow for autonomy within program constraints and introduces librarians to self-determination theory, a way of thinking about motivation that can help librarians pursue more effective collaborations with faculty.
      PubDate: Tue, 11 Nov 2014 09:44:23 GMT
       
  • Access to translated fiction in Canadian public libraries
    • Authors: Keren Dali et al
      Abstract: Reference Services Review, Volume 42, Issue 4, Page 569-602, November 2014. Purpose – This paper aims to investigate the quality of access to translated fiction published between 2007 and 2011 in six large Canadian public libraries, answering the question about what public libraries can do to help acquaint their readers with international translated fiction. Design/methodology/approach – The article uses the method of bibliographic data analysis based on 2,100 catalog records. Findings – As the results demonstrate, enhanced bibliographic catalog records deliver a wealth of information about translated fiction titles and facilitate meaningful subject access to their contents. At the same time, promotional activities related to translated fiction have room for improvement. Practical implications – Despite the fact that the study focuses on public libraries, its findings will be of interest not only to public but also academic librarians, any librarian tasked with the selection and acquisition of translated fiction, reference and readers’ advisory librarians in any type of library, Library and Information Science students and anyone interested in access to translated fiction. Originality/value – While many recent studies have turned their attention to enhanced catalog records and their role in access, discovery and collection promotion, there are no studies dealing with translated fiction specifically. The article also contributes to seeing an in-depth understanding of bibliographic records and cataloging as part and parcel of reference librarians’ knowledge and skill set, which improves retrieval practices and access provision.
      PubDate: Tue, 11 Nov 2014 09:44:22 GMT
       
  • Library instruction and information literacy 2013
    • Authors: Robert Detmering et al
      Abstract: Reference Services Review, Volume 42, Issue 4, Page 603-715, November 2014. Purpose – The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy. Design/methodology/approach – Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013. Findings – Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
      PubDate: Tue, 11 Nov 2014 09:43:45 GMT
       
 
 
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