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Journal Cover Reference Services Review
  [SJR: 1.546]   [H-I: 21]   [34 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0090-7324
   Published by Emerald Homepage  [335 journals]
  • 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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