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Publisher: Emerald   (Total: 335 journals)

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Journal Cover Reference Services Review
  [SJR: 1.546]   [H-I: 21]   [35 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0090-7324
   Published by Emerald Homepage  [335 journals]
  • Editorial
    • Pages: 358 - 358
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 358-358, August 2017.

      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:49Z
      DOI: 10.1108/RSR-06-2017-0021
  • Guiding choices: implementing a library website usability study
    • Pages: 359 - 367
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 359-367, August 2017.
      Purpose The purpose of this study is go better understand website usability by community college students. The usability study team sought data that would help to guide in a website redesign. Design/methodology/approach Librarians led students through sessions that followed the usability testing approach defined by Nielsen (2012) which emphasizes the ease of use of the Web interface. This study compared the results from the existing library website and a prototype website. Findings The study’s findings emphasized the need for balance between the variety of services and content that the website provides. This is especially true given that so many community college students are underprepared for college-level courses. Research limitations/implications The study was limited by available time and the clinical nature of the usability session. Practical implications The study results underscore the significant challenge facing library website designers. The various online services exist in pockets that are only partially integrated and, therefore, require students to make decisions and predictive judgments as they navigate the site. Originality/value Overall, this study emphasized the need for balance between the variety of services and content that the website provides.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:38Z
      DOI: 10.1108/RSR-11-2016-0080
  • ARL instruction librarians and the one-box: a follow-up study
    • Pages: 368 - 381
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 368-381, August 2017.
      Purpose The effectiveness and usability of one-boxes have been subjects of much research and debate, as librarians have worked to evaluate and improve the tools’ effectiveness and functionality. As one-box technologies change and improve over time, librarians must learn to navigate their new features and limitations. This paper aims to report the results of a study that sought to determine whether or not one-box teaching practices and philosophies of librarians of Association of Research Libraries (ARL) changed between the fall of 2011 and the spring of 2016. Design/methodology/approach This study was conducted using the same survey questions that were sent to ARL instruction and reference librarians in October of 2011. The survey was e-mailed to the same librarians who responded to the original survey. Questions focused on how librarians use the one-box during instructional opportunities and their overall opinions on the one-box as an option. Findings There were similarities between the two studies in that librarians agreed that one-box search tools tended to be beneficial for novices as an entrée into library resources but not as valuable for significant research. Librarians also noted the need for improvement in the results and felt that the products did not live up to their hype. There was a slight shift from negative opinions to more neutral opinions, indicating that some librarians have become more accepting of the tool. This shift may reflect a gradual change that suggests that librarians have become more comfortable with or accustomed to the presence of the one-box and its features. Research limitations/implications Although this follow-up study was sent to all participants who had responded to the first study, fewer than 25 per cent of the original number responded to the survey in 2016. Originality/value This is the first study to examine the shift in practices and philosophies over the past five years of a select group of reference and instruction librarians.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:25Z
      DOI: 10.1108/RSR-12-2016-0084
  • Tacit knowledge sharing among library colleagues: a pilot study
    • Pages: 382 - 397
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 382-397, August 2017.
      Purpose This study aims to explore the nature of tacit knowledge (TK) sharing among library colleagues, with a focus on the characteristics of TK and contextual factors such as organizational culture or the mentor/mentee relationship. Design/methodology/approach Using a critical incident approach, participants self-selected based on pre-established criteria to report knowledge sharing incidents between colleagues at either an in-person or virtual reference desk. Subsequent semi-structured interviews were transcribed from recordings and coded for thematic elements. Findings Three thematic areas emerged. First are the influence of organizational culture and the importance of trust on knowledge sharing behavior. Second, the value of teamwork and the significance of mentor/mentee roles surface as significant drivers of TK exchange. Last but not least is a better understanding of the nature of TK, as it relates to types of knowledge and characterizations of experience and expertise. Research limitations/implications The relatively small sample size nevertheless revealed some important findings that contribute to the understanding of the role of TK sharing in libraries. Originality/value The value of knowledge sharing in libraries is not well understood. This study demonstrates the value on several levels, including the influence of culture and trust, and the power of mentoring to harness TK held by experts. The proposed Tacit Knowledge Alignment Framework contributes to the understanding of the nature of TK in libraries. These findings begin to fill a research gap by furthering our understanding of TK and informing future retention efforts that are lacking in many libraries.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:39Z
      DOI: 10.1108/RSR-11-2016-0082
  • Guest editorial
    • Pages: 398 - 399
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 398-399, August 2017.

      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:47Z
      DOI: 10.1108/RSR-06-2017-0020
  • Through three lenses: transfer students and the library
    • Pages: 400 - 414
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 400-414, August 2017.
      Purpose The aim of this paper is to examine literature related to transfer students and students in transition through three interrelated lenses: student demographics and experiences, considerations encountered by institutions of higher education working to support these students and academic libraries’ interactions with this growing population. Design/methodology/approach Library and information science and education databases were searched for articles related to transfer student experiences and initiatives. Educational research and policy centers were also investigated for supplemental data and definitions. Findings Several key considerations for academic libraries interested in supporting transfer students emerged, including the growth and diversity of this population; academic, social and procedural experiences encountered during and after students’ transition; commonalities and differences with native first-year students; and the value of partnerships in fostering student success. Practical implications This review contextualizes conversations regarding transfer student experiences, providing a resource for librarians to understand this population from multiple perspectives and to use these perspectives to develop and enhance initiatives, resources and services. Originality/value Despite an increased emphasis on transfer students across higher education, there is little literature regarding libraries’ involvement with this population. This literature review also seeks to expand upon existing conversations by examining transfer student experiences beyond the library that could inform both their interactions with the library and the ways in which libraries connect and communicate with these students.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:45Z
      DOI: 10.1108/RSR-10-2016-0074
  • An interview with Rachel Mulvihill and colleagues at the university of
           Central Florida about the foundations of excellence transfer initiative
    • Pages: 415 - 420
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 415-420, August 2017.
      Purpose The purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year. Design/methodology/approach This is an interview. Findings Participation in campus-wide initiatives to reach transfer students improved the libraries’ image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school’s transfer population needs and dialogues with feeder school can help libraries better support their student populations. Originality/value The integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:26Z
      DOI: 10.1108/RSR-05-2017-0018
  • Transfer student analysis and retention: a collaborative endeavor
    • Pages: 421 - 439
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 421-439, August 2017.
      Purpose This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. Design/methodology/approach The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired. Findings This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years. Research limitations/implications The data collection and analysis, and the initiatives, are specific to one public research university. Practical implications Initiatives undertaken to address the retention of transfer students have begun to have an impact. Originality/value The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:35Z
      DOI: 10.1108/RSR-10-2016-0069
  • The library and the common reader program: a collaborative effort to
           college transition
    • Pages: 440 - 453
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 440-453, August 2017.
      Purpose This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York. Design/methodology/approach The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative. Findings The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment. Originality/value Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:44Z
      DOI: 10.1108/RSR-11-2016-0081
  • Ensuring a level playing field: creating an information literacy exam for
           transfer students
    • Pages: 454 - 471
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 454-471, August 2017.
      Purpose The purpose of this paper is to highlight the steps taken by the library, English faculty and administrative stakeholders to create an information literacy exam for transfer students. Design/methodology/approach The paper outlines the need for the exam, the student learning outcomes assessed by the exam, the process by which test questions were created and the technology used to create and deliver the exam. Findings Experiences and suggestions relevant to developing an information literacy exam and a related website portal and tutorials are provided. Originality/value The report will have significant value to anyone considering implementing their own original information literacy exam and those seeking advice on test question creation and development.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:49Z
      DOI: 10.1108/RSR-10-2016-0077
  • Use and users of the Minrva mobile app
    • Pages: 472 - 484
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 472-484, August 2017.
      Purpose The purpose of this paper is to investigate new undergraduate student library engagement in the Minrva mobile app during the months of May 2015 through December 2015. Design/methodology/approach This research investigated what parts of a mobile app new students were using in their first semester after downloading the app. The quantitative study used application programming interface log analysis to better understand what parts of the app new students use in the mobile app. Findings By undertaking this study, the author has a better understanding about what students are finding useful within the app and what tools are not being used by this cohort in their first semester. Originality/value The value of this research is in helping system designers and first-year experience planners know what mobile support tools students are finding useful in their first semester. Implication for mobile interface design based on module popularity are discussed.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:27Z
      DOI: 10.1108/RSR-09-2016-0056
  • Transforming for our transfers: the creation of a transfer student
           services librarian
    • Pages: 485 - 497
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 485-497, August 2017.
      Purpose This paper aims to describe the unique library, research and information literacy skills that transfer students need, specifically at the University of North Carolina Wilmington, which led to the creation, recruitment and appointment of a Transfer Student Services Librarian at William Madison Randall Library (Randall Library). Design/methodology/approach Along with a brief review of the relevant literature, this paper describes the specific needs that were identified that led to the creation of the position; the unique gaps in information skills that transfer students have; how the university was addressing the needs of transfer students; how the library became focused on the needs of this population of students; how the library began collaborating with campus partners to address these needs; and, to date, how the position has impacted transfer students. Findings An increase in the number of transfer students from community colleges, four year institutions and military service combined with the institution’s information literacy curriculum requirements, led to the creation of a new position called “Transfer Student Services Librarian”. Practical implications Academic libraries wishing to explore the creation of such a position, or wanting to assess their own institution’s needs for their transfer student population, will benefit from this paper. Originality/value Few, if any, libraries have adopted a position specifically for transfer student services and this paper addresses how to assess the need and decide on practical applications for other academic libraries.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:36Z
      DOI: 10.1108/RSR-11-2016-0079
  • Bridging the gap
    • Pages: 498 - 510
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 498-510, August 2017.
      Purpose The aim of this paper is to profile the evolution of library services and information literacy instruction provided for transfer students in collaboration with other campus units at a Master’s level institution and for librarians wishing to develop services for this population. Design/methodology/approach This paper is a case study enhanced by a literature review, outlining the development of services, resources and instruction for transfer students at one institution. Findings This paper provides information about the need for library services designed specifically for transfer students at four-year institutions and the importance of cross campus collaborations to develop and offer these resources. Originality/value The literature on the provision of library services to transfer students is minimal. This case study details the development of cross campus collaborations that resulted in enhanced library services for this population.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:34Z
      DOI: 10.1108/RSR-10-2016-0067
  • Connecting information literacy instruction with transfer student success
    • Pages: 511 - 526
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 511-526, August 2017.
      Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:31Z
      DOI: 10.1108/RSR-10-2016-0065
  • Assessing and meeting the information literacy needs of incoming transfer
    • Pages: 527 - 539
      Abstract: Reference Services Review, Volume 45, Issue 3, Page 527-539, August 2017.
      Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, the 2014 cohort of transfer student were resurveyed to test research skills and report interactions they had with reference librarians and library instruction during the previous year. Findings Initial observations suggested older transfer students, and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students who had attended library instruction sessions were more knowledgeable. In the pre-test, intervention and post-test study, students did not show significant improvements in knowledge, but did show a significantly improved comfort level with library research. In the follow-up survey, second year transfer students who had library instruction during the previous year were significantly more likely to have sought out their subject liaison for consultations. Originality/value Research studies that focus on the information literacy needs and skills of transfer students and adult learners is somewhat scarce, compared to that of incoming freshmen. It is of use to both academic librarians in institutions that accept incoming transfer students, and to community college librarians who may be designing handoff library instruction.
      Citation: Reference Services Review
      PubDate: 2017-09-14T07:43:46Z
      DOI: 10.1108/RSR-10-2016-0076
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