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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]
  • Communal & Student-Centered: Teaching Information Creation as a Process
           with Mobile Technologies
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose Researchers investigated 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, researchers 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 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 the changing nature and impact of the information creation process.
      Citation: Reference Services Review
      PubDate: 2017-01-04T12:35:57Z
      DOI: 10.1108/RSR-03-2016-0023
  • Research Plus™ Mobile App: Information Literacy “On the
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose This paper describes 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 ADDIE 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: 2017-01-04T12:35:56Z
      DOI: 10.1108/RSR-03-2016-0020
  • The New Framework: a Truth-less Construction Just Waiting to be
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose Now that the new 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 seeks 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 I. 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 II) ; avoid attempting to make ethical claims which are true (section III) ; reduce all truth claims to “power-plays” (section IV) ; and escape “traditional notions of granting authority” (section V). Research limitations/implications 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. 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: 2017-01-04T12:35:55Z
      DOI: 10.1108/RSR-06-2016-0039
  • Deploying a WordPress-based learning object repository to scale up
           instruction and effect a culture of sharing
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose Instruction librarians develop a tremendous amount of instructional materials (i.e. learning objects) when they prep for teaching, and are often happy to share when asked. This paper describes an academic library’s successful implementation of a WordPress-based learning object repository that facilitates widespread sharing of learning objects, allowing librarians to save prep time and to scale up our 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 a learning object repository. By using WordPress software to create a public index of content hosted on a server, the library created a learning object repository 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 a learning object repository, 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 learning object repository to make progress towards these goals.
      Citation: Reference Services Review
      PubDate: 2017-01-04T12:35:54Z
      DOI: 10.1108/RSR-10-2016-0059
  • Teaching with the Framework: A Cephalonian approach
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose This paper provides academic instruction librarians with a model for integrating concepts from the 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 our 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 our 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 both students who have completed the online portion and those who have not. Practical implications This paper offers librarians practical ideas on 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: 2017-01-04T12:35:53Z
      DOI: 10.1108/RSR-07-2016-0044
  • Mining Writing Center Data for Information Literacy Practices
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose Collaborations between writing centers and libraries 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 were mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the ACRL Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13% of consultations. Referrals to librarians accounted for less than 1% 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 While 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: 2017-01-04T12:35:51Z
      DOI: 10.1108/RSR-07-2016-0043
  • Beyond Awareness: Improving Outreach and Marketing Through User Surveys
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose The purpose of this study is to investigate the awareness of library research services, the top desires for new services, and overall satisfaction of undergraduate students in order 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, in order to effectively plan outreach and marketing efforts. The differences between high-users and low-users expectations of the library informs and impacts 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, in order 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: 2017-01-04T12:35:50Z
      DOI: 10.1108/RSR-02-2016-0009
  • Evernote in the Research Consultation: A Feasibility Study
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose The purpose of this paper is to examine the feasibility of using the Evernote note-taking application in the 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 the 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: 2017-01-04T12:35:49Z
      DOI: 10.1108/RSR-05-2016-0034
  • A Qualitative Investigation of Patrons’ Experiences with Academic
           Library Research Consultations
    • Abstract: Reference Services Review, Volume 45, Issue 1, February 2017.
      Purpose This paper reports 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 United States during 2014. Design/methodology/approach Data was 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 was transcribed verbatim and the transcripts subjected to content analysis. The qualitative data analysis model selected was that of a 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, which do operate on a subject specialist model, should consider strategies for maximizing benefit when matching available staff to consultation requests. Originality/value A qualitative methodology, using content analysis of lengthy interviews with participants, provides considerable insight into academic library patrons’ attitudes towards the reference consultation service.
      Citation: Reference Services Review
      PubDate: 2017-01-04T12:35:47Z
      DOI: 10.1108/RSR-04-2016-0029
  • Editorial
    • Pages: 434 - 435
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 434-435, November 2016.

      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:06Z
      DOI: 10.1108/RSR-09-2016-0055
  • Library instruction and information literacy 2015
    • Pages: 436 - 543
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 436-543, November 2016.
      Purpose This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types. Design/methodology/approach This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015. Findings This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions. Originality/value The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:43Z
      DOI: 10.1108/RSR-08-2016-0051
  • A constellation to guide us
    • Pages: 544 - 551
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 544-551, November 2016.
      Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:37Z
      DOI: 10.1108/RSR-06-2016-0041
  • The Framework is elitist
    • Pages: 552 - 563
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 552-563, November 2016.
      Purpose This paper aims to question whether the Framework for Information Literacy for Higher Education adheres to the theory upon which it was based and to examine the actions of the Association of College and Research Libraries following the Framework’s release and its consequences. Design/methodology/approach This paper is an essay-style viewpoint, reflecting the observations and opinions of the author. Findings The author criticizes the Association of College and Research Libraries for its inaction in educating member librarians about how to implement the Framework and observes ideological rifts that were exposed within the academic librarian community as the Framework was being discussed following its adoption. Originality/value This paper is meant to provoke thought and generate discussion in regard to the Framework for Information Literacy for Higher Education.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:54Z
      DOI: 10.1108/RSR-08-2016-0052
  • A survey of information literacy credit courses in US academic libraries
    • Pages: 564 - 582
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 564-582, November 2016.
      Purpose There is a lack of data about information literacy (IL) credit courses in US academic libraries. This paper aims to provide a detailed snapshot of IL credit courses, including percentages of libraries that offer credit courses, the number of credits offered, the audience and how public institutions differ from private nonprofits and for-profits. Design/methodology/approach The authors surveyed a stratified random sample of libraries at higher education institutions across all categories from the Carnegie Classification of Institutions of Higher Education. Qualtrics software was used to create and distribute the email survey. The response rate was 39 per cent (n = 691). Findings In all, 19 per cent of the institutions in the survey have IL credit courses taught by librarians. Large institutions, public institutions and those granting doctoral degrees are the most likely to offer IL credit courses. The majority of these courses are undergraduate electives of 1-2 credit hours offered under the library aegis, although a significant minority are required, worth 3-4 credit hours, and taught within another academic department or campus-wide program. Originality/value The findings update previous surveys and provide a more granular picture of the characteristics of librarian-taught credit-bearing courses, the types of academic institutions that offer them and compensation teaching librarians receive. This survey is the first study of credit-bearing IL instruction to include for-profit colleges and universities.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:02:02Z
      DOI: 10.1108/RSR-03-2016-0021
  • Buy, borrow, or access online?
    • Pages: 583 - 595
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 583-595, November 2016.
      Purpose This paper aims to investigate the reading format choices of students in a reading-intensive course when faced with options of purchasing their assigned readings in print, borrowing them from library reserves, accessing them from their course website or any combination thereof. It also seeks to map their behaviors to their academic aptitudes and achievements. Design/methodology/approach An online survey was distributed at the end of the quarter consisting of nine multiple-choice and open-ended questions on their format behaviors and academic aptitudes. Descriptive statistics, Chi-square tests and content analysis were used to obtain results. Findings Most students in this study purchased print copies of their assigned readings even though they were available for free both in the library and online. Over 72 per cent read their assignments either in“print” or “mostly in print”. However, the data did not produce evidence of correlations between format behaviors and SAT Writing scores or final grades in the course. Research limitations/implications The self-selected sample of participants appears to be academically homogeneous without enough diversity of behaviors and aptitudes to make generalizations. Replication of this study should be performed among a more academically diverse group of students. Originality/value Studies show that students prefer print to electronic format for academic readings, but they often cite factors like cost and convenience that impact their behaviors. Rather than survey general preferences, this study examines actual behaviors when presented with several format options and discusses why students make their choices.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:30Z
      DOI: 10.1108/RSR-04-2016-0024
  • Is the need for mediated reference service in academic libraries fading
           away in the digital environment?
    • Pages: 596 - 626
      Abstract: Reference Services Review, Volume 44, Issue 4, Page 596-626, November 2016.
      Purpose Academic libraries are experiencing numerous changes in their services due to high demands for digital resources and changes in users’ information needs and expectations. Many academic library users give preferences to Google, Google Scholar and other search engines on the internet when they search for information. As reference transactions are decreasing in many academic institutions, this paper aims to investigate the continuing need for mediated reference services in the technology-driven environment in academic libraries. Design/methodology/approach The authors have conducted a literature review to document and analyze the current trends in reference services in academic libraries. They have examined the relevant published literature through a series of reflective questions to determine whether the demise of mediated reference services is imminent in academic libraries. While this literature review is by no means an exhaustive one, the authors have provided a fairly comprehensive representation of articles to synthesize an overview of the history, evolution, and current trends of reference services in academic libraries. Findings This paper clearly demonstrates the importance of human-mediated reference services in academic libraries. It reinforces the need for skilled, knowledgeable professional librarians to provide effective and efficient reference services in a digital environment. Practical implications This paper provides a comprehensive overview of current trends in reference services in academic libraries and analyzes the merits and demerits of these trends to establish the need for mediated reference services in academic libraries. The arguments used in this paper will be useful for library and informational professionals as validation for the need to hire skilled, knowledgeable reference librarians to provide reference services in a digital environment. Originality/value This paper critically looks at the current trends and practices in reference services through the published literature to determine the future need for mediated reference services in academic libraries. It offers important insights to demonstrate why professional librarians’ skills, knowledge and expertise are essential to provide efficient reference services in the digital age.
      Citation: Reference Services Review
      PubDate: 2016-11-30T03:01:15Z
      DOI: 10.1108/RSR-02-2016-0012
School of Mathematical and Computer Sciences
Heriot-Watt University
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Fax: +00 44 (0)131 4513327
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