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Publisher: Emerald   (Total: 308 journals)

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J. of Manufacturing Technology Management     Hybrid Journal   (Followers: 5, SJR: 0.691, h-index: 30)
J. of Mental Health Training, Education and Practice, The     Hybrid Journal   (Followers: 6, SJR: 0.124, h-index: 1)
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: 16, SJR: 0.426, h-index: 32)
J. of Organizational Effectiveness : People and Performance     Hybrid Journal  
J. of Organizational Ethnography     Hybrid Journal   (Followers: 6)
J. of Place Management and Development     Hybrid Journal   (Followers: 2)
J. of Product & Brand Management     Hybrid Journal   (Followers: 6, SJR: 0.443, h-index: 18)
J. of Property Investment & Finance     Hybrid Journal   (Followers: 3, SJR: 0.245, h-index: 11)
J. of Public Mental Health     Hybrid Journal   (Followers: 18, SJR: 0.469, h-index: 2)
J. of Quality in Maintenance Engineering     Hybrid Journal   (Followers: 3, SJR: 0.443, h-index: 27)
J. of Research in Interactive Marketing     Hybrid Journal   (Followers: 5)
J. of Research in Marketing and Entrepreneurship     Hybrid Journal   (Followers: 10)
J. of Risk Finance, The     Hybrid Journal   (Followers: 9)
J. of Science and Technology Policy Management     Hybrid Journal   (Followers: 3)
J. of Service Management     Hybrid Journal   (Followers: 5, SJR: 0.971, h-index: 10)
J. of Services Marketing     Hybrid Journal   (Followers: 10, SJR: 0.613, h-index: 26)
J. of Small Business and Enterprise Development     Hybrid Journal   (Followers: 10, SJR: 0.331, h-index: 17)
J. of Social Marketing     Hybrid Journal   (Followers: 8)
J. of Strategy and Management     Hybrid Journal   (Followers: 3)
J. of Systems and Information Technology     Hybrid Journal   (Followers: 4, SJR: 0, h-index: 1)
J. of Technology Management in China     Hybrid Journal   (Followers: 1)
J. of Workplace Learning     Hybrid Journal   (Followers: 6, SJR: 0.419, h-index: 16)
Kybernetes     Hybrid Journal   (Followers: 1, SJR: 0.286, h-index: 20)
Leadership & Organization Development J.     Hybrid Journal   (Followers: 15, SJR: 0.392, h-index: 16)
Leadership in Health Services     Hybrid Journal   (Followers: 9, SJR: 0.313, h-index: 8)
Library Hi Tech     Hybrid Journal   (Followers: 918, SJR: 0.996, h-index: 15)
Library Hi Tech News     Hybrid Journal   (Followers: 611, SJR: 0.437, h-index: 7)
Library Management     Hybrid Journal   (Followers: 682, SJR: 0.646, h-index: 10)
Library Review     Hybrid Journal   (Followers: 631, SJR: 0.369, h-index: 10)
Management Decision     Hybrid Journal   (Followers: 5, SJR: 0.829, h-index: 26)
Management of Environmental Quality: An Intl. J.     Hybrid Journal   (Followers: 4, SJR: 0.189, h-index: 12)
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: 4, SJR: 0.288, h-index: 10)
Managerial Auditing J.     Hybrid Journal   (SJR: 0.223, h-index: 15)
Managerial Finance     Hybrid Journal   (Followers: 3)
Managing Service Quality     Hybrid Journal   (Followers: 6, SJR: 0.529, h-index: 23)
Marketing Intelligence & Planning     Hybrid Journal   (Followers: 11, SJR: 0.337, h-index: 20)
Measuring Business Excellence     Hybrid Journal   (Followers: 1, SJR: 0.254, h-index: 11)
Meditari Accountancy Research     Hybrid Journal   (Followers: 1)
Mental Health and Social Inclusion     Hybrid Journal   (Followers: 18, SJR: 0.19, h-index: 3)
Mental Health Review J.     Hybrid Journal   (Followers: 14, SJR: 0.126, h-index: 1)
Microelectronics Intl.     Hybrid Journal   (SJR: 0.286, h-index: 13)
Multicultural Education & Technology J.     Hybrid Journal   (Followers: 3, SJR: 0, h-index: 2)
Multidiscipline Modeling in Materials and Structures     Hybrid Journal   (Followers: 1, SJR: 0.208, h-index: 5)
Multinational Business Review     Hybrid Journal   (Followers: 1)
Nankai Business Review Intl.     Hybrid Journal   (Followers: 1)
New Library World     Hybrid Journal   (Followers: 535, SJR: 0.845, h-index: 11)
Nutrition & Food Science     Hybrid Journal   (Followers: 7, SJR: 0.198, h-index: 8)
OCLC Systems & Services     Hybrid Journal   (Followers: 162, SJR: 0.246, h-index: 10)
On the Horizon     Hybrid Journal   (SJR: 0.394, h-index: 10)
Online Information Review     Hybrid Journal   (Followers: 227, SJR: 0.589, h-index: 25)
Pacific Accounting Review     Hybrid Journal  
Performance Measurement and Metrics     Hybrid Journal   (Followers: 4, SJR: 0.492, h-index: 10)
Personnel Review     Hybrid Journal   (Followers: 8, SJR: 0.574, h-index: 31)
Pigment & Resin Technology     Hybrid Journal   (Followers: 1, SJR: 0.318, h-index: 20)
Policing: An Intl. J. of Police Strategies & Management     Hybrid Journal   (Followers: 8, SJR: 0.524, h-index: 19)
Program: Electronic Library and Information Systems     Hybrid Journal   (Followers: 292, SJR: 0.657, h-index: 13)
Property Management     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 7)
Qualitative Market Research: An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.455, h-index: 14)
Qualitative Research in Accounting & Management     Hybrid Journal   (Followers: 7, SJR: 0.126, h-index: 1)
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: 3, SJR: 0.374, h-index: 16)
Quality in Ageing and Older Adults     Hybrid Journal   (Followers: 17)
Rapid Prototyping J.     Hybrid Journal   (Followers: 2, SJR: 0.573, h-index: 36)
Records Management J.     Hybrid Journal   (Followers: 9, SJR: 0.281, h-index: 7)
Reference Reviews     Hybrid Journal   (Followers: 8)
Reference Services Review     Hybrid Journal   (Followers: 23, SJR: 1.546, h-index: 15)
Research on Economic Inequality     Hybrid Journal   (Followers: 4)
Research on Emotion in Organizations     Hybrid Journal   (Followers: 7)
Review of Accounting and Finance     Hybrid Journal   (Followers: 1, SJR: 0.119, h-index: 1)
Review of Marketing Research     Hybrid Journal   (Followers: 8)
Safer Communities     Hybrid Journal   (Followers: 1, SJR: 0.2, h-index: 2)
Sensor Review     Hybrid Journal   (Followers: 1, SJR: 0.314, h-index: 20)
Smart and Sustainable Built Environment     Hybrid Journal   (Followers: 6)
Social Care and Neurodisability     Hybrid Journal   (Followers: 4)
Social Enterprise J.     Hybrid Journal   (Followers: 7)
Social Responsibility J.     Hybrid Journal   (Followers: 1, SJR: 0.136, h-index: 2)
Society and Business Review     Hybrid Journal   (Followers: 2)
Soldering & Surface Mount Technology     Hybrid Journal   (Followers: 2, SJR: 0.454, h-index: 21)
South Asian J. of Global Business Research     Hybrid Journal  
Sport, Business and Management : An Intl. J.     Hybrid Journal   (Followers: 3)
Strategic Direction     Hybrid Journal   (SJR: 0.102, h-index: 3)
Strategic HR Review     Hybrid Journal   (Followers: 2)
Strategic Outsourcing : An Intl. J.     Hybrid Journal   (Followers: 2)
Strategy & Leadership     Hybrid Journal   (Followers: 14, SJR: 0.256, h-index: 12)
Structural Survey     Hybrid Journal   (SJR: 0.272, h-index: 8)
Studies in Economics and Finance     Hybrid Journal   (Followers: 3, SJR: 0.251, h-index: 3)
Supply Chain Management: An Intl. J.     Hybrid Journal   (Followers: 6, SJR: 1.265, h-index: 50)
Sustainability Accounting, Management and Policy J.     Hybrid Journal   (Followers: 7, SJR: 0.206, h-index: 2)
Team Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.319, h-index: 9)
The Bottom Line: Managing Library Finances     Hybrid Journal   (Followers: 154, SJR: 0.343, h-index: 5)
The Electronic Library     Hybrid Journal   (Followers: 745, SJR: 0.874, h-index: 18)
The Learning Organization     Hybrid Journal   (Followers: 6, SJR: 0.494, h-index: 18)
The TQM J.     Hybrid Journal   (Followers: 2, SJR: 0.634, h-index: 31)
Therapeutic Communities : The Intl. J. of Therapeutic Communities     Hybrid Journal   (SJR: 0.111, h-index: 9)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 18, SJR: 0.229, h-index: 3)

  First | 1 2 3 4 | Last

Journal Cover Reference Services Review
   [25 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 0090-7324
     Published by Emerald Homepage  [308 journals]   [SJR: 1.546]   [H-I: 15]
  • Reference inquiries received through different channels: the challenges
           reference librarians face in university libraries in Nigeria
    • Authors: Ebikabowei Emmanuel Baro et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose The study investigates the different channels reference librarians receive reference inquiries from patrons in university libraries in Nigeria. Design/methodology/approach A questionnaire was used to collect data on the various channels through which reference librarians received reference inquiries in Nigerian university libraries. The questionnaire was administered using an online method. Findings It emerged that the face-to-face traditional reference desk was rated as the highest channel through which librarians receive reference inquiries in Nigeria, followed by library Facebook page, and phone/SMS. IM and E-mail were identified as the least used channels by the patrons. The challenges mentioned include the absence of policy statements concerning virtual reference services; the lack of ICT skills on the part of librarians; slow Internet connectivity; power failures; management’s lack of support for emerging technologies; IM’s limitations; user’s expectations of instant answer; inarticulate requests; and lack of adequate current reference materials. Research limitations/implications The findings are from a small sample size; therefore, the findings may not be substantial enough to generalize. Further study is necessary to determine if these results are consistent throughout other university libraries in Nigeria. Originality/value The findings will inform university libraries in developing countries that are planning to adopt virtual reference services in order to deliver reference services to users anywhere, anytime.
      PubDate: Wed, 06 Aug 2014 21:22:23 GMT
       
  • Information literacy learning as epistemological process
    • Authors: Patrick K Morgan et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose This article discusses the reasons for an approach to teaching information literacy as an epistemological process of discovery, in which emphasis is shifted away from short-term mastery of library skills and re-centered on higher-order intellectual concerns. Design/methodology/approach The study is based on evaluation of personal experience, readings within and outside the field of teaching librarianship, and research into the ways students interact with information. Findings An open approach to working with undergraduate students offers a fruitful way forward for teaching librarians and information literacy learners, both of whom stand constantly on the edge of an unpredictable information universe. Originality/value Learner-oriented approaches to teaching information literacy are quite common, but relatively few studies have considered in any depth the possibility for a truly open model for information literacy learning that approaches the world of information as unified but not monolithic. This study draws upon a variety of perspectives from outside librarianship to present a different vision for the future of information interaction and its facilitation by teaching librarians.
      PubDate: Wed, 06 Aug 2014 21:22:03 GMT
       
  • Student reflections on multimodal course content delivery
    • Authors: Shaun A. Jackson et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose This paper illustrates a for-credit information literacy course redesign that employed a flexible multimodal framework to address individual student learning preferences, personal differences, and abilities, as well as teaching preferences. Design/methodology/approach Students taking the course were surveyed as to their preferences for content delivery. A qualitative analysis of student reflections was conducted to determine the efficacy of maintaining multiple course formats, and to solicit feedback for course improvements. Findings Results show that students were definitive in their preferences for how they access course materials, and that enough students used each format to justify maintaining both. Findings also showed students' appreciation for being given options. Research limitations/implications Content delivery modes are changing rapidly. Future studies should explore the efficacy of other modes of delivery. Practical implications As technology and students’ familiarity with course delivery modes change, how we deliver content to students will also change. The key to reaching students in an effective manner is flexibility. Originality/value Exploring why and how students choose to learn provides valuable feedback into how we should, or shouldn’t deliver course content. Learning what works, and providing multiple options, will increase the likelihood of success for a diverse student body.
      PubDate: Wed, 06 Aug 2014 21:21:27 GMT
       
  • Library instruction for first year students
    • Authors: Amrita Dhawan et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose When a new core curriculum for first year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a 6-credit combined content and writing course. This study discusses the background, design, and implementation of the new library instruction. Design/methodology/approach This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting. Findings Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program. Practical implications This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education. Originality/value This paper presents opportunities to expand library instruction to the First-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education.
      PubDate: Thu, 31 Jul 2014 19:54:19 GMT
       
  • RDA: cataloging standards affect reference service
    • Authors: Teressa M. Keenan et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose The aim of this paper is to highlight the relationship between cataloging data and reference service and the importance of including reference librarians in general RDA training. Design/methodology/approach A literature review and the author’s experiences related to implementing RDA are presented with minimal cataloguing jargon to help librarians better understand the effects of cataloguing standards on reference service. Findings There is a noticeable lack of research and training related to RDA for audiences beyond technical services. More research is needed to determine how users are interacting with the catalog, how bibliographic data is supporting their discovery and access, what, if any, obstacles reference librarians encounter as a result of RDA, and how future iterations of RDA may open bibliographic data to communities beyond the library. Originality/value This paper is one the few that discuss how RDA may affect reference service. It will be useful for providing librarians with a general understanding of the relationship between cataloging and reference and may serve as a starting point for further research.
      PubDate: Thu, 31 Jul 2014 19:54:18 GMT
       
  • Librarians and instructors developing student learning outcomes: using
           frameworks to lead the process
    • Authors: Kacy Lundstrom et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose To design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design, and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities, and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications This study can serve as a model for future collaborations with any department faculty, especially when information literacy learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss information literacy issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.
      PubDate: Thu, 31 Jul 2014 19:54:03 GMT
       
  • Critical thinking, information literacy, and quality enhancement plans
    • Authors: Jacalyn E. Bryan et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose This research investigated the relationship between information literacy and critical thinking. Specifically, the connection between the elements of critical thinking as expressed in one university’s Quality Enhancement Plan (QEP) and the ACRL Information Literacy Competency Standards (ACRL IL Standards). Concrete examples of how librarians support information literacy and critical thinking were examined. Design/methodology/approach Following a literature review, the ACRL IL Standards were mapped to the elements of a university’s QEP (Critical Thinking + Core Values = Decision Making). A wiki was then created to illicit specific examples from librarians regarding how they incorporate the elements of critical thinking in their reference/ instruction work. Findings Considerable correspondence was found between the ACRL IL Standards and the elements of critical thinking in the QEP, but this varied with the specific standard and the specific QEP component. Wiki results revealed that librarians used many concrete activities that supported QEP critical thinking elements. Research limitations/implications In this study, mapping the ACRL IL Standards to QEP components was subjective, performed by only one individual. Future research, perhaps involving the forthcoming ACRL IL standards, might be better carried out by a larger group, thereby enhancing objectivity. Originality/value The literature review showed a lack of specificity in how critical thinking is defined and integrated into library reference/instruction work. The present study compared eight specific elements of critical thinking to the ACRL IL Standards and found 108 concrete examples of their application.
      PubDate: Thu, 31 Jul 2014 19:54:02 GMT
       
  • The use of bibliographic management software by Indian library and
           information science professionals
    • Authors: Shri Ram et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose In a research environment, referencing and bibliography play an important role in the dissemination of research findings thorough scholarly writings. Citing references while writing scholarly articles has become more eloquent mainly due to the availability of a range of bibliography management utilities. Currently there are various types of Bibliography Management Software (BMS) available for the management of the citation, referencing and compiling bibliographies. Librarians have a crucial role to play in helping the faculty, students and research scholars in the process of writing their scholarly articles and theses, especially in the area of referencing. This study is an attempt to have a closer look at the awareness of referencing utilities amongst the library professionals in India. Design/methodology/approach The study was conducted through an online survey with an aim to assess the perception, awareness and use of BMS by the Library and Information Science (LIS) professionals in India. Findings In the academic environment, published results of research findings are crucial for the advancement of knowledge. The published research findings are often supported and disputed using the citation of previous studies. There are a number of supporting technologies that are intended to help in procuring needed citations and streamlining them for better research output. The role of the librarian in this endeavor is undisputed. This study shows that there is a need for strengthening the awareness of BMS at the institutional level and also hands-on experience is needed for library professionals to help in the process of research writing and advocate for adopting correct referencing style (citation style) while writing scholarly articles. Practical implications The increased use of Information and Communication Technology (ICT) in the process of scholarly writing, especially in the search and retrieval of relevant articles and the availability of electronic journals and books, have resulted in an increased number of research articles being written by research scholars. The downside to this overflow of scholarly and creative writing is the incorrect way of using referencing style in the dissemination of research and the possibilities of malpractice and plagiarism. This study will help in creating awareness of the utility of citation and BMS in content writing, especially amongst library and information professionals, as they play an important role in facilitating research. Originality/value Use of BMS helps in the development of content in an organized, methodical and scientific way. The role of library and information professionals working with different researchers and scholars in advocating and practicing the use of BMS will go a long way in creating more streamlined content.
      PubDate: Thu, 31 Jul 2014 19:53:48 GMT
       
  • Old wine in a new bottle: customer orientation in librarianship
    • Authors: Miriam Matteson et al
      Abstract: Reference Services Review, Volume 42, Issue 3, August 2014. Purpose The purpose of the paper is to explore the research on the personality trait of Customer Orientation and consider how it may be applicable to customer service work in libraries. Design/methodology/approach The paper reviews business research literature on Customer Orientation and relates it to library science literature on customer service. Findings Customer Orientation is a measurable personality trait that is shown to predict customer service behaviors in service employees. Research also shows that Customer Orientation is associated with customers’ perceptions of service quality. Practical implications Libraries should prioritize Customer Orientation in their hiring, training, and recognition processes. Originality/value Customer Orientation is a well-researched personality trait in the business literature. The original contribution of this paper is to report the research on Customer Orientation, relate it to similar concepts in librarianship, and suggest ways libraries can integrate an awareness of Customer Orientation in their human resources processes.
      PubDate: Thu, 31 Jul 2014 19:53:14 GMT
       
  • Stages of instruction: theatre, pedagogy and information literacy
    • Authors: Julia Furay
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 209-228, June 2014. Purpose – The purpose of this article is to offer a new perspective on library instruction by examining its relationship with various aspects of theatrical performance. Design/methodology/approach – The author uses personal observations as inspiration to examine what has been written in scholarly literature about various theatrical practices in instruction, applying the conversation to the library instruction context. Additionally, research from business and professional literature is also incorporated into the discussion. This literature review focuses on three general areas. First, a review on how to use tools and perspectives from the theater to help librarians prepare their lessons; second, an examination of the librarian as performer; and third, a discussion on how theater might help librarians deal with repetition and burnout. Findings – The literature on this subject has been extensive and includes an all-encompassing range of practical suggestions, research findings and theoretical analyses. Research limitations/implications – This article looks at this subject through the lens of scholarly literature. Empirical research on this topic is still needed. Practical implications – The author presents a number of theatrical practices librarians might consider incorporating into their instruction sessions. Originality/value – Much has been written about the connection between teaching and theatrical performance, but seldom from a librarian’s point of view. This article is of value to librarians looking to develop a memorable one-shot instruction session and those looking to examine the connection between teaching and performance.
      PubDate: Mon, 28 Jul 2014 08:50:20 GMT
       
  • Evidence-based instruction integration: a syllabus analysis project
    • Authors: Katherine Boss et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 263-276, June 2014. Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.
      PubDate: Mon, 28 Jul 2014 08:50:17 GMT
       
  • Peer reference revisited
    • Authors: Allison Faix
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 305-319, June 2014. Purpose – The purpose of this article is to revisit Kimbel Library’s peer reference program three years later and provide further information on the challenges and benefits of growing a successful peer reference service model. Design/methodology/approach – This article examines the ongoing development of a peer reference model in an academic library setting and assesses the impact, value and continuing evolution of this model. Findings – Communication and collaboration among library public service departments is the key to managing rapid program growth and expansion of services. Practical implications – This article offers suggestions based on the experiences of one library for others interested in establishing or reexamining a peer reference service model. Originality/value – Employing undergraduate students at the reference desk is a relatively new practice that warrants further analysis, as it becomes more widespread. This article returns to examine a newly established peer reference program three years after its beginning.
      PubDate: Mon, 28 Jul 2014 08:50:10 GMT
       
  • Overcoming the barriers to information literacy programs
    • Authors: Christine Bombaro
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 246-262, June 2014. Purpose – The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College. Design/methodology/approach – A case study with literature review, course description and assessment. Findings – The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs. Research limitations/implications – The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge. Practical implications – Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process. Social implications – This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments. Originality/value – Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.
      PubDate: Mon, 28 Jul 2014 08:50:08 GMT
       
  • Acknowledgement of ad hoc reviewers
    • Abstract: Reference Services Review, Volume 42, Issue 2, June 2014.
      PubDate: Mon, 28 Jul 2014 08:50:08 GMT
       
  • Authentic engagement
    • Authors: Kevin Michael Klipfel
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 229-245, June 2014. Purpose – The purpose of this case study is to measure the impact of authenticity – the operation of one’s true self in one’s daily activities – on student engagement and learning in the context of information literacy instruction. Design/methodology/approach – The study was conducted during information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosing authentic topics led to increased engagement and increased learning according to Association of College & Research Libraries (ACRL) Information Literacy Competency Standards compared to students in the control group. Results were analyzed using an independent samples t-test. Findings – The data illustrate that the exercise successfully helped students choose authentic topics and that these students’ motivation to learn was higher than students in the control group. Students in the experimental group also, on average, rated their learning of ACRL Information Literacy Competency Standards significantly higher than students in the control group. Originality/value – The study provides the first empirical data confirming the positive impact of authenticity on student motivation and learning in the context of information literacy instruction. An implication of the study is that it is possible not only to provide students with resources – as the traditional role of librarians might have it – but also that librarians can have a positive and substantial impact on the content students choose to work on, and the degree to which they care about it. The impact of this particular result could radically change the way instruction librarians view the nature and scope of their pedagogical role in academic libraries.
      PubDate: Mon, 28 Jul 2014 08:50:07 GMT
       
  • An assessment of academic librarians’ instructional performance in
           Sri Lanka
    • Authors: Lalith Wickramanayake
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 364-383, June 2014. Purpose – The purpose of this research paper is to look at the overall instructional performance of academic librarians in Sri Lanka and shed light on the challenges and potential problems facing the implementation of quality information literacy (IL) in university libraries. Design/methodology/approach – Data were collected by means of a questionnaire, which was sent to all professional academic librarians working in Sri Lankan university libraries. The results were analyzed using frequency and percentage distributions. Findings – The results reveal that the organizational structures of academic libraries do not clearly acknowledge the academic librarians’ role in library instruction. Though most academic libraries had formal instruction policies, the majority had not appointed instruction coordinators. Academic librarians were not satisfied with the assessment of their teaching by library administrators, even though most of them had teaching experience. Most of the user education programs which they practiced were not up-to-date. Academic librarians’ interest and positive attitudes with regard to library instruction, particularly for IL was the other significant factor explored by the study. Research limitations/implications – The study focuses only on academic librarians. The exclusion of other university stakeholders such as teaching staff, students, administrators and others from the study poses a significant limitation. Originality/value – The results of this study can be generalized to academic libraries in Sri Lanka and to academic libraries in other developing countries.
      PubDate: Mon, 28 Jul 2014 08:50:03 GMT
       
  • Using transaction log analysis to assess student search behavior in the
           library instruction classroom
    • Authors: Susan Avery et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 320-335, June 2014. Purpose – The purpose of this study is to determine how undergraduate students search in the context of a library instruction session. The results of an assessment of transaction logs are shared to provide evidence of student search behavior within a class setting. Design/methodology/approach – Transaction logs from 29 library instruction sessions using the library’s federated search tool were analyzed. Using a rubric, the authors assessed the logs to discover if students followed the instruction provided to construct more relevant, targeted searches, if they selected recommended resources and if they exhibited persistence in their searching. Findings – The study found most students had difficulty translating instruction on how to use quotation marks into their own searches, were mostly successful when choosing a database and notes varying participation patterns in classes taught at different times. Practical implications – Implications of this study include greater awareness of student search behaviors during library instruction sessions as well as guidance for providing reference services, particularly virtual reference where it is not possible to see how students construct searches. Originality/value – Although there have been studies of student search behaviors, examining behaviors during the context of a library instruction session is unique. This study provides an opportunity to observe student searching in a classroom setting and provides recommendations for more effective library instruction, both in the classroom and at the reference desk.
      PubDate: Mon, 28 Jul 2014 08:49:58 GMT
       
  • Psychology guides and information literacy
    • Authors: Kimberly Pendell et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 293-304, June 2014. Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats of a sample set of 36 psychology research guides. Findings – Although online research guides offer a platform for presenting instructional content in myriad formats, it was found that the sample set of psychology research guides rarely incorporated instructional content. Research limitations/implications – Psychology course guides were not part of the sample set; it is possible that guide authors approach the addition of instructional content in course guides differently than in general psychology subject guides. Practical implications – This paper provides an overview of how libraries are, or are not, using research guides as part of their instruction program. The researchers propose a framework for adding instructional content to psychology guides using Standard Two. Originality/value – Considering the ubiquity of online research guides on academic library Web sites, little research on the existing integration of instructional content into guides has been published. This study offers a snapshot of current guide practice and proposes a practical, systematic and unique model for aligning information literacy standards with guide content areas which has not been proposed elsewhere.
      PubDate: Mon, 28 Jul 2014 08:49:54 GMT
       
  • The information milieu of remote sensing: an overview
    • Authors: Linda Blake et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 351-363, June 2014. Purpose – This paper aims to provide an overview of issues relevant to scientific information literacy within the context of the remote sensing, a cross-cutting scientific discipline. The authors examine the range of sources of scientific information, trends in publishing and the characteristics of scholarly articles in the field of remote sensing. They focus on challenges in finding and using information, as well as current trends and emerging issues. Design/methodology/approach – Issues pertinent to teaching information literacy and particularly remote sensing research and lifelong learning are reviewed, drawing on the knowledge and experience of the authors, as well as published resources. Findings – The large and increasing volume of publications in remote sensing suggests that professionals in this field require a contextual understanding of knowledge production and dissemination in remote sensing, as well as specific literature search skills. Research limitations/implications – Just as for the field of remote sensing, scientific knowledge dissemination is changing rapidly. The full implications of electronic publications have probably not yet been realized in remote sensing, but have already changed the landscape considerably. In particular, open-access publications may have significant implications for both scholars and libraries. Practical implications – This paper will be useful to information professionals, including librarians, who will benefit from a deeper understanding of remote sensing literature and how remote sensing information is produced, stored and disseminated. This knowledge is essential for teaching remote sensing students advanced information literacy skills. Originality/value – Librarians, as well as educators and professionals in the field of remote sensing, require information on the context of remote sensing knowledge production and dissemination as a key component of information literacy. A review of the literature did not reveal current treatment of information literacy in the field of remote sensing.
      PubDate: Mon, 28 Jul 2014 08:49:54 GMT
       
  • “Putting standards, guidelines and theory into practice”
    • Authors: Eleanor Mitchell et al
      Abstract: Reference Services Review, Volume 42, Issue 2, June 2014.
      PubDate: Mon, 28 Jul 2014 08:49:54 GMT
       
  • Teaching metaliteracy: a new paradigm in action
    • Authors: Donna Witek et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 188-208, June 2014. Purpose – The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012). Design/methodology/approach – The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework. Findings – The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions. Research limitations/implications – Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners.
      Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole. Originality/value – Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.
      PubDate: Mon, 28 Jul 2014 08:49:50 GMT
       
  • Crowdsourcing the curriculum
    • Authors: Jamie White-Farnham et al
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 277-292, June 2014. Purpose – The purpose of this article is to describe the rationale, process and results of an integrated curricular intervention for information literacy instruction in a first-year writing program. Design/methodology/approach – The information literacy coordinator collaborated with writing instructors and the Writing Program Administrator on the initial design of information literacy outcomes. The librarian and instructors created a modular curriculum with multiple lessons and activities aligned to each outcome. The curriculum was housed in the course management system for easy updating and distribution. Finally, instructors taught the embedded information literacy activities for two semesters and measured student improvement through a pre-/post-survey and a rubric-based assessment of students’ citation and documentation. Findings – Students saw significant gains over the course of the semester in their ability to use Boolean operators, identify the purpose of sources and understand citation styles. As a related and valuable measure, writing program assessment results showed an improvement in students’ performance in citation and documentation in researched writing assignments after a one-year implementation of the intervention. Writing instructors reported an increased awareness of information literacy pedagogy and intentionality in their teaching. Finally, the librarian was able to leverage this collaboration to highlight the teaching roles of librarians beyond the one-shot. Originality/value – Well-known temporal and logistical limits exist in regard to embedded, one-shot and multi-shot approaches to information literacy. The latter two are especially unsustainable when implemented at scale, such as within a first-year writing program that serves hundreds or thousands of students each semester. This study documents a faculty development approach in which writing instructors integrate information literacy (IL) into their own instruction. This offers a model that makes explicit IL processes and skills to writing instructors, results in high student performance and allows especially the small college librarian to manage his/her other strategic information literacy partnerships.
      PubDate: Mon, 28 Jul 2014 08:49:37 GMT
       
  • Undergraduate research support with optical character recognition apps
    • Authors: Jim Hahn
      Abstract: Reference Services Review, Volume 42, Issue 2, Page 336-350, June 2014. Purpose – The purpose of this paper is to report results of a formative usability study that investigated first-year student use of an optical character recognition (OCR) mobile application (app) designed to help students find resources for course assignments. The app uses textual content from the assignment sheet to suggest relevant library resources of which students may not be aware. Design/methodology/approach – Formative evaluation data are collected to inform the production level version of the mobile application and to understand student use models and requirements for OCR software in mobile applications. Findings – Mobile OCR apps are helpful for undergraduate students searching known titles of books, general subject areas or searching for help guide content developed by the library. The results section details how student feedback shaped the next iteration of the app for integration as a Minrva module. Research limitations/implications – This usability paper is not a large-scale quantitative study, but seeks to provide deep qualitative research data for the specific mobile interface studied, the Text-shot prototype. Practical implications – The OCR application is designed to help students learn about availability of library resources based on scanning (e.g. taking a picture, or “Text-shot”) of an assignment sheet, a course syllabus or other course-related handouts. Originality/value – This study contributes a new area of application development for libraries, with research methods that are useful for other mobile development studies.
      PubDate: Mon, 28 Jul 2014 08:49:36 GMT
       
 
 
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