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Publisher: Emerald   (Total: 310 journals)

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J. of Management History     Hybrid Journal   (Followers: 1)
J. of Managerial Psychology     Hybrid Journal   (Followers: 12, SJR: 0.759, h-index: 34)
J. of Manufacturing Technology Management     Hybrid Journal   (Followers: 4, SJR: 0.656, h-index: 35)
J. of Mental Health Training, Education and Practice, The     Hybrid Journal   (Followers: 7, SJR: 0.221, h-index: 2)
J. of Modelling in Management     Hybrid Journal   (Followers: 1)
J. of Money Laundering Control     Hybrid Journal   (Followers: 8)
J. of Organizational Change Management     Hybrid Journal   (Followers: 21, SJR: 0.403, h-index: 37)
J. of Organizational Effectiveness : People and Performance     Hybrid Journal   (Followers: 1)
J. of Organizational Ethnography     Hybrid Journal   (Followers: 7)
J. of Place Management and Development     Hybrid Journal   (Followers: 2, SJR: 0.419, h-index: 1)
J. of Product & Brand Management     Hybrid Journal   (Followers: 7, SJR: 0.383, h-index: 22)
J. of Property Investment & Finance     Hybrid Journal   (Followers: 5, SJR: 0.474, h-index: 12)
J. of Public Mental Health     Hybrid Journal   (Followers: 19, SJR: 0.151, h-index: 3)
J. of Quality in Maintenance Engineering     Hybrid Journal   (Followers: 4, SJR: 0.851, h-index: 29)
J. of Research in Interactive Marketing     Hybrid Journal   (Followers: 6, SJR: 0.544, h-index: 8)
J. of Research in Marketing and Entrepreneurship     Hybrid Journal   (Followers: 11)
J. of Risk Finance, The     Hybrid Journal   (Followers: 9)
J. of Science and Technology Policy Management     Hybrid Journal   (Followers: 2, SJR: 0.249, h-index: 3)
J. of Service Management     Hybrid Journal   (Followers: 8, SJR: 1.162, h-index: 14)
J. of Services Marketing     Hybrid Journal   (Followers: 11, SJR: 1.069, h-index: 31)
J. of Small Business and Enterprise Development     Hybrid Journal   (Followers: 12, SJR: 0.289, h-index: 20)
J. of Social Marketing     Hybrid Journal   (Followers: 9, SJR: 0.662, h-index: 7)
J. of Strategy and Management     Hybrid Journal   (Followers: 4)
J. of Systems and Information Technology     Hybrid Journal   (Followers: 4, SJR: 0.221, h-index: 3)
J. of Technology Management in China     Hybrid Journal   (Followers: 1)
J. of Workplace Learning     Hybrid Journal   (Followers: 6, SJR: 0.547, h-index: 18)
Kybernetes     Hybrid Journal   (Followers: 1, SJR: 0.298, h-index: 22)
Leadership & Organization Development J.     Hybrid Journal   (Followers: 20, SJR: 0.521, h-index: 20)
Leadership in Health Services     Hybrid Journal   (Followers: 21, SJR: 0.319, h-index: 10)
Library Hi Tech     Hybrid Journal   (Followers: 982, SJR: 0.926, h-index: 19)
Library Hi Tech News     Hybrid Journal   (Followers: 627, SJR: 0.442, h-index: 8)
Library Management     Hybrid Journal   (Followers: 730, SJR: 0.948, h-index: 12)
Library Review     Hybrid Journal   (Followers: 651, SJR: 0.573, h-index: 11)
Management Decision     Hybrid Journal   (Followers: 5, SJR: 1.423, h-index: 34)
Management of Environmental Quality: An Intl. J.     Hybrid Journal   (Followers: 5, SJR: 0.265, h-index: 14)
Management Research : The J. of the Iberoamerican Academy of Management     Hybrid Journal   (Followers: 3)
Management Research News     Hybrid Journal   (Followers: 3)
Management Research Review     Hybrid Journal   (Followers: 5, SJR: 0.318, h-index: 13)
Managerial Auditing J.     Hybrid Journal   (Followers: 1, SJR: 0.29, h-index: 19)
Managerial Finance     Hybrid Journal   (Followers: 3)
Managing Service Quality     Hybrid Journal   (Followers: 8, SJR: 0.72, h-index: 28)
Marketing Intelligence & Planning     Hybrid Journal   (Followers: 12, SJR: 0.354, h-index: 24)
Measuring Business Excellence     Hybrid Journal   (Followers: 1, SJR: 0.438, h-index: 13)
Meditari Accountancy Research     Hybrid Journal   (Followers: 2)
Mental Health and Social Inclusion     Hybrid Journal   (Followers: 19, SJR: 0.211, h-index: 4)
Mental Health Review J.     Hybrid Journal   (Followers: 14, SJR: 0.191, h-index: 2)
Microelectronics Intl.     Hybrid Journal   (SJR: 0.331, h-index: 14)
Multicultural Education & Technology J.     Hybrid Journal   (Followers: 3, SJR: 0.236, h-index: 5)
Multidiscipline Modeling in Materials and Structures     Hybrid Journal   (Followers: 1, SJR: 0.245, h-index: 7)
Multinational Business Review     Hybrid Journal   (Followers: 1)
Nankai Business Review Intl.     Hybrid Journal  
New Library World     Hybrid Journal   (Followers: 539, SJR: 0.746, h-index: 13)
Nutrition & Food Science     Hybrid Journal   (Followers: 8, SJR: 0.183, h-index: 10)
OCLC Systems & Services     Hybrid Journal   (Followers: 81, SJR: 0.378, h-index: 12)
On the Horizon     Hybrid Journal   (SJR: 0.398, h-index: 12)
Online Information Review     Hybrid Journal   (Followers: 164, SJR: 0.712, h-index: 30)
Pacific Accounting Review     Hybrid Journal  
Performance Measurement and Metrics     Hybrid Journal   (Followers: 5, SJR: 0.387, h-index: 10)
Personnel Review     Hybrid Journal   (Followers: 9, SJR: 0.876, h-index: 36)
Pigment & Resin Technology     Hybrid Journal   (Followers: 1, SJR: 0.322, h-index: 21)
Policing: An Intl. J. of Police Strategies & Management     Hybrid Journal   (Followers: 50, SJR: 0.486, h-index: 22)
Program: Electronic Library and Information Systems     Hybrid Journal   (Followers: 262, SJR: 0.554, h-index: 14)
Property Management     Hybrid Journal   (Followers: 1, SJR: 0.304, h-index: 9)
Qualitative Market Research: An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.365, h-index: 18)
Qualitative Research in Accounting & Management     Hybrid Journal   (Followers: 7, SJR: 0.254, h-index: 3)
Qualitative Research in Financial Markets     Hybrid Journal   (Followers: 4)
Qualitative Research in Organizations and Management: An Intl. J.     Hybrid Journal   (Followers: 6)
Quality Assurance in Education     Hybrid Journal   (Followers: 4, SJR: 0.665, h-index: 19)
Quality in Ageing and Older Adults     Hybrid Journal   (Followers: 32, SJR: 0.239, h-index: 11)
Rapid Prototyping J.     Hybrid Journal   (Followers: 2, SJR: 0.928, h-index: 41)
Records Management J.     Hybrid Journal   (Followers: 13, SJR: 0.275, h-index: 9)
Reference Reviews     Hybrid Journal   (Followers: 11)
Reference Services Review     Hybrid Journal   (Followers: 29, SJR: 1.599, h-index: 16)
Research on Economic Inequality     Hybrid Journal   (Followers: 4, SJR: 0.232, h-index: 8)
Research on Emotion in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.186, h-index: 6)
Review of Accounting and Finance     Hybrid Journal   (Followers: 2, SJR: 0.125, h-index: 2)
Review of Marketing Research     Hybrid Journal   (Followers: 12, SJR: 0.518, h-index: 3)
Safer Communities     Hybrid Journal   (Followers: 33, SJR: 0.338, h-index: 4)
Sensor Review     Hybrid Journal   (Followers: 1, SJR: 0.257, h-index: 21)
Smart and Sustainable Built Environment     Hybrid Journal   (Followers: 8)
Social Care and Neurodisability     Hybrid Journal   (Followers: 4)
Social Enterprise J.     Hybrid Journal   (Followers: 7)
Social Responsibility J.     Hybrid Journal   (Followers: 1, SJR: 0.228, h-index: 4)
Society and Business Review     Hybrid Journal   (Followers: 2)
Soldering & Surface Mount Technology     Hybrid Journal   (Followers: 3, SJR: 0.303, h-index: 21)
South Asian J. of Global Business Research     Hybrid Journal  
Sport, Business and Management : An Intl. J.     Hybrid Journal   (Followers: 5)
Strategic Direction     Hybrid Journal   (SJR: 0.112, h-index: 4)
Strategic HR Review     Hybrid Journal   (Followers: 3)
Strategic Outsourcing : An Intl. J.     Hybrid Journal   (Followers: 2)
Strategy & Leadership     Hybrid Journal   (Followers: 19, SJR: 0.209, h-index: 15)
Structural Survey     Hybrid Journal   (SJR: 0.285, h-index: 9)
Studies in Economics and Finance     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 5)
Supply Chain Management: An Intl. J.     Hybrid Journal   (Followers: 8, SJR: 1.628, h-index: 56)
Sustainability Accounting, Management and Policy J.     Hybrid Journal   (Followers: 7, SJR: 0.355, h-index: 4)
Team Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.283, h-index: 11)
The Bottom Line: Managing Library Finances     Hybrid Journal   (Followers: 84, SJR: 0.349, h-index: 6)
The Electronic Library     Hybrid Journal   (Followers: 800, SJR: 0.799, h-index: 23)
The Learning Organization     Hybrid Journal   (Followers: 6, SJR: 0.433, h-index: 20)
The TQM J.     Hybrid Journal   (Followers: 2, SJR: 0.712, h-index: 35)

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Journal Cover   Reference Services Review
  [SJR: 1.599]   [H-I: 16]   [29 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0090-7324
   Published by Emerald Homepage  [310 journals]
  • Situated Information Literacy: History Instruction at a High School Early
           College
    • Authors: Meghann Walk
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This case study explores the question “How would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction. Design/methodology/approach The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artefacts. Findings This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think, and thinking historically. Research limitations/implications This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition. Practical implications The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction. Originality/value This paper offers up a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:46 GMT
      DOI: 10.1108/RSR-08-2014-0036
       
  • Student Veterans and the Academic Library
    • Authors: Chloe Persian Mills, Emily Bounds Paladino, Jacqueline Courtney Klentzin
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This study investigated whether student veterans have specific library-related needs and how librarians can best meet them. Design/methodology/approach Researchers developed a survey which was administered both online and in paper copies. The survey results indicated need for further investigation; six face-to-face interviews with volunteers were conducted. Findings Principle findings were that while student veterans do resemble non-traditional students in their needs and characteristics, important distinctions from that population could be noted. In addition, dedicated student veteran centers and/or offices provide librarians with the best possible means of communications with this particular population. Research limitations/implications This case study demonstrates that individual institutions are well-served to investigate the specific characteristics of their own student veteran population. Librarians can utilize outreach to student veterans through their institution’s veteran center (if available), and may wish to employ the specific outreach practices detailed in the study. Originality/value Virtually no other qualitative or quantitative research regarding the specific needs and characteristics of this academic population exists in the literature of the library sciences, and the academic literature that does address the population, coming from the student services arena, does not include mention of academic libraries.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:45 GMT
      DOI: 10.1108/RSR-10-2014-0049
       
  • Taking notes at the reference desk: Assessing and improving student
           learning
    • Authors: Bonnie J. M. Swoger, Kimberly Davies Hoffman
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose We assessed student perceptions of their learning during reference transactions and evaluated a note-taking strategy developed to improve the quality of learning during reference encounters. Design/methodology/approach Students were surveyed following a reference interaction and asked, “What did you learn today?” Based on our results, librarians developed a Reference Notes form encouraging librarians and students to take notes during reference transactions, highlighting terms, concepts, and strategies. The forms were assessed with a modified version of the initial student survey to determine their effectiveness. Student survey results were analyzed, and librarians also provided feedback via surveys and discussions. Findings Initial results indicated that students retained concrete concepts like the names of previously unknown databases. With the implementation of Reference Notes, students were more likely to report learning broad-based concepts like narrowing a search, brainstorming keywords, and search mechanics. Librarians and students felt the form was an effective reference tool. Research limitations/implications This is an indirect method of assessing student learning, relying on students’ self-reports. Without the opportunity to pre-define learning objectives for a reference transaction, we were unable to assess student learning directly. Practical implications Many librarians write down some information during reference transactions. A more systematic approach to taking notes may improve the learning potential of the reference encounter. Originality/value This project demonstrates that student learning assessment is an important tool for evaluating reference services. Through student learning assessment, librarians can develop strategies, such as our Reference Notes forms, to increase the quality of learning during reference transactions.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:33 GMT
      DOI: 10.1108/RSR-11-2014-0054
       
  • Situating Information Literacy in the Disciplines: A Practical and
           Systematic Approach for Academic Librarians
    • Authors: Robert Farrell, William Badke
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing. Design/methodology/approach The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward. Findings Disciplinary faculty do not have generic conceptions of information literacy but rather understand information related behaviors as part of embodied disciplinary practice. Practical implications Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty. Originality/value The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:32 GMT
      DOI: 10.1108/RSR-11-2014-0052
       
  • A Roadshow of Library Resources: Familiarize Students with what You Have
    • Authors: Katie Lai
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose The purpose of this paper is to describe how the popular culture of flash mob inspired the creation of the library roadshows and elaborate on the conducting of flash outreach events to market music databases to students with limited resources. Design/methodology/approach By not requesting faculty for in-class teaching time, the promotion of library e-resources took place beyond the library building, in places where students live and hangout, and during the short window when students mingle before classes. Simple set-up with laptops and a movable large screen TV was used for brief database demonstration. Findings The provision of quick demos and on-the-go consultations of e-resources through the Library Roadshows proved to encourage usage and obtain a higher return on investment without requiring much extra manpower and funding. Students also welcomed this new way of learning without having to go to a class. Originality/value While information literacy workshops oftentimes happen inside the library or during a class hour, the library roadshows go beyond physical boundaries and take information literacy instruction to where the targeted audience is. Not only are these flash outreach events quick and easy to conduct, this casual learning also fits the learning behavior of the millennial generation who wants everything succinct and straight to the point.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:23 GMT
      DOI: 10.1108/RSR-11-2014-0053
       
  • Evaluation of Sources: A New Sustainable Approach
    • Authors: Sharon Radcliff, Elise Y. Wong
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources, and creating stronger arguments that avoided “myside” or confirmation bias. Design/methodology/approach The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English Composition courses was implemented at a small liberal arts college. A traditional one shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Practical implications The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means. Originality/value The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:16 GMT
      DOI: 10.1108/RSR-09-2014-0041
       
  • What's the buzz?
    • Authors: Eleanor Mitchell
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.

      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:10 GMT
      DOI: 10.1108/RSR-04-2015-0021
       
  • Learning from Degree-Seeking Older Adult Students in a University Library
    • Authors: Mary C. Aagard, Marilia Y. Antunez, Jaime N. Sand
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This exploratory study examines the use of library resources and services by degree-seeking older adult students (age 50 and over) and it is driven by the role of libraries in serving this often overlooked student population. Older adult students bring many benefits to the life of college campuses, nevertheless many of these students also face challenges in meeting their information needs in academic libraries. Design/methodology/approach The authors surveyed degree-seeking older adult students at a comprehensive metropolitan university in the western United States. Surveys were distributed to 579 students enrolled in the Spring Semester 2013. 134 students completed the 15-question online survey about the use of the library, information seeking behaviours, and use of other university services. Findings The self-reported findings confirmed that the library meets most of the information needs of this student population. Students commented on satisfaction with the library services, barriers to using the library, areas in need of improvement, and use of other university services. Research limitations/implications Survey participants were gathered from one university and a corresponding sample size of 18-24 year old students were not surveyed. More research is needed to demonstrate how this particular group varies from their traditional aged counterparts. Practical implications This paper can be used as a starting point for future research into the information seeking behaviours and needs of degree-seeking older adult students to develop greater understanding of this diverse population and their unique strengths and challenges. There is an absence in the literature on this demographic group in academic libraries. Originality/value The article includes recommendations for further study and suggests outreach opportunities directed to older adult students that can also benefit the growing diversity of college students.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:37:03 GMT
      DOI: 10.1108/RSR-06-2014-0017
       
  • Hands-On Instruction: The iPad Self-Guided Library Tour
    • Authors: Marianne Foley, Katherine Bertel
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose The purpose of this paper is to describe how librarians at the State University of New York (SUNY) College at Buffalo used iPads during one class session of a semester-long library instruction course to increase student engagement, energize the traditional library tour, build collaboration, and give students experience using tablet technology in an educational setting. Design/methodology/approach Librarians provided iPads to groups of students and sent them to photograph different areas of the library during one class session of a semester-long course. Students then uploaded the photographs to a common website for class discussion. Findings Formal and informal student feedback was positive. Students connected with the instructors and with each other, enjoyed discovering library spaces and services, and became more comfortable with tablet technology. The project also increased student enthusiasm for the class. Originality/value This paper is the first to systematically describe a simple activity that can be used by instruction librarians to incorporate tablets into the curriculum. The method requires minimal time to setup and implement, involves a very short learning curve, and is easily adaptable to various mobile devices.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:36:57 GMT
      DOI: 10.1108/RSR-07-2014-0021
       
  • Experiencing Archives at Universities: Archivists, Librarians,
           Understanding, and Collaboration
    • Authors: Diana K. Wakimoto, Christine Susan Bruce
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This paper explores the varying ways in which academic archivists in the United States experience archives, how these experiences compare to those of academic librarians, and how we can use these findings to improve communication and collaboration. Design/methodology/approach Using a phenomenographic research approach, academic archivists were interviewed and the transcripts were examined to develop categories reflecting varying experiences. Findings There are three different ways of experiencing archives: as organizational records, as archival enterprise, and as connection. The Connection Category is a more complex way of experiencing archives as it incorporates the aspects of the other two categories as well as the awareness of archives connecting people to their histories. Research limitations/implications This study is limited to academic archivists in the United States. Practical implications Understanding that there are different ways of experiencing archives means that information professionals should clarify their definitions of before beginning collaborative projects. Also, by understanding these varying experiences, information professions should be able to communicate and engage more fully with each other and their users in projects and programs that leverage archival collections. Originality/value This is the first study to use phenomenography to investigate archivists’ experiences of archives. This understanding of the lived experience of archivists, combined with understanding how librarians experience archives, should enable better communication and ultimately collaboration between the two professions.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:36:48 GMT
      DOI: 10.1108/RSR-07-2014-0025
       
  • Using Interviews to Improve Relationships with Library Partners: A Case
           Study
    • Authors: Bridget Farrell
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This paper examines how interviews of learning commons partners were used to improve communication and collaboration between the library and its partners. Design/methodology/approach Interviews were conducted with representatives from each of the eight partners that have service desks in the library. The interviews’ transcripts were studied to search for ways communication and collaboration between the library and its partners could be improved. Findings The passing of time, addition of new library partners, and the hiring of new employees since the opening of the Learning Commons at Draughon Library have created some gaps in communication between the library and its partners. Interviews with representatives from the library’s partners revealed ways communication needed to be improved and provided insight as to how the library and its partners might collaborate in the future. Practical implications Originality/value Much of the literature on library partnerships focuses on the creation of collaborations, but does not elaborate on ways to keep lines of communication open and encourage continued collaborative work once partnerships are already in place. Information gleaned from the interviews highlight concerns that may occur at other libraries with learning commons as new partnerships develop and time passes since the initial creation of the commons.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:36:39 GMT
      DOI: 10.1108/RSR-01-2015-0001
       
  • Libraries and Tumblr: A quantitative analysis
    • Authors: Katie Elson Anderson
      Abstract: Reference Services Review, Volume 43, Issue 2, June 2015.
      Purpose This study is a quantitative analysis of the microblogging site Tumblr in order to determine how this platform is currently being used by libraries and special collections/archives in the United States. Design/methodology/approach Data on library Tumblr blogs were collected at three points during a one year period and included library type, start date, number of posts, average posts per day, type of post, as well as other descriptive information. Findings There is a growing library presence on the social media site Tumblr. The results shows adoption of the social media platform by multiple library types: academic, public, special collections/digital libraries, library organizations and other library/archives. Research limitations/implications A major challenge is in the identification and discovery of all libraries on Tumblr, especially as the number of Tumblr blogs created by libraries of all types continues to grow. Practical implications Results of this analysis should prove useful for both libraries and special collections already using Tumblr as well as those interested in starting a presence on Tumblr. The results will assist librarians in determining if this is a social media tool that is useful and valuable, as well as providing observations on best practices. Originality/value Literature specific to Tumblr is limited. This research paper provides a starting point for more research and analysis on the presence of libraries on Tumblr.
      Citation: Reference Services Review
      PubDate: Wed, 29 Apr 2015 00:36:30 GMT
      DOI: 10.1108/RSR-12-2014-0060
       
  • Still relevant after all these years
    • Authors: Eleanor Mitchell et al
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.

      PubDate: Tue, 13 Jan 2015 00:26:06 GMT
      DOI: 10.1108/RSR-12-2014-0057
       
  • Library Instruction West 2014: Open, Sustainable Instruction
    • Authors: Joan Petit et al
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.

      PubDate: Tue, 13 Jan 2015 00:26:05 GMT
      DOI: 10.1108/RSR-12-2014-0058
       
  • Sustainable Decision Making for Emerging Educational Technologies in
           Libraries
    • Authors: Richard Hayman et al
      First page: 7
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose To discuss approaches to sustainable decision making for integrating emerging educational technologies in library instruction while supporting evidence based practice. Design/methodology/approach The article highlights recent trends in emerging educational technologies and evidence based practice, and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice. Findings
      Authors discuss the need for sustainable decision making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators and practitioner-researchers will have faced in their own library instruction. To support evidence informed selection and integration of emerging educational technologies, a two-pronged model is presented, beginning with an articulation of pedagogical aims, alignment of technological affordances to these aims, and support of this alignment via hard evidence available in the research literature as well as soft evidence found in the environmental scan. Originality/value The article provides an outline and synthesis of key issues of relevance to library practitioners working within a challenging and ever-changing landscape of technologies available for learning and instruction. The proposed approach aims to create a sustainable model for addressing problems of evidence and will benefit academic librarians considering emerging educational technologies in their own pedagogy, as well as those who support the pedagogy of others.
      PubDate: Tue, 13 Jan 2015 00:26:20 GMT
      DOI: 10.1108/RSR-08-2014-0037
       
  • Teaching "Format as a Process" in an Era of Web-Scale Discovery
    • Authors: Kevin Patrick Seeber et al
      First page: 19
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach This conceptual paper analyzes how the threshold concept “format as a process” could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the “one shot” paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL’s Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.
      PubDate: Tue, 13 Jan 2015 00:25:53 GMT
      DOI: 10.1108/RSR-07-2014-0023
       
  • Badge it! A Collaborative Learning Outcomes Based Approach to Integrating
           Information Literacy Badges within Disciplinary Curriculum
    • Authors: Emily Ford et al
      First page: 31
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose This article discusses the collaborative learning outcomes based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end the team aimed to award badges to certify IL skills. Design/methodology/approach This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty, and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed information literacy in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks—including planning for content delivery and student assessment. Findings An approach to technological innovation for instructional projects based in principles of pedagogical design can result in improvements to information literacy pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding information literacy into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value Planning for and implementing badges for information literacy curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.
      PubDate: Tue, 13 Jan 2015 00:25:51 GMT
      DOI: 10.1108/RSR-07-2014-0026
       
  • Learning Information Literacy through Drawing
    • Authors: David James Brier et al
      First page: 45
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge, or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced, or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.
      PubDate: Tue, 13 Jan 2015 00:26:15 GMT
      DOI: 10.1108/RSR-08-2014-0030
       
  • Repurposing Zotero for sustainable assessment and scalable modified
           embedding
    • Authors: REBECCA Zuege KUGLITSCH et al
      First page: 68
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose This paper describes a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach, and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess. Design/methodology/approach The librarian worked with a course using Zotero group libraries for collaborative work; used Zotero to communicate with students and assess their information literacy skills; and surveyed the students to determine their perception of librarian participation via Zotero. Findings Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero. Practical implications This suggests that librarians facing difficulty embedding in online course or who are seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges. Originality/value This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports that information literacy.
      PubDate: Tue, 13 Jan 2015 00:26:19 GMT
      DOI: 10.1108/RSR-08-2014-0034
       
  • One-shot Wikipedia: An edit-sprint toward information literacy
    • Authors: John Thomas Oliver et al
      First page: 81
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose This article investigates which learning targets can be achieved by using Wikipedia as a tool for teaching information literacy within the context of brief one-shot library instruction sessions. Design/methodology/approach In this case study, a Wikipedia-editing activity was incorporated into two-hour one-shot instruction sessions. A variety of qualitative data was collected during these sessions: Student reflections during a facilitated discussion, student responses to exit-survey questions, and instructor observations about the extent to which students completed Wikipedia-editing tasks. Findings Students found Wikipedia-editing activities and Wikipedia-related discussions engaging, and as a result they seemed to learn valuable lessons about research and writing. Students participating in this project effectively identified gaps in Wikipedia entries, critically evaluated and used sources to address those gaps, and appropriately documented those materials. Students were easily encouraged to be critical about information sources, including Wikipedia and more traditionally scholarly resources alike. Originality/value While a great deal of attention has been paid to teaching with multi-week Wikipedia assignments and coursework, evidence from this project suggests that Wikipedia-related activities can be used effectively within much narrower time constraints, including during brief one-shot library instruction sessions.
      PubDate: Tue, 13 Jan 2015 00:26:12 GMT
      DOI: 10.1108/RSR-10-2014-0043
       
  • Flashlight: Using Bizup’s BEAM to Illuminate the Rhetoric of
           Research
    • Authors: Kate Rubick et al
      First page: 98
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose This paper demonstrates how a librarian at a liberal arts college partnered with a professor of rhetoric and media studies to teach methods students to classify sources using Bizup’s BEAM. Design/methodology/approach Students in rhetorical criticism, read the Bizup article on BEAM. The library instruction included a discussion of the article and an application exercise where students classified cited references in a peer reviewed journal article using BEAM. Findings BEAM was a valuable addition to the rhetorical criticism course. The application exercise used in the library instruction session introduced BEAM as a tool to use in reading and evaluating sources. Students were able to apply what they learned as they selected, deciphered and interpreted sources of information for use in their academic writing. Practical implications Librarians teaching in a variety of academic disciplines may use or adapt BEAM as a tool for helping students learn to critically evaluate information sources as they read texts and as they engage in research-based writing assignments. Originality/value This work showcases how librarians using BEAM can extend library teaching beyond traditional bibliographic instruction and into the realm of critical inquiry. It also demonstrates how librarians can use BEAM to initiate conversations with academic faculty about information literacy. And it contributes to an emerging area of scholarship involving the use of BEAM to teach source evaluation.
      PubDate: Tue, 13 Jan 2015 00:26:14 GMT
      DOI: 10.1108/RSR-10-2014-0047
       
  • LEVERAGING ADULT LEARNING THEORY WITH ONLINE TUTORIALS
    • Authors: Rebecca Halpern et al
      First page: 112
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.
      PubDate: Tue, 13 Jan 2015 00:26:07 GMT
      DOI: 10.1108/RSR-10-2014-0042
       
  • Integrating the thematic approach into information literacy courses
    • Authors: Elizabeth Price et al
      First page: 125
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy courses. Design/methodology/approach A literature review of peer-reviewed journals, professional journals, magazines, and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach,” “thematic approach in education,” and “theme-based instruction;” the search was restricted to articles published in the last 20 years. Findings In addition to information literacy courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy, and sociology courses on college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature. Originality/value Thematic approach is a newer concept in the world of information literacy instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work, and how to best implement a thematic approach in an information literacy course.
      PubDate: Tue, 13 Jan 2015 00:26:13 GMT
      DOI: 10.1108/RSR-12-2014-0059
       
  • Piloting a Blended Model for Sustainable IL Programming
    • Authors: Jody Nelson et al
      First page: 137
      Abstract: Reference Services Review, Volume 43, Issue 1, February 2015.
      Purpose This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy instruction program for first-year English courses. Development, implementation, and assessment of the pilot prior to full implementation are discussed. Design/methodology/approach The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction, and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online whilst maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot. Findings The voluntary early-adopter model worked well for garnering and maintaining support from the English department: We had 42% of English sessions piloting the new model for Fall 2013, surpassing our initial target of 25%. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced. Originality/value Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering information literacy instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty.
      PubDate: Tue, 13 Jan 2015 00:25:57 GMT
      DOI: 10.1108/RSR-09-2014-0040
       
 
 
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