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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: 10)
J. of Science and Technology Policy Management     Hybrid Journal   (Followers: 2)
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: 8, 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: 14, 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: 901, SJR: 0.996, h-index: 15)
Library Hi Tech News     Hybrid Journal   (Followers: 597, SJR: 0.437, h-index: 7)
Library Management     Hybrid Journal   (Followers: 667, SJR: 0.646, h-index: 10)
Library Review     Hybrid Journal   (Followers: 620, 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: 517, 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: 154, SJR: 0.246, h-index: 10)
On the Horizon     Hybrid Journal   (SJR: 0.394, h-index: 10)
Online Information Review     Hybrid Journal   (Followers: 214, 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: 282, 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: 5)
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: 7, 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: 6)
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: 12, 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: 146, SJR: 0.343, h-index: 5)
The Electronic Library     Hybrid Journal   (Followers: 732, 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]
  • Psychology guides and information literacy: the current landscape and a
           proposed framework for standards-based development
    • Authors: (Kimberly Pendell; Annie R. Armstrong
      Abstract: Abstract

      Purpose - In order 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. The study provides an understanding of current practice and informs the further development of guides as key instructional tools.Design/methodology/approach - Researchers devised an instrument utilizing Standard Two of the 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 employing Standard Two. Originality/value - Considering the ubiquity of online research guides on academic library websites, 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, 09 Jun 2014 00:00:00 +010
  • Evidence-based instruction integration: a syllabus analysis project
    • Authors: (Katherine Boss; Emily Drabinski
      Abstract: Abstract

      Purpose - The purpose of this research paper was to establish a replicable method of gathering and analysing 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 percent 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: Tue, 03 Jun 2014 00:00:00 +010
  • Overcoming the barriers to information literacy programs: CALM Lab for
           English majors at Dickinson College
    • Authors: (Christine Bombaro
      Abstract: Abstract

      Purpose - Describes the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College.Design/methodology/approach - 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 library literature. 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 CALM Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process.Originality/value - Few reports exist in library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.
      PubDate: Tue, 03 Jun 2014 00:00:00 +010
  • An assessment of academic librarians' instructional performance in Sri
           Lanka: a survey
    • Authors: (Lalith Wickramanayake
      Abstract: Abstract

      Purpose - This research paper looks at the overall instructional performance of academic librarians in Sri Lanka and sheds light on the challenges and potential problems facing the implementation of quality information literacy in university librariesDesign/methodology/approach - Data was 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 information literacy 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: Tue, 03 Jun 2014 00:00:00 +010
  • The Information Milieu of Remote Sensing: an Overview
    • Authors: (Linda Blake; Timothy A. Warner
      Abstract: Abstract

      Purpose - This paper provides an overview of issues relevant to scientific information literacy within the context of the remote sensing, a cross-cutting scientific discipline. We examine the range of sources of scientific information, trends in publishing, and the characteristics of scholarly articles in the field of remote sensing. We 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 life-long 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 the field of remote sensing itself is changing rapidly, scientific knowledge dissemination is also 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: Tue, 03 Jun 2014 00:00:00 +010
  • Undergraduate research support with Optical Character Recognition apps
    • Authors: (Jim Hahn
      Abstract: Abstract

      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 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 optical character recognition 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 - Study contributes a new area of application development for libraries, with research methods that are useful for other mobile development studies.
      PubDate: Tue, 03 Jun 2014 00:00:00 +010
  • Using transaction log analysis to assess student search behavior in the
           library instruction classroom
    • Authors: (Susan Avery; Daniel G. Tracy
      Abstract: Abstract

      Purpose - This study seeks to determine how undergraduate students search in the context of a library instruction session. The results of an assessment of transaction logs are shared in order 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 in order 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: Tue, 03 Jun 2014 00:00:00 +010
  • Authentic engagement: assessing the effects of authenticity on student
           engagement and information literacy in academic library instruction
    • Authors: (Kevin Michael Klipfel
      Abstract: Abstract

      Purpose - This case study measures 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 modelling 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 (a) increased engagement and (b) increased learning according to ACRL Information Literacy Competency Standards compared to students in the control group. Results were analyzed using an Independent Samples T-test. Findings - The data illustrates 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: Tue, 03 Jun 2014 00:00:00 +010
  • Peer reference revisited: evolution of a peer-reference model
    • Authors: (Allison Faix
      Abstract: Abstract

      Purpose - This article revisits Kimbel Library’s peer reference program three years later and provides 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 re-examining 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: Tue, 03 Jun 2014 00:00:00 +010
  • Stages of instruction: theatre, pedagogy and information literacy
    • Authors: (Julia Furay
      Abstract: Abstract

      Purpose - This article will offer a new perspective on library instruction by examining its relationship to 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: Tue, 03 Jun 2014 00:00:00 +010
  • Crowdsourcing the curriculum: information literacy instruction in
           first-year writing
    • Authors: (Jamie White-Farnham; Carolyn Caffrey Gardner
      Abstract: Abstract

      Purpose - This article describes 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 1-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 regards 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 IL into their own instruction. This offers a model that: 1) makes explicit IL processes and skills to writing instructors; 2) results in high student performance, 3) and allows especially the small college librarian to manage his/her other strategic information literacy partnerships.
      PubDate: Tue, 03 Jun 2014 00:00:00 +010
  • Teaching metaliteracy: a new paradigm in action
    • Authors: (Donna Witek; Teresa Grettano

      Purpose - Offers a model of information literacy instruction utilizing social media to teach metaliteracy as the foundation for information literacy today and articulates the effects of social media on students' information seeking behaviors and processes; completes the goals articulated in part one of this study (Witek and Grettano, 2012).Design/methodology/approach - Study was conducted in conjunction with the course Rhetoric & Social Media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies included textual and rhetorical analysis, and observation. Findings are analyzed and presented through the lens of the ACRL Standards (2000) and Mackey and Jacobson's metaliteracy framework (2011).Findings - 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 illustrates metaliteracy in practice and ties 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 metaliteracy framework (2011) to information literacy instruction.
      PubDate: Tue, 03 Jun 2014 00:00:00 +010
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