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Journal Cover   Journal of Academic Librarianship
  [SJR: 1.442]   [H-I: 33]   [742 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0099-1333
   Published by Elsevier Homepage  [2800 journals]
  • What do You Give the Undergraduate Researcher who has Everything? An
           Academic Librarian
    • Abstract: Publication date: Available online 19 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Kimberly Douglass, Thura Mack
      We examine 12 library skills curricula developed for two formalized undergraduate research training programs that occurred between the time periods, 1999–2008 and 2013–2015, at the University of Tennessee to answer the question: how has library skills instruction for these programs adapted to changing technologies, tools, and expectations of student performance? Our analysis is based upon data mined from course documents. We contextualize these data with reflections on the course design experience from the principal course designer and knowledge holder. Findings from our constructivist analysis of course curricula demonstrate the value of formal partnerships between academic libraries/librarians and undergraduate research training programs/administrators on college and university campuses. Although such relationships seem unnecessary, given the increase in students' unmediated access to research tools, we find that innovations in research tools and other technologies create opportunities to deepen students' engagement with academic librarians. While the more recent curricula (2013–2015) have required students to demonstrate traditional library (research) skills, such as the ability to search and retrieve information and to properly cite sources, they have also challenged students to think and behave as scholars: to critically evaluate sources and information, to seamlessly integrate information into original scholarship, and to disseminate original scholarship among their respective scholarly communities.


      PubDate: 2015-08-21T18:28:31Z
       
  • Are you my Mentor? New Perspectives and Research on Informal
           Mentorship
    • Abstract: Publication date: Available online 14 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Julie M. James, Ashley Rayner, Jeannette Bruno
      The goal of this study was to investigate the characteristics and perceived value of informal mentorship by conducting a survey of academic librarians and non-librarians with MLIS degrees in Illinois. The body of literature surrounding informal mentorship comprises of a very small portion of that which relates to mentorship in general. The literature often presented problematic definitions and posed questions of legitimacy as informal mentorship has qualities that have been cited as examples of poor mentoring relationships. Our survey data highlighted characteristics of informal mentoring relationships and suggested that informal mentorship has been considered as valuable and more widely accessible to mentees than formal mentorship.


      PubDate: 2015-08-14T11:25:54Z
       
  • Comparative Study on m-Learning Usage Among LIS Students from Hong Kong,
           Japan and Taiwan
    • Abstract: Publication date: Available online 9 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Eddie H.T. Ko, Dickson K.W. Chiu, Patrick Lo, Kevin K.W. Ho
      Mobile learning (m-learning) is gaining its importance in recent years. For libraries, it is inevitable to adapt to this trend and provide various information services and support for m-learning. This paper studies the m-learning usage of Library and Information Science (LIS) students, who will be the new blood for the library in future. In this paper, we invited 267 subjects from Hong Kong, Japan, and Taiwan to participate in our online survey. We found that LIS students from these regions do adopt communication tools and social media for m-learning. However, they less frequently use their smartphones for academic reading. Plus, they rely more on search engines for fulfilling their information needs instead of library resources. We also found that the lack of a mobile version of the library website constitutes a significant barrier in m-learning, but the lack of mobile apps is relatively acceptable by the respondents. The result of this study shows that there are no big differences in m-learning usage among the three regions, except that LIS students from Hong Kong are accessing the learning management platforms via their smartphones more frequently compared to students from Japan and Taiwan.


      PubDate: 2015-08-14T11:25:54Z
       
  • Citation Analysis of Student Dissertations and Faculty Publications in
           Reading and Educational Leadership at Oakland University
    • Abstract: Publication date: Available online 12 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Kristine S. Condic
      This study examines bibliographies of student dissertations and faculty publications in the fields of reading and educational leadership to determine the types of items that were cited during preweb (1983–1990), emergent (1991–1998), and post-web (1999–2014) time periods. Cited items were examined for the following characteristics: format such as books, journal articles, technical reports, etc.; citation age; and scholarliness of journal articles as determined by impact factor. Seventy-five student dissertations as well as 63 faculty articles written between 1983 and 2014 were inspected, resulting in a total of 11,082 cited items. Results indicate that over all time periods students cited a diverse set of materials including journal articles, monographs, technical reports, and dissertations while faculty cited primarily journal articles and monographs. Moreover, students lean toward citing journals with a lower impact factor than faculty who generally cited journals with a medium or high impact factor. Additionally, the average citation age found in students' bibliographies was 12.4years while the average citation age for faculty publications was 9.6years. Cited items exhibited a continuously longer citation age from pre-web, through emergent, to post-web years.


      PubDate: 2015-08-14T11:25:54Z
       
  • Rightsizing the Academic Library Collection, Suzanne M. Ward. ALA
           Editions, Chicago, IL (2015), ISBN: 978-0-8389-1298-0
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Alexandra Simons



      PubDate: 2015-08-09T12:59:59Z
       
  • Indexing it All: The Subject in the Age of Documentation, Information, and
           Data, Ronald E. Day. The MIT Press, Cambridge, MA (2014), ISBN:
           978-0-262-02821-9
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Asheleigh A. Perry



      PubDate: 2015-08-09T12:59:59Z
       
  • Story Smart: Using the Science of Story to Persuade, Influence, Inspire,
           and Teach, Kendall Haven. Libraries Unlimited, Santa Barbara, CA (2014),
           ISBN: 978-1-61069-811-5
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Kerry M. Creelman



      PubDate: 2015-08-09T12:59:59Z
       
  • Big Data, Little Data, No Data, Christine L. Borgman. The MIT Press,
           Cambridge, MA (2015), ISBN: 978-0-262-02856-1
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Delmus E. Williams



      PubDate: 2015-08-09T12:59:59Z
       
  • Demystifiying eResearch: a Primer for Librarians, Victoria Martin.
           Libraries Unlimited, Santa Barbara, CA (2014), ISBN: 978-1-61069-520-6
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Daria Carson-Dussán



      PubDate: 2015-08-09T12:59:59Z
       
  • Data Information Literacy: Librarians, Data and the Education of a New
           Generation of Researchers, Jake Carlson, Lisa R. Johnston (Eds.). Purdue
           University Press, West Lafayette, IN (2015), ISBN: 978-1-55753-696-9
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Lee Andrew Hilyer



      PubDate: 2015-08-09T12:59:59Z
       
  • Are Serials Worth Their Weight in Knowledge? A Value Study
    • Abstract: Publication date: Available online 8 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Glenda Flanagan Jones, Erin Dorris Cassidy, Lynn McMain, Susan D. Strickland, Molly Thompson, Zach Valdes
      The researchers aimed to use qualitative measures to define value as applied to print and electronic serial publications held at Sam Houston State University. Researchers examined faculty key activities—namely, Research, Publishing, Course Preparation and Development, Service, and Personal Interests—and also asked about the perceived extent of support that library journals provided for these key activities. The results of a survey sent to the faculty of two major colleges, Education and Criminal Justice, emphasized the importance of electronic over print serials for research, publishing, and teaching. Many respondents reported that they never used print serials for key activities but have recently used electronic serials. The print serial collection was reported to provide only minor support for the key activities whereas the electronic serials collection was reported to support those to a major extent. Most faculty respondents reported that they would drop subscriptions to personal interest journals if the Library obtained electronic access.


      PubDate: 2015-08-09T12:59:59Z
       
  • The SHU Research Logs: Student Online Search Behaviors Trans-scripted
    • Abstract: Publication date: Available online 5 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Beth Bloom, Marta Mestrovic Deyrup
      This paper examines students' online research behaviors as well as emotive and affective responses as they conducted online research for their undergraduate courses. It looks at data obtained during the 2011–2012 academic year, drawn from over 42hours of recordings and includes a brief questionnaire that measured students' research history and feelings about their own research competence.


      PubDate: 2015-08-09T12:59:59Z
       
  • Librarians' Contribution to Open Access Journal Publishing in Library and
           Information Science From the Perspective of Authorship
    • Abstract: Publication date: Available online 3 August 2015
      Source:The Journal of Academic Librarianship
      Author(s): Yu-Wei Chang
      This study focused on librarian authors of open access articles in the field of library and information science (LIS). Of 19 LIS OA journals and 1819 research articles published between 2008 and 2013, half of the authors (55.6%) worked in libraries and approximately one third were researchers (33.5%). No appreciable changes were observed in the annual distributions of authors' occupations. Regarding the types of collaboration, 53.7% of all articles were coauthored and primarily resulted from collaborations among librarians. The coauthored articles written by librarians and researchers accounted for the second-most prevalent type of collaboration; the highest increase was identified in the annual percentage of articles resulting from collaboration between librarians and researchers. This confirms that librarians engage in increasingly frequent interaction with researchers.


      PubDate: 2015-08-05T03:29:42Z
       
  • Citation Analysis of Masters' Theses and Doctoral Dissertations: Balancing
           Library Collections With Students' Research Information Needs
    • Abstract: Publication date: Available online 29 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Deborah A. Becker, Elisha R.T. Chiware
      This study analyses the citation patterns of masters' theses and doctoral dissertations between 2005 and 2014 in the Faculty of Engineering at the Cape Peninsula University of Technology (CPUT). The analysis included establishing the types of materials, differences between resources used across the departments within the faculty, the journals referenced most frequently and the holdings of such titles by the library and lastly the age, language and country of publication of journal articles referenced. The study used a bibliometric approach using various indicators to analyze the citation patterns. The conclusion of the study shows that both masters' and doctoral students are utilizing resources provided by the library and that the most used resources were journals, followed by books. The study is unique in that it provides a pattern of how both masters' and doctoral students cite resources in their studies. It is also important in that it provides CPUT Libraries with information on how well utilized its resources are as well as pointing to possible areas of strengthening the holdings. The study concludes that together with other approaches, citation analysis still remains one of the most important tools to assess the usefulness of library holdings for postgraduate students' research activities.


      PubDate: 2015-08-05T03:29:42Z
       
  • Beyond Mechanics: Reframing the Pedagogy and Development of Information
           Literacy Teaching Tools
    • Abstract: Publication date: Available online 29 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Stephanie Margolin, Wendy Hayden
      In this paper, compositionist Wendy Hayden and librarian Stephanie Margolin describe how the newest movements in their respective fields helped drive their collaborative development of a rich but simple Research Toolkit. With student-facing worksheets and exercises and a Faculty Guide, it was built to meet students and faculty “where they are” and to advocate for a pedagogy that moves beyond mechanical proficiency to a deeper and more critical experience of inquiry-based research.


      PubDate: 2015-08-05T03:29:42Z
       
  • Why Students Share Misinformation on Social Media: Motivation, Gender, and
           Study-level Differences
    • Abstract: Publication date: Available online 27 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Xinran Chen, Sei-Ching Joanna Sin, Yin-Leng Theng, Chei Sian Lee
      The increasing use of social media for information sharing has elevated the need for information literacy (IL) education to prepare students to be effective information creators and communicators. One concern is that students sometimes indiscriminately forward misinformation. Understanding the reasons behind misinformation sharing would help the development of IL intervention strategies. Guided by the Uses and Gratifications approach and rumor research, undergraduate and graduate students in Singapore were surveyed on why they share misinformation on social media. Gender and study-level differences were investigated. Over 60% of respondents had shared misinformation. The top reasons were related to the information's perceived characteristics, as well as self-expression and socializing. Accuracy and authoritativeness did not rank highly. Women had a higher prevalence of sharing and intention to share misinformation. Undergraduate and graduate students differed in their reasons for sharing misinformation. The former share (and intend to share) more misinformation than the latter, but the difference was not statistically significant. Because many of the reasons cited were social in nature, IL training should address the social motivations propelling such behavior. Social media systems may also develop features that encourage users to flag debunked postings and allow a correction to be displayed alongside the misinformation.


      PubDate: 2015-07-28T20:48:42Z
       
  • Establishing a Participatory Library Model: A Grounded Theory Study
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Linh Cuong Nguyen
      Purpose The purpose of this research is to explore the idea of the participatory library in higher education settings. This research aims to address the question, what is a participatory university library' Design/methodology/approach Grounded theory approach was adopted. In-depth individual interviews were conducted with two diverse groups of participants including ten library staff members and six library users. Data collection and analysis were carried out simultaneously and complied with Straussian grounded theory principles and techniques. Findings Three core categories representing the participatory library were found including “community”, “empowerment”, and “experience”. Each category was thoroughly delineated via sub-categories, properties, and dimensions that all together create a foundation for the participatory library. A participatory library model was also developed together with an explanation of model building blocks that provide a deeper understanding of the participatory library phenomenon. Research limitations The research focuses on a specific library system, i.e., academic libraries. Therefore, the research results may not be very applicable to public, special, and school library contexts. Originality/Value This is the first empirical study developing a participatory library model. It provides librarians, library managers, researchers, library students, and the library community with a holistic picture of the contemporary library.


      PubDate: 2015-07-28T20:48:42Z
       
  • Humanities Librarians and Virtual Verse: Changing Collections and User
           Services for Online Literature
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Harriett E. Green, Rachel A. Fleming-May
      Electronic literature and digital literary publishing have grown rapidly in scope and volume in the past decade, and humanities librarians face the formidable challenge of capturing the full output of works of literature for current and future users, and determining how best to provide access to those works. This paper details the findings of the Virtual Verse in the Library project, which sought to investigate the impact of digital publishing on the access, reception, discovery, and preservation of poetry. The paper focuses on the results of the study's survey and interviews with academic librarians, and explores how library services, collections, and outreach can address the needs of students and faculty involved with digital literary publishing.


      PubDate: 2015-07-28T20:48:42Z
       
  • Demographic Differences in International Students' Information Source Uses
           and Everyday Information Seeking Challenges
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Sei-Ching Joanna Sin
      International students are a sizeable user group of academic libraries. However, their everyday life information seeking (ELIS) behavior is seldom studied. This hinders the planning of information services and information literacy training. In light of this gap, this study surveyed 112 international students in a U.S. public university on: (1) how frequently respondents used 11 information sources; (2) how difficult it was to find information in various domains; and (3) how much their ELIS was affected by various information seeking problems. Differences between gender-study level categories and problem solving styles were tested using ANOVAs. The study found that Web search engines, social networking sites, new friends, printed resources, and traditional mass media were the top sources for ELIS. Six everyday information domains (e.g., legal, financial, and personal development information) ranked more difficult to find than academic information. Non-credible, irrelevant, and outdated information were found to be the top problems. There were more statistically significant problem solving style differences (especially on the Problem Solving Confidence subscale) than gender-study level differences. Notable gender-study level differences were still found. Male undergraduate students, for example, were more affected by their reluctance to ask personal questions. Lastly, the implications to information literacy education were discussed.


      PubDate: 2015-07-28T20:48:42Z
       
  • Editorial Board
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4




      PubDate: 2015-07-28T20:48:42Z
       
  • TOC continued & ed board continued
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4




      PubDate: 2015-07-28T20:48:42Z
       
  • Student, Librarian, and Instructor Perceptions of Information Literacy
           Instruction and Skills in a First Year Experience Program: A Case Study
    • Abstract: Publication date: July 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 4
      Author(s): Sung Un Kim, David Shumaker
      As more and more academic librarians have adopted the practice of teaching information literacy in first year experience programs, there has been a growing number of studies assessing this practice. However, few studies have compared the views and assessments of students, librarians, and instructors. Through survey methods, this case study was conducted to understand student, librarian, and instructor perceptions of information literacy instruction and students' information literacy skills in two different types of courses at the Catholic University of America. The results indicate that notable differences are associated with the respondent's role as well as the course involvement of the respondent. Students who were involved in a course with consistent inclusion of a substantive information literacy-related assignment tended to rate the effectiveness, importance, and impacts of information literacy instruction, and their own information literacy skills, higher than those in a course with an inconsistent level of engagement with information literacy. Students' assignment grades were positively correlated with their self-ratings of information literacy skills in both courses. In addition, students rated their own information literacy skills higher and rated the importance and impacts of information literacy instruction lower than librarians or instructors did. Implications and recommendations are also addressed.


      PubDate: 2015-07-28T20:48:42Z
       
  • Socioeconomic Indicators Associated with First-year College Students' Use
           of Academic Libraries
    • Abstract: Publication date: Available online 10 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Krista M. Soria , Shane Nackerud , Kate Peterson
      The purpose of this study was to examine whether a wide variety of socioeconomic indicators were associated with first-year college students' use of academic libraries in six areas: checking out books from general circulation, reading electronic books, using online reference librarian services or speaking with a peer research consultant, logging into an electronic journal, using library workstations, or logging into a database. Data were drawn from 5133 first-year students attending a large, public research-extensive university in the upper Midwest of the United States. The results suggest that first-year students from lower socioeconomic status backgrounds are less likely to utilize libraries in nearly all areas. Some mixed findings also emerged suggesting that socioeconomic indicators such as hours spent in employment each week, living situation, and family are not uniformly predictive of students' use of academic libraries.


      PubDate: 2015-07-13T19:28:24Z
       
  • Factors Impacting Library Visibility on Academic Institution Home Pages
    • Abstract: Publication date: Available online 9 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Melissa Becher
      This study identifies factors affecting the placement of the library on post-secondary academic institution home pages. The study is a mixed method research project, consisting of content analysis of 357 home pages from all types of institutions and 15 interviews with web librarians and institution webmasters. Institution home pages were coded according to an author-developed library visibility scale. Quantitative analysis of the results indicated that financial status (public, private, or for-profit), highest degree offered, and institution size were potential factors influencing library link placement. Interviews confirmed that financial status and degree offered influenced library visibility in relation to the home page's function and the institution's marketing efforts. Additional local factors such as advocacy, engagement in web decision-making or technology, institutional understanding of the library's role, and accreditation were found to influence link placement.


      PubDate: 2015-07-13T19:28:24Z
       
  • Foregrounding the Research Log in Information Literacy Instruction
    • Abstract: Publication date: Available online 7 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Louise R. Fluk
      Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.


      PubDate: 2015-07-08T09:21:37Z
       
  • Asked and Answered
    • Abstract: Publication date: Available online 2 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Elizabeth Blakesley



      PubDate: 2015-07-03T22:19:43Z
       
  • Middle Eastern Studies Librarians: An Ambivalent Professional Identity
    • Abstract: Publication date: Available online 2 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Anaïs Salamon
      This paper aims to investigate the ambivalent identity of librarians supporting Middle Eastern studies in North America (Canada and the United States), and Western Europe (France, Germany and the United Kingdom), as well as in North American and European institutions located in the Middle East (such as the Library of Congress, American Universities Libraries, or French Research Institutes) in 2014. To do so, the article focuses first on the emergence and evolution of the profession, then on the demographics, training and competencies of the professional community, and last on their perceptions of both characteristics of, and challenges faced by the profession. This research is based on the collection and analysis of primary and secondary sources. After a thorough review of the existing literature on Middle Eastern studies libraries, librarians 1 1 Although the terminology commonly accepted in the professional community is “Middle East librarians”, for the purpose of this paper I prefer “Middle Eastern studies librarians”. and librarianship, a survey was conducted among librarians working in North America, Western Europe and the Middle East between June 9 and July 6, 2014. Through an analysis of the survey answers, I sought to glean a better understanding of professionals active in this field in 2014. Middle Eastern studies librarianship, in spite of fundamental differences inherent to each area studies specialization, shares many similarities with specialized librarianship on other geographic areas. This paper could therefore be used as a model for research on librarians serving the teaching and research community on other areas, or as a base to compare Middle Eastern studies librarianship with other area studies librarianship.


      PubDate: 2015-07-03T22:19:43Z
       
  • Moving from Theory to Practice: Incorporating Feminist Approaches into
           Search and Discovery Tool Development
    • Abstract: Publication date: Available online 2 July 2015
      Source:The Journal of Academic Librarianship
      Author(s): Ray Laura Henry



      PubDate: 2015-07-03T22:19:43Z
       
  • The Effect of a Situated Learning Environment in a Distance Education
           Information Literacy Course
    • Abstract: Publication date: Available online 25 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Amy Catalano
      Teaching based on situated learning theory employs techniques that enable learners to experience a concept within the circumstance in which it would most likely be useful, and is presumed to facilitate transfer of knowledge from the instructional situation to its application to environments outside the classroom. The purpose of this experimental study is to investigate the efficacy of a situated learning environment for facilitating transfer during tasks requiring the evaluation of information in an online information literacy course. Eighty-five university students enrolled in a distance education library research course were randomly assigned to a situated learning condition or a control/traditional instruction group. Students assigned to the experimental group demonstrated transfer more often. A logistic regression analysis revealed that the grouping variable was a significant predictor of transfer. These results reveal that teaching models based on the principles of situated learning have the potential to facilitate transfer to real world contexts. The implications of this study may inform curricular decisions by providing evidence-based instructional design for instructors wishing to employ situated learning in order to teach for transfer, thus improving distance education courses in general, and library instruction in particular.


      PubDate: 2015-06-29T02:53:35Z
       
  • Citation Analysis of M.A. Theses and Ph.D. Dissertations in Sociology and
           Anthropology: An Assessment of Library Resource Usage
    • Abstract: Publication date: Available online 25 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Zila Rosenberg
      The use of library resources by Hebrew University of Jerusalem Sociology and Anthropology graduate students was assessed through an examination of bibliographic references cited in a sample of theses and dissertations accepted during the academic years 2010–2013. Five variables were identified and quantified: type of material (monographs, journals, or other), format (print, electronic or both), language of material (English, Hebrew, or other), year and “age” of publication, and availability of item in Hebrew University's library holdings. Results showed a larger percentage of citations to books than to journals, with predominant usage of books in print format and predominant usage of journals in print & electronic format, with English being the predominant language for all resources cited. The median age of cited material was 15years, older for books than for journals. 95% of the journals and 82% of the books were available in the University library's holdings. These findings present a substantiated appraisal of the University Library's ability to answer the needs of its graduate students in the Sociology and Anthropology Department.


      PubDate: 2015-06-29T02:53:35Z
       
  • Increasing the Impact: Building on the Library Impact Data Project
    • Abstract: Publication date: Available online 25 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Graham Stone , Alison Sharman , Penelope Dunn , Laura Woods



      PubDate: 2015-06-29T02:53:35Z
       
  • Literature Review of Data Mining Applications in Academic Libraries
    • Abstract: Publication date: Available online 25 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Lorena Siguenza-Guzman , Victor Saquicela , Elina Avila-Ordóñez , Joos Vandewalle , Dirk Cattrysse
      This article provides a comprehensive literature review and classification method for data mining techniques applied to academic libraries. To achieve this, forty-one practical contributions over the period 1998–2014 were identified and reviewed for their direct relevance. Each article was categorized according to the main data mining functions: clustering, association, classification, and regression; and their application in the four main library aspects: services, quality, collection, and usage behavior. Findings indicate that both collection and usage behavior analyses have received most of the research attention, especially related to collection development and usability of websites and online services respectively. Furthermore, classification and regression models are the two most commonly used data mining functions applied in library settings. Additionally, results indicate that the top 6 journals of articles published on the application of data mining techniques in academic libraries are: College and Research Libraries, Journal of Academic Librarianship, Information Processing and Management, Library Hi Tech, International Journal of Knowledge, Culture and Change Management, and The Electronic Library. Scopus is the multidisciplinary database that provides the best coverage of journal articles identified. To our knowledge, this study represents the first systematic, identifiable and comprehensive academic literature review of data mining techniques applied to academic libraries.


      PubDate: 2015-06-29T02:53:35Z
       
  • Reviews and Analysis of Special Reports
    • Abstract: Publication date: Available online 27 June 2015
      Source:The Journal of Academic Librarianship




      PubDate: 2015-06-29T02:53:35Z
       
  • How ARL Academic Libraries Present Open Web Resources — A Proposed
           Solution to Address Discoverability
    • Abstract: Publication date: Available online 27 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Le Yang , Cynthia L. Henry
      Open web resources on the Internet have become increasingly important in the scholarly community and are being cited ever more frequently in scholarly articles. Academic librarians continue to assess and collect open web resources that are of value to the academic community in order to support research. With the questions of how ARL academic libraries collect, present, and make searchable open web resources, this paper analyzes all ARL academic libraries' websites and finds that all of them are collecting valuable open web resources and presenting these on research/subject guides. This paper also finds that some ARL academic libraries implement search boxes for the collected list of open web resources, but only descriptions or titles of the resources housed on the libraries' website are being searched. None of the libraries makes the content or full text of open web resources discoverable on the academic library websites. Based on the findings, this paper proposes a solution to address the discoverability issue of collecting open web resources and how to make the content or full text of the open web resources searchable.


      PubDate: 2015-06-29T02:53:35Z
       
  • “It's in the Syllabus”: Identifying Information Literacy and
           Data Information Literacy Opportunities Using a Grounded Theory Approach
    • Abstract: Publication date: Available online 6 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Clarence Maybee , Jake Carlson , Maribeth Slebodnik , Bert Chapman
      Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. The holistic understanding developed through this research provides the necessary information for designing and suggesting information literacy and data information literacy services to departmental faculty in ways supportive of curricular learning outcomes.


      PubDate: 2015-06-24T14:32:03Z
       
  • The Use of Paraprofessionals in Electronic Resources Management: Results
           of a Survey
    • Abstract: Publication date: Available online 2 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Rachel Erb , Brian Erb
      The authors surveyed 121 paraprofessionals employed in the management of electronic resources to gather information related to their institutions, education, and position descriptions. The authors sought not only to describe the kinds of work being performed by paraprofessionals in electronic resources, but also to explore correlations between institutional and educational variables and the kinds of duties being performed by electronic resources paraprofessionals. The authors discovered paraprofessionals performing a sizeable number of advanced duties and many holding advanced degrees but could find few predictive variables within our data correlating with the types of duties an electronic resources paraprofessional may be performing. In particular, holding an advanced degree seemed to yield little additional predictive power for ascertaining the level of an electronic resources paraprofessional's possible job duties.


      PubDate: 2015-06-24T14:32:03Z
       
  • Making an Exhibition of Ourselves? Academic Libraries and Exhibitions
           Today
    • Abstract: Publication date: Available online 10 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Dorothy Fouracre
      Recent years have seen a noticeable increase in the size and scope of libraries' exhibitions. To investigate this observation, interviews were conducted at five academic libraries: the Bodleian Library, British Library, Royal College of Physicians Library, Royal Society Library and Wellcome Library. Each reported growth in their involvement in exhibitions, which feature in their strategies. Exhibitions are increasingly aimed at the wider public, not necessarily with the target of increasing user numbers. Participants reported growing exhibition loan activity, yet there are no initiatives in the library sector to promote this. Investigation found that the sector has not developed practice to evaluate library exhibitions, and most participants did not have established means of doing so. Library professionals are also not formally prepared for involvement in exhibitions. Although practice from the museum sector can be used by libraries, they also face challenges specific to their exhibitions. This paper argues for both the closer integration of library and museum professionals, and further research into library-sector-specific issues. Exhibitions can be a valid and valuable undertaking for libraries, but more research is needed if they are to benefit fully from them, especially if they are using exhibitions as an example of public outreach.


      PubDate: 2015-06-24T14:32:03Z
       
  • Other People's Letters: Simulating Archival Intimacy Through Theater
    • Abstract: Publication date: Available online 11 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Abigail Wheetley
      This is an account of one archivist and her interest in communicating the experience of interacting with a collection of personal material. To this end she creates a reading of letters, diaries, and other primary source documents, specifically with an audience in mind. The article describes, in some detail, what steps one might go through to create this sort of outreach event, but also relates the personal feelings and introspections on the subject of archival work and what it means for society.


      PubDate: 2015-06-24T14:32:03Z
       
  • Back to the Beginning — The Journal is Dead, Long Live Science
    • Abstract: Publication date: Available online 20 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): Williams E. Nwagwu , Bosire Onyancha
      This paper synthesises literature on the evolution of the academic journal, showing that the weaknesses of the journal strategy of science information dissemination are nothing new in the history of science. The paper avers that information technology has provided a solution to the age-long constraints associated with the journal. It is shown that by expanding the public's participation in science, and by enabling research results to be presented to the public in various formats, the rapid development in electronic technologies has touched the essential structure and functions of the journal. Formal and informal means of science dissemination and communication have emerged to blur the boundaries between journals, articles and ideas. Most significantly, the journal as an information product has been dismembered into different new and legitimate forms of the research effort, formerly packaged as a single product.


      PubDate: 2015-06-24T14:32:03Z
       
  • The Veteran Student Experience and the Academic Librarian
    • Abstract: Publication date: May 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 3
      Author(s): Sue F. Phelps
      With the increase of student veteran enrollment under the Post 9/11 Veterans Education Assistance Act of 2008, colleges and university campuses are beginning to accommodate the needs of this population. Student veterans present unique challenges to institutions of higher education as they are adjusting to a new culture and coping with both visible and invisible injuries. Some of these war-related injuries affect behavior in both classroom and extracurricular settings and some result in learning disabilities. Librarians who understand the experiences of student veterans can better assist these students with their academic goals.


      PubDate: 2015-06-24T14:32:03Z
       
  • Looking Back to Look Ahead
    • Abstract: Publication date: May 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 3
      Author(s): Elizabeth Blakesley



      PubDate: 2015-06-24T14:32:03Z
       
  • Exploring Chinese Students' Perspective on Reference Services at Chinese
           Academic Libraries: A Case Study Approach
    • Abstract: Publication date: May 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 3
      Author(s): Jingzhen Xie , Lili Sun
      Reference services have been developed in China for nearly a century; however literature shows that very little research has been done on users' perception of reference services in Chinese academic libraries. To fill the research gap, this study aims to examine how Chinese undergraduates perceive, understand and use the reference service. A survey was employed and conducted in a comprehensive Chinese university with about 19,000 undergraduate students. 433 valid questionnaires were received. ANOVA was adopted to examine overall reference service satisfaction variation among respondents in different programs. The study reveals that library resources and reference services have been improved in China during the past twenty years, especially with the great support of Project 211 and Project 985 by the Ministry of Education of China. However, there is still more to do to change libraries from book repositories to modern user-centered information services and to improve historically underdeveloped user services in Chinese libraries. Libraries and librarians in China need to more actively embrace the philosophy that library resources are to be used and librarians are there to serve, to thoroughly promote reference services and render them more visible, and to diligently learn, adopt and apply technology to provide quality reference services.


      PubDate: 2015-06-24T14:32:03Z
       
  • Editorial Board
    • Abstract: Publication date: May 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 3




      PubDate: 2015-06-24T14:32:03Z
       
  • Editorial Board Continued
    • Abstract: Publication date: May 2015
      Source:The Journal of Academic Librarianship, Volume 41, Issue 3




      PubDate: 2015-06-24T14:32:03Z
       
  • Librarians' and Information Professionals' Perspectives Towards Discovery
           Tools — An Exploratory Study
    • Abstract: Publication date: Available online 18 May 2015
      Source:The Journal of Academic Librarianship
      Author(s): Noa Aharony , Gila Prebor
      Discovery tools are becoming popular all over the world. Yet, there is little information regarding discovery tool implementation and evaluation. The objectives of this study are to explore: (a) librarians' and information professional' current use of discovery tools, (b) to what extent does the TAM explain librarians' and information professionals' intentions to use discovery tools, (c) to what extent do characteristics such as cognitive appraisals explain librarians' and information professionals' intentions to use discovery books, and (d) to what extent do personality dimensions such as openness to experience explain librarians' and information professionals' intentions to use discovery books. The research was conducted in Israel during the first semester of the 2015 academic year and encompassed 145 librarians and information professionals. Researchers used eight questionnaires and two open questions to gather the data. Findings reveal that the implementation of discovery tools in Israel is still in its infancy. Further, findings confirm that the TAM, cognitive appraisals, openness to experience, and importance of discovery tool features, affect respondents' satisfaction with discovery tools.


      PubDate: 2015-06-24T14:32:03Z
       
  • Beyond Embedded: Creating an Online-Learning Community Integrating
           Information Literacy and Composition Courses
    • Abstract: Publication date: Available online 23 May 2015
      Source:The Journal of Academic Librarianship
      Author(s): Mary Beth Burgoyne , Kim Chuppa-Cornell
      This article recounts our experience developing an embedded librarian model which evolved into a fully integrated learning community, pairing online composition with an online information literacy credit-bearing course. Our assessment of student success measures indicate that the positive trends we found under the embedded librarian program have continued to improve under the formal learning community model. We discuss the results of our qualitative and quantitative measures of the program's impact on student success and share our recommendations for further developments.


      PubDate: 2015-06-24T14:32:03Z
       
  • Creation and Use of Intellectual Works in the Academic Environment:
           Students' Knowledge About Copyright and Copyleft
    • Abstract: Publication date: Available online 21 May 2015
      Source:The Journal of Academic Librarianship
      Author(s): Enrique Muriel-Torrado , Juan-Carlos Fernández-Molina
      Copyright legislation directly affects the habitual work of university students, who are both users and creators of copyrighted works. The development of the digital setting has complicated this relationship substantially, as it multiplies the possibilities of creating, modifying and sharing works, while also multiplying the infractions of copyright. Moreover, two opposing phenomena are seen: on the one hand, a staunch reinforcement of copyright legislation, and at the same time a movement toward aperture and flexibility whose best example would be the Creative Commons licenses. In this context, it is crucial for students to have some minimal knowledge that will allow them to adequately deal with problems or questions arising as they use or create intellectual works. This study presents the results of a survey of Spanish university students, with the aim of determining their level of knowledge about copyright and copyleft, particularly applied to academic activities. The results make manifest a level of knowledge far below the one required to make proper use of the copyrighted works of other parties, or to appropriately protect and diffuse one's own intellectual creations deriving from activity as a university student.


      PubDate: 2015-06-24T14:32:03Z
       
  • Mapping the Roadmap: Using Action Research to Develop an Online
           Referencing Tool
    • Abstract: Publication date: Available online 27 May 2015
      Source:The Journal of Academic Librarianship
      Author(s): Carole Gibbs , Ben Kooyman , Kirstin Marks , Julie Burns
      In early 2013, the University of South Australia's Roadmap to Referencing online resource was launched. The impetus for developing this resource was to address fundamental questions facing students when they accessed sources online. Taking inspiration from the University of Portsmouth's online referencing resource, this interactive tool helps students to identify the specific type of source they are using and the required reference format for that source. Utilising an action research methodology, this paper provides an overview of the development of the Roadmap to Referencing. It discusses the pedagogical impetus behind this resource and reports on its evaluation using quantitative and qualitative data to gauge its usage and effectiveness. The findings indicate that the resource was well-received and has contributed to students' ability to better reference the various types of sources that they previously found problematic. These findings also show areas for future development and refinement of the resource.


      PubDate: 2015-06-24T14:32:03Z
       
  • Sign, Sign, Everywhere a Sign: What Does “Reference” Mean to
           Academic Library Users?
    • Abstract: Publication date: Available online 29 May 2015
      Source:The Journal of Academic Librarianship
      Author(s): Kimberly L. O'Neill , Brooke A. Guilfoyle
      In the library profession there is abundant use of jargon and acronyms to describe library activities. The terminology used is important to both market and describe library services. Often library professionals make assumptions that their users understand what library terminology means. Reference is a term widely understood by librarians and library workers, but is that understanding conveyed to the library user especially in academic institutions? The Regis University Library Reference Services Department faculty were curious to discover whether their students and faculty knew what the word “reference” meant especially since this word was on the sign above their service desk and used in the name of their department. A survey was developed by the Reference Services Department to answer that question and others. Results from the survey were used to propose a new name for the desk, department and librarians.


      PubDate: 2015-06-24T14:32:03Z
       
  • Of Law Schools and Libraries
    • Abstract: Publication date: Available online 21 June 2015
      Source:The Journal of Academic Librarianship
      Author(s): John Buschman



      PubDate: 2015-06-24T14:32:03Z
       
 
 
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