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College & Research Libraries
Journal Prestige (SJR): 1.389
Citation Impact (citeScore): 2
Number of Followers: 590  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0010-0870 - ISSN (Online) 2150-6701
Published by American Library Association Homepage  [9 journals]
  • Perspectives

    • Authors: Lauren A. Camarillo
      First page: 900
      Abstract: One of my priorities is to bring different perspectives to the readership of College & Research Libraries. They may come from many different contexts and address a variety of issues. The guest editorial in this issue of C&RL is a voice new to the profession, from a graduate student at Illinois, an ALA Spectrum Scholar and an ARL Diversity Scholar who is addressing a meaningful question.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.900
      Issue No: Vol. 80, No. 7 (2019)
  • In Aggregate: Trends, Needs, and Opportunities from Research Data
           Management Surveys

    • Authors: Abigail Goben, Tina Griffin
      First page: 903
      Abstract: Preliminary data presented at: In Aggregate: Trends, Needs, and Opportunities from Faculty Research Data Management Surveys [presentation]. IASSIST Annual Conference, May 23–26, 2017, Lawrence, KS.A popular starting point for libraries engaging in research data management (RDM) services is a needs assessment (NA); a preliminary count identified more than 50 published NA case studies. However, no overarching analysis has yet been conducted. The authors compared assessments to characterize the case study institution types; establish the target population assessed; discover cross-institutional trends both in the topics covered and the issues identified; and determine remaining gaps in the literature. Thirty-seven studies conducted in the United States were included. Twenty-five were at public, doctoral, highest-research institutions. The most frequently assessed respondents were faculty (n = 3,847). The most frequent topics involved storing, sharing, and maintaining long-term access to data. Gaps include assessing students, staff, and nonfaculty researcher needs; determining needs at various sized and degree-granting institutions; and investigating RDM needs for non-STEM disciplines.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.903
      Issue No: Vol. 80, No. 7 (2019)
  • Dissatisfaction in Chat Reference Users: A Transcript Analysis Study

    • Authors: Judith Logan, Kathryn Barrett, Sabina Pagotto
      First page: 925
      Abstract: This study aims to identify factors and behaviors associated with user dissatisfaction with a chat reference interaction to provide chat operators with suggestions of behaviors to avoid. The researchers examined 473 transcripts from an academic chat reference consortium from June to December 2016. Transcripts were coded for 13 behaviors that were then statistically analyzed with exit survey ratings. When present in the chat, three behaviors explained user dissatisfaction: clarification, transfers, and referrals. The absence of three more behaviors also explained dissatisfaction: ending the chat mutually; maintaining a professional tone; and displaying interest or empathy.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.925
      Issue No: Vol. 80, No. 7 (2019)
  • Everything Not Saved Will Be Lost: Preservation in the Age of Shared Print
           and Withdrawal Projects

    • Authors: Zachary Maiorana, Ian Bogus, Mary Miller, Jacob Nadal, Katie Risseeuw, Jennifer Hain Teper
      First page: 945
      Abstract: This paper’s review of current issues in shared print retention and preservation identifies such shared issues as the cataloging and validation, retention and withdrawal of holdings, loss rates, current condition of holdings, recommendations for the number of copies to retain, and storage environments. Library institutions require a communitywide dialogue assessing practical retention concerns. We hope that our recommendations and discussion will serve as a call to action for further study and greater interest in strong cooperation at both institutional and repository levels, including collaborative action for multiple levels of collection assessments.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.945
      Issue No: Vol. 80, No. 7 (2019)
  • Critical Appraisal of Mathematics Education Systematic Review Search
           Methods: Implications for Social Sciences Librarians

    • Authors: Ashlynn Kogut, Margaret Foster, Diana Ramirez, Daniel Xiao
      First page: 973
      Abstract: Social sciences librarians have an interest in supporting systematic reviews, but the available guidance is focused on health sciences settings. This study contributes guidance specifically for social sciences librarians using the Campbell Collaboration’s standards to evaluate the search methods reported in systematic reviews on K–12 mathematics education. After searching ERIC (EBSCO), Education Source (EBSCO), Academic Search Ultimate (EBSCO), and Compendex (Engineering Village) in April 2018, we included 40 systematic reviews. The reviews were evaluated on the transparency of the reporting and the comprehensiveness of the search as required by the standards. The findings revealed deficiencies in search processes and reporting of search methods. We conclude by discussing the implications of these findings for librarians collaborating with social sciences researchers.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.973
      Issue No: Vol. 80, No. 7 (2019)
  • First Principles: Designing Services for First-Generation Students

    • Authors: Xan Arch, Isaac Gilman
      First page: 996
      Abstract: For many first-generation college students, traditional academic culture and structures can create barriers to their engagement on campus and academic success. To ensure that academic libraries are not also presenting unnecessary challenges to these students, first-generation needs and expectations should be important considerations in library service and facility design initiatives. Drawing on a multidisciplinary literature review and a survey of high school counselors’ experiences advising first-generation students, the current study identifies common needs and challenges of first-generation students and provides correlated recommendations for how libraries can best equip themselves to meet those needs.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.996
      Issue No: Vol. 80, No. 7 (2019)
  • Chinese Students’ Motivations for Overseas versus Domestic MLIS
           Education: A Comparative Study between University of Tsukuba and Shanghai

    • Authors: Patrick Lo, Stuart So, Qianxiu Liu, Bradley Allard, Dickson Chiu
      First page: 1013
      Abstract: Recently, the globalized economy and the rapid growth of developing countries have driven a large number of students to study abroad in different developed countries. To compare the factors affecting their choices, this qualitative study collected data from a series of in-depth one-on-one interviews with twelve Mainland Chinese students who were undertaking a Master’s in Library and Information Science (MLIS) degree program at two different universities (namely, Shanghai University and the University of Tsukuba).In addition to ascertaining the perceptions, perspectives, and experiences of these student participants, we used the “pull” factor framework of Everett Lee to analyze how these graduate students from Mainland China were attracted to an MLIS education in Japan and in Shanghai. Our findings indicated that university reputation was a key academic factor, while many students from diversified undergraduate disciplines were attracted to an MLIS education from a wide range of information-related industries, regardless of the destination of their education. Meanwhile, for students who were considering a destination for their overseas education, they considered the costs of living, tuition fee, geographic proximity to home country, and affinity with the Japanese culture to be factors that are important to their decision making.Our findings may provide valuable insights for LIS educators to improve curriculum designs and practitioners to plan their human resource development, as well as ensuring future MLIS graduates’ employability in the highly global competitive knowledge-driven economy.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1013
      Issue No: Vol. 80, No. 7 (2019)
  • Affective Aspects of Instruction Librarians’ Decisions to Adopt New
           Teaching Practices: Laying the Groundwork for Incremental Change

    • Authors: Elizabeth Galoozis
      First page: 1036
      Abstract: This article addresses the question: How do emotions and emotional labor relate to instruction librarians’ motivations to adopt new teaching practices' Twelve information literacy instruction librarians were interviewed about their motivations to adopt new teaching practices. An initial round of coding was completed using grounded theory, to surface themes of motivations to adopt new teaching practices. In a second round, the themes were retained while further coding was used to identify language reflective of emotion and affective labor, along with five conditions for human motivation identified by Charles J. Walker and Cynthia Symons: competence, autonomy, worthwhile goal-setting, feedback, and affirmation. Using the results of the analysis, suggestions are made for library managers and administrators to lay the groundwork for developing supportive and collegial environments that encourage incremental change and emotional self-reflection.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1036
      Issue No: Vol. 80, No. 7 (2019)
  • Michèle Valerie Cloonan. The Monumental Challenge of Preservation: The
           Past in a Volatile World. Cambridge, MA: The MIT Press, 2018. 280p.
           Hardcover, $30.00 (ISBN: 978-0-262-03773-0).

    • Authors: Harlan Greene
      First page: 1051
      Abstract: In her book The Monumental Challenge of Preservation, author Michèle Valerie Cloonan addresses a wide array of issues, as diverse as they are immense. It’s not just library and information preservation engaging this professor and Dean Emerita of the Graduate School of Library and Information Sciences at Simmons College. Rather, as her subtitle, The Past in a Volatile World, suggests, her scope is broader, and her focus is the preservation of world culture itself, in all its manifestations.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1051
      Issue No: Vol. 80, No. 7 (2019)
  • Jennifer S. Ferguson. Using Authentic Assessment in Information Literacy
           Programs: Tools, Techniques, and Strategies. Lanham, MD: Rowan &
           Littlefield, 2018. 157p. Paper, $45.00 (ISBN 978-1-5381-0481-1).

    • Authors: Joseph Aubele
      First page: 1052
      Abstract: In the field of education, few topics have had the enduring interest of practitioners and researchers alike as assessment. Understanding what students are learning, how they learn, and, more centrally to the concept of authentic assessment, what they are able to do is critical to being an effective educator. An additional layer of complexity exists within academic libraries, as librarians investigate whether a connection (or more than one) exists between librarian-led, library-centric instruction and student outcomes. Within this multilayered conversation is Jennifer Ferguson’s examination of incorporating authentic assessment as part of information literacy. The eight chapters of this relatively slim volume divide the topic of authentic assessment, broadly speaking, into the past, present, and future. The first chapter, “Authentic Assessment Defined,” begins provocatively by asking a series of rhetorical questions regarding the current state of library assessment and challenging the profession with the observation that much of what passes for assessment within libraries “tells us very little about the actual learning that takes place in information literacy instruction.” However, beyond that, until near the end of the book, there is little direct challenge to the status quo. Instead, the bulk of what follows suggests that instructional librarians adopt existing, authentic assessment methods to gain a better understanding of the impact of their instructional efforts.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1052
      Issue No: Vol. 80, No. 7 (2019)
  • Joacim Hansson. Educating Librarians in the Contemporary University: An
           Essay on iSchools and Emancipatory Resilience in Library and Information
           Science. Sacramento, CA: Library Juice Press, 2019. 208p. Paper, $22.00
           (ISBN 978-1-63400-058-1). LC 2019006528.

    • Authors: John M. Budd
      First page: 1054
      Abstract: We can cut straight to the chase at the outset. Every academic library (and most public libraries) should acquire this book. An important note is necessary; the subtitle of the book is more telling of the content than is the main title. This phenomenon actually reflects the expansive treatment that Hansson offers in his critical assessment both of librarianship and of Library and Information Science (LIS) today. Hansson begins his examination by quoting from the piece by Panos Mourdoukoutas, “Amazon Should Replace Local Libraries to Save Taxpayers Money,” which was published in 2018 in Forbes but was almost immediately removed from the magazine’s website due to the intense controversy of the remarks. Fortunately, the article is preserved at The argument was that Amazon provides something better, without tax fees. As Hansson aptly notes, the absence of taxes is replaced by product charges that a large portion of the population cannot pay.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1054
      Issue No: Vol. 80, No. 7 (2019)
  • Amanda Nichols Hess. Transforming Academic Library Instruction: Shifting
           Teaching Practices to Reflect Changed Perspectives. Lanham, MD: Rowman
           & Littlefield, 2018. 195p. Paper, $41.00 (ISBN 978-1-5381-1053-9).
           LCCN 2018-018795.

    • Authors: Jenn Stayton
      First page: 1055
      Abstract: The academic librarian’s evolving teaching identity is the subject of exploration in Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect Changed Perspectives. As a librarian and instructional design expert who also recently served as chair of ACRL’s Information Literacy Frameworks and Standards Committee, Dr. Nichols Hess has a uniquely broad view of the ways in which our expectations of academic librarian instruction are changing as long-held standards are rejected in favor of frameworks and the rigors of traditional standards and practices are exchanged in favor of more fluid information literacy–based learning objectives.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1055
      Issue No: Vol. 80, No. 7 (2019)
  • Trevor Owens. The Theory and Craft of Digital Preservation. Baltimore, MD:
           Johns Hopkins University Press, 2018. 226p. Paper, $34.95 (ISBN

    • Authors: Lisa M. McFall
      First page: 1057
      Abstract: The Theory and Craft of Digital Preservation presents an overview of the issues inherent to undertaking digital preservation, with an eye to getting the reader to understand the theoretical building blocks of the topic so they can develop preservation plans that will meet the unique needs of their collections. The book is written by Trevor Owens, the head of digital content management for library services at the Library of Congress. Owens has been actively involved in digital preservation planning, playing a part in developing the National Digital Stewardship Alliance Levels of Digital Preservation.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1057
      Issue No: Vol. 80, No. 7 (2019)
  • Comics and Critical Librarianship: Reframing the Narrative in Academic
           Libraries. Olivia Piepmeier and Stephanie Grimm, eds. Sacramento, CA:

    • Authors: Lizzy Walker
      First page: 1059
      Abstract: Comics and Critical Librarianship: Reframing the Narrative in Academic Libraries looks at comics librarianship in the context of critical librarianship. Piepmeier and Grimm describe critical librarianship as something that “comes from an intentional engagement with the political and social dimensions of libraries and librarianship, including ideas of neutrality, authorship and authority, and the histories of censorship and affirming cultural divides within our own professions” (4). The chapters held in this important book identify conversations in comics librarianship that are lacking when it comes to collection management and organization, outreach, instruction, how language and classification can affect how comics are seen in academia, and more. The authors contribute needed information to the conversation. This book is a timely and essential addition to academic library literature. The book is split into five distinct sections: the basics, collecting, organizing, teaching, and reaching.
      PubDate: 2019-11-01
      DOI: 10.5860/crl.80.7.1059
      Issue No: Vol. 80, No. 7 (2019)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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