for Journals by Title or ISSN
for Articles by Keywords
help
Followed Journals
Journal you Follow: 0
 
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Journals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover
College & Research Libraries
Journal Prestige (SJR): 1.389
Citation Impact (citeScore): 2
Number of Followers: 525  

  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]
  • Approaching a New Year—And a New Look for the Journal

    • Authors: Wendi Arant Kaspar
      First page: 860
      Abstract: In this last issue of the volume year, it is a good time to communicate some changes that we will be implementing to the journal. Some may be more welcome than others but all of them have been considered and discussed with the Editorial Board and ALA Production staff with the hope that it will provide a more streamlined process for the journal without compromising the experience of the readers or authors.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.860
      Issue No: Vol. 79, No. 7 (2018)
       
  • Is There a Racial Wage Gap in Research Libraries' An Analysis of ARL
           Libraries

    • Authors: Quinn Galbraith, Heather Kelley, Michael Groesbeck
      First page: 863
      Abstract: Racial equality has been of great importance to the Association of Research Libraries (ARL), as seen through various initiatives. However, in recent years, little research has been done regarding the racial wage gap in ARL libraries. Researchers used thirty-five years of raw ARL salary survey data to examine the wage gap between racial minorities and nonminorities (whites). Using this data, researchers created a model that controlled for institution, years of experience, years of experience squared, position, law or medical library, and sex to better understand the nature of the racial wage gap. This model shows that the gap has gradually closed over the years and that there is no longer a statistically significant wage gap between racial minorities and nonminorities in ARL libraries today.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.863
      Issue No: Vol. 79, No. 7 (2018)
       
  • Lived Experience of Academic Librarians of Color

    • Authors: Juleah Swanson, Azusa Tanaka, Isabel Gonzalez-Smith
      First page: 876
      Abstract: Lived experience encompasses the perceptions, feelings, and context of an individual’s human experience. Researching lived experience can be a way of understanding identity, emotions, perceptions, and contexts to develop a more thoughtful understanding of human experience. This research explores the following questions: what are the lived experiences of people of color who work as academic librarians in the profession; what are the contexts of their experiences; and how do these librarians see themselves' Through qualitative research using a phenomenological approach, this research reveals the complex, nuanced, and varied lived experiences of academic librarians of color navigating a predominantly white profession.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.876
      Issue No: Vol. 79, No. 7 (2018)
       
  • How Do you Work' Understanding User Needs for Responsive Study Space
           Design

    • Authors: Asha L. Hegde, Patricia M. Boucher, Allison D. Lavelle
      First page: 895
      Abstract: The academic library is changing. No longer simply a warehouse of information, the university library is a place for students and patrons to study, collaborate, socialize, and learn through social activities.1 This change in use reflects a paradigmatic shift from understanding the library as information repository to understanding the library as ‘place,’ ‘third space,’ and/or ‘learning commons.’ As the paradigm of the academic library changes, it transforms academic library design.2 Because the conceptual basis of current academic library design is still changing away from traditional academic library spaces, it is necessary to continuously evaluate user needs and desires for study spaces, and what makes an ideal study space, to keep the design of academic libraries relevant to its patrons.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.895
      Issue No: Vol. 79, No. 7 (2018)
       
  • Design and Implementation of a Study Room Reservation System: Lessons from
           a Pilot Program Using Google Calendar

    • Authors: Shira Atkinson, Kirsten Lee
      First page: 916
      Abstract: Collaborative work spaces within academic library settings are becoming increasingly important as libraries consider their roles in the twenty-first century. This paper considers the value of implementing a room reservation effort as part of the larger drive toward creating viable collaborative work spaces and discusses how to effectively manage a room reservation system. This paper presents a pilot study of the effectiveness of Google Calendar appointment slots as a room reservation system in a library setting at Fordham University, a major university in New York City. In a one-semester study, staff tracked usage trends among different user types and evaluated the efficiency of their selected room reservation system. Through this evaluation, staff determined that Google Calendars is technically equipped to provide a free but very basic room reservation system for academic libraries but that it requires considerably more upkeep and management by staff than more costly or open source options. Results of this study can be used to guide future decisions regarding room reservation policies and system requirements.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.916
      Issue No: Vol. 79, No. 7 (2018)
       
  • Academic Freedom and Librarians’ Research and Scholarship in
           Canadian Universities

    • Authors: Mary Kandiuk, Harriet M. Sonne de Torrens
      First page: 931
      Abstract: This study examines the extent to which librarians employed at Canadian universities have academic freedom protection with respect to the right and responsibility to engage in research and scholarship as part of their normal workload and the right to pursue unrestricted lines of inquiry in research and scholarship. An analysis of the terms and conditions of employment for Canadian academic librarians and the results of a nationwide survey reveal that the majority are protected by academic freedom in their contractual agreements. The findings also reveal that the inclusion of research and scholarship as part of normal workload is a challenge for many librarians, definitions for research and scholarship vary across institutions, and time constraints impede the ability of librarians to conduct research and scholarship.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.931
      Issue No: Vol. 79, No. 7 (2018)
       
  • Parallel Lines: A Mixed Methods Impact Analysis of Co-Curricular Digital
           Literacy Online Modules on Student Results in First-Year Nursing

    • Authors: Fiona Russell, Chris Rawson, Chrissy Freestone, Michael Currie, Blair Kelly
      First page: 948
      Abstract: An important component of the academic health librarian role is the establishment of interventions to support the development of student skills in evidence-based practice. It is important for practicing librarians to evaluate their activities to determine effectiveness and to inform decision making and best practice in librarianship. A series of six online modules was developed for a core first-year Bachelor of Nursing unit. Modules were subsequently investigated for impact on student learning of evidence-based practice by determining any correlation between students’ completion of the modules and their academic performance. The level of students’ interest and engagement was also examined through a survey about their experiences of and attitudes toward the modules. A positive correlation was found between module completion and attainment of higher grades by students. Feedback from the survey indicated that students engaged positively with the modules.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.948
      Issue No: Vol. 79, No. 7 (2018)
       
  • The Right to Be Forgotten and Implications on Digital Collections: A
           Survey of ARL Member Institutions on Practice and Policy

    • Authors: Virginia Dressler, Cindy Kristof
      First page: 972
      Abstract: In the spring of 2017, digital librarians and digital collection managers at member institutions of the Association of Research Libraries (ARL) were surveyed on practices and policies surrounding takedown requests in openly accessible digital collections. The survey collected basic demographic information surrounding the digital repositories (anonymized) and presented a series of hypothetical scenarios for respondents to consider and reflect upon. The survey received a 25.8 percent response rate, with many intriguing insights. Survey findings are presented, along with a discussion on future recommendations for work in this area.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.972
      Issue No: Vol. 79, No. 7 (2018)
       
  • Developing Librarian Competencies for the Digital Age. Jeffrey G. Coghill
           and Roger G. Russell, eds. Lanham, Md.: Roman & Littlefield, 2017.
           180p. Paper, $41.00 (ISBN 978-1-4422-6444-1).

    • Authors: Lisa M. McFall
      First page: 991
      Abstract: Developing Librarian Competencies for the Digital Age presents an overview of issues librarians face as the world has shifted to a more digital-centric approach and provides suggestions of areas in which librarians should hone their skills to meet the changing demands of their customers. Edited by Jeffrey G. Coghill, outreach librarian and the director of Eastern AHEC Library Services, and Roger G. Russell, assistant director for user services, both of East Carolina University’s William E. Laupus Health Sciences Library, this book was written to dive into new trends in librarianship. It counsels readers on how to gain expertise in a field that is increasingly evolving due to the impact of technology on how it meets its core function of service.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.991
      Issue No: Vol. 79, No. 7 (2018)
       
  • Nicole A. Cooke. Information Services to Diverse Populations: Developing
           Culturally Competent Library Professionals. Santa Barbara, Calif.:
           Libraries Unlimited, 2017. 166p. Paper, $65.00 (ISBN 978-1-4408-3460-8).
           LC 60-31669.

    • Authors: Laura Costello
      First page: 992
      Abstract: Information Services to Diverse Populations is designed to provide a foundational understanding of diversity issues for LIS graduate students, but it can also serve as an important resource for current library professionals who may not have had an opportunity to study diversity and social justice issues. The book primarily focuses on developing cultural competencies in library practice and is suitable for all library staff, not only those occupying patron-facing positions. Developing inclusive library services and support for diversity across all library organizations should be a primary goal of all information professionals, and this book is able to provide a strong foundation for developing organizational empathy, creating the foundation for accessible and equitable services, and establishing libraries that are actively welcoming to all patrons.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.992
      Issue No: Vol. 79, No. 7 (2018)
       
  • Creating the High-Functioning Library Space: Expert Advice from
           Librarians, Architects, and Designers. Marta Mestrovic Deyrup, ed. Santa
           Barbara, Calif.: Libraries Unlimited, 2017. 158p. Paper $70.00 (ISBN
           978-1-4408-4058-6).

    • Authors: Dana Hart
      First page: 994
      Abstract: In my mind, renovations and expansions fall into the same category as fundraising and staff supervision: no one ever mentioned them in library school, but somehow they sneaked in and became my entire job. Unlike most other administrative functions, however, major renovations and expansions come along rarely, and most librarians will work on only a scant few such projects in their careers, if any. That means the majority of library administrators overseeing building projects are either doing it for the first time or haven’t done so in quite a while. Happily, we can now count Creating the High-Functioning Library Space in our toolkit for library-building projects.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.994
      Issue No: Vol. 79, No. 7 (2018)
       
  • Mary Francis. The Fun of Motivation: Crossing the Threshold Concepts
           (Publications in Librarianship No. 71). Chicago, Ill.: Association of
           College and Research Libraries, 2017. 184p. $48.00 (ISBN
           978-0-8389-8933-3).

    • Authors: Amy Frazier
      First page: 995
      Abstract: The purpose of Mary Francis’ book is to make a persuasive case in favor of bringing fun into library instruction in an academic setting and to provide a structured approach for doing so that is rooted in the ACRL Threshold Concepts. Mary Francis is an associate professor of library science as well as a reference and instruction librarian at Dakota State University. The book is a pragmatic-minded, approachable volume designed to introduce readers to the benefits of including fun as an element in instructional design and the theories underlying fun as a motivational tool, as well as provide a set of example lesson plans that integrate fun and specifically address the ACRL Threshold Concepts.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.995
      Issue No: Vol. 79, No. 7 (2018)
       
  • Dave Harmeyer and Janice J. Baskin. Implementing the Information Literacy
           Framework: A Practical Guide for Librarians. New York: Rowman &
           Littlefield, 2018. 279p. Paper, $65.00 (ISBN 978-1-5381-0757-7). LC
           2017048324.

    • Authors: Scott Curtis
      First page: 996
      Abstract: In 2015 the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education replaced the Information Literacy Competency Standards for Higher Education, the latter document being rescinded by ACRL. With the removal of the Standards from the ACRL website entirely, the decisive nature of this change has had profound effects on the teaching of information literacy in academic libraries. Gone were the Standards with their clear statements about what an information-literate student will be capable of accomplishing. In their place the Framework provided six now-familiar threshold concepts called “frames,” introducing new levels of flexibility and adaptability to information literacy education. However, the Framework does not recommend best practices or guidelines for teaching these frames. The utility of the information literacy frames clearly extends beyond the “walls” of the library to the classroom, where teaching faculty may find the concepts have a natural fit within their subject curriculum. What should be the nature of librarians’ collaborations with faculty' Dave Harmeyer and Janice J. Baskin’s book aims to provide practical assistance to librarians and classroom faculty in using the Framework to collaborate in teaching students to think conceptually about information literacy, as well as having the intellectual tools to learn new information literacy skills throughout their lives. The authors use their experiences as an academic librarian and a professor of English to describe how the Framework can be addressed from both library and classroom perspectives.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.996
      Issue No: Vol. 79, No. 7 (2018)
       
  • Kevin Michael Klipfel and Dani Brecher Cook. Learner-Centered Pedagogy:
           Principles and Practice. Chicago, Ill.: ALA Editions, 2017. 208p. Paper,
           $60.00 (ISBN 978-0-8389-1557-8). LC 2016058814.

    • Authors: Melissa Anderson
      First page: 998
      Abstract: With the growing focus on student engagement, retention, and success in the academy, recent scholarship in librarianship has paid increasing attention to learner-centered teaching practices and how they might improve learning outcomes for information literacy instruction. University of Southern California’s Kevin Michael Klipfel and University of California at Riverside’s Dani Brecher Cook have tackled this subject in a compact book, at once theoretical and practical, that both outlines the foundations and history of learner-centered pedagogies and provides useful examples and suggestions for incorporating them in diverse teaching contexts. Drawing heavily from the work of Carl Rogers, the originator of person-centered therapy and a theorist of psychology-based educational practices as well, Klipfel and Cook provide working definitions of learner-centered pedagogy, significant learning, and other important and related concepts. They also summarize current research demonstrating the effectiveness of learner-centered teaching practices. The overall premise of the book is relatively simple, yet it is still transformative of much of what we do in teaching contexts: students retain and are able to apply more of what they learn when instructors place who they are as people at the center of the learning experience. Klipfel and Cook demonstrate how this essential principle of learner-centered pedagogy, much discussed in education theory more generally, applies specifically to librarianship and to information literacy instruction in fundamental ways. For readers relatively unfamiliar with learner-centered pedagogy, the book also includes templates for research worksheets and other resources that can be downloaded from the ALA website that are helpful for those trying to incorporate learner-centered teaching principles into their own practices for the first time.
      PubDate: 2018-10-31
      DOI: 10.5860/crl.79.7.998
      Issue No: Vol. 79, No. 7 (2018)
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-