Journal Cover College & Research Libraries
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  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]
  • And Who Will Review the Review(er)s'

    • Authors: Sarah Potvin
      First page: 734
      Abstract: Peer review maintains an implacable presence in the collaborative enterprise of scholarly production. Widely viewed as the “gold standard,” it is considered a requirement for affirming validity and quality, as well as for codifying disciplinary boundaries. As journal editor Richard Smith vividly recalled: “It is the method by which grants are allocated, papers published, academics promoted, and Nobel prizes won. … When something is peer reviewed it is in some sense blessed.”
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.734
      Issue No: Vol. 78, No. 6 (2017)
  • Intellectual Freedom in Academic Libraries: Surveying Deans about Its

    • Authors: Shannon M. Oltmann
      First page: 741
      Abstract: In this study, deans and directors of academic libraries were surveyed about intellectual freedom. The survey found that most respondents said they rarely think about intellectual freedom yet said it was “somewhat” or “very” important in their libraries. Most did not have formal intellectual freedom policies; they often relied on statements from the American Library Association or other library organizations. Copyright/intellectual property, privacy, plagiarism, and academic freedom were the most important concerns related to intellectual freedom. Although this study shed some light on intellectual freedom in academic libraries, further work remains to be done.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.741
      Issue No: Vol. 78, No. 6 (2017)
  • The Information-Seeking Habits of Architecture Faculty

    • Authors: Lucy Campbell
      First page: 761
      Abstract: This study examines results from a survey of architecture faculty across the United States investigating information-seeking behavior and perceptions of library services. Faculty were asked to rank information sources they used for research, teaching, and creativity within their discipline. Sources were ranked similarly across these activities, suggesting broad and eclectic interests. While Internet resources and books were important across the board, e-books were ranked low. As an information source, librarians were also perceived to have less value than peers or even students. Librarians should consider ways to make libraries experiential and inspiring to add value and demonstrate continued relevance in an ever-expanding information field.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.761
      Issue No: Vol. 78, No. 6 (2017)
  • Exploring the Value of Academic Librarians’ Participation in Journal

    • Authors: Megan Fitzgibbons, Lorie Kloda, Andrea Miller-Nesbitt
      First page: 774
      Abstract: Journal clubs are meetings where participants engage in discussion or appraisal of professional literature and research. This study investigates the perceived value of librarians’ participation in journal clubs. Using a hermeneutic dialectic process, we built a construction of the value of journal club participation based on interviews with academic librarians. In the construction, we demonstrate that librarians and their organizations benefit from the informal professional learning that takes place in journal clubs, by developing professional knowledge, building and strengthening communities of practice, increasing research capacity, and closing the research-to-practice gap.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.774
      Issue No: Vol. 78, No. 6 (2017)
  • An Investigation of Factors Impacting the Wellness of Academic Library

    • Authors: Leo S. Lo, Bethany Herman
      First page: 789
      Abstract: The term “wellness” is fast garnering attention on how it affects one’s professional and personal life. This study explores the multi-dimensions of wellness and investigates factors that might impact the “wellness” of employees in academic libraries. The research topic was addressed through quantitative analyses of responses to multiple choice, ranking and qualitative analyses of responses to open-ended items. With a total of 1123 respondents, key findings include: there are statistical relationships between how respondents characterize themselves and how often they felt overwhelmed; the respondents’ age and how often they felt overwhelmed; the respondents’ age and how important they feel eating healthy is; the respondents’ current position and how important is being optimistic is to them.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.789
      Issue No: Vol. 78, No. 6 (2017)
  • The Impact of Academic Library Resources on Undergraduates’ Degree

    • Authors: Krista M. Soria, Jan Fransen, Shane Nackerud
      First page: 812
      Abstract: The purpose of this study was to examine the impact of first-year undergraduates’ (n = 5,368) use of academic library resources in their first year on their degree completion or continued enrollment after four years of study. Propensity score matching techniques were used to construct treatment (library users) and control (library nonusers) groups with similar background characteristics and college experiences. The results suggest that using the library at least one time in the first year of enrollment significantly increased the odds that students would graduate in four years or remain enrolled after four years as opposed to withdrawing from the university. First-year students who used electronic resources and books also had significantly improved odds of graduation over withdrawing, while students who used electronic books and took a library instruction course had significantly improved odds of remaining enrolled over withdrawing.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.812
      Issue No: Vol. 78, No. 6 (2017)
  • Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding
           Scenarios among Authors of Academic Scholarship

    • Authors: Carol Tenopir, Elizabeth D. Dalton, Lisa Christian, Misty K. Jones, Mark McCabe, MacKenzie Smith, Allison Fish
      First page: 824
      Abstract: The viability of gold open access publishing models into the future will depend, in part, on the attitudes of authors toward open access (OA). In a survey of academics at four major research universities in North America, we examine academic authors’ opinions and behaviors toward gold OA. The study allows us to see what academics know and perceive about open access models, their current behavior in regard to publishing in OA, and possible future behavior. In particular, we gauge current attitudes to examine the perceived likelihood of various outcomes in an all-open access publishing scenario. We also survey how much authors at these types of universities would be willing to pay for article processing charges (APCs) from different sources. Although the loudest voices may often be heard, in reality there is a wide range of attitudes and behaviors toward publishing. Understanding the range of perceptions, opinions, and behaviors among academics toward gold OA is important for academic librarians who must examine how OA serves their research communities, to prepare for an OA future, and to understand how OA impacts the library’s role.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.824
      Issue No: Vol. 78, No. 6 (2017)
  • Exploratory Usability Testing of User Interface Options in LibGuides 2

    • Authors: Sarah Thorngate, Allison Hoden
      First page: 844
      Abstract: Online research guides offer librarians a way to provide digital researchers with point-of-need support. If these guides are to support student learning well, it is critical that they provide an effective user experience. This article details the results of an exploratory comparison study that tested three key user interface options in LibGuides 2—number of columns, placement of the navigation menu, and visual integration with the library website—to understand their impact on guide usability. In addition to informing our own design choices, our findings can serve as the basis for further investigation into the connections between student learning and the usability of the LibGuides user interface.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.844
      Issue No: Vol. 78, No. 6 (2017)
  • Forging the Future of Special Collections. Arnold Hirshon, Robert H.
           Jackson, and Melissa A. Hubbard, eds. Chicago: Neal-Schuman, 2016. 202p.
           Paper, $85.00 (ISBN 978-08389-1386-4).

    • Authors: Christopher K. Anderson
      First page: 862
      Abstract: In October 2014, more than two hundred archivists, book collectors, donors, and librarians from the United States and Canada convened at Case Western University in Cleveland, Ohio, to discuss the state of Special Collections in North American libraries. The conference, “Acknowledging the Past, Forging the Future,” was hailed as “a milestone event in assessing the past and projecting the future of special collections.” The edited collection Forging the Future of Special Collections is a product of the sessions and “expands and enriches the ideas presented at the colloquium by including significant additional material from the contributors” (xv). The featured volume of essays is composed of three sections with 17 total chapters. Each chapter summarizes the revised remarks of event commentators and includes an introduction by Robert H. Jackson. Jackson points to the importance of the collection of essays, noting, “The implication is that the future of the book is in our hands. We will control it. We will shape it. The decisions we make as readers, collectors, and special librarians today will determine what happens to our fields tomorrow. This is a hopeful message, and this book presents a hopeful future as well” (xv).
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.862
      Issue No: Vol. 78, No. 6 (2017)
  • Academic Librarianship Today. Todd Gilman, ed. Lanham, Md.: Rowman &
           Littlefield, 2017. 248p. Paper, $55.00 (ISBN 978-1-4422-7875-2).

    • Authors: John M. Budd
      First page: 864
      Abstract: Todd Gilman has put together a first-rate book on the issues facing academic libraries and librarians today. Moreover, he has selected a genuine who’s-who of thinkers and practitioners, each of whom is uniquely able to provide a critical perspective on the fifteen topics included in the book. While some collections of essays are uneven, this volume provides consistently excellent pieces on difficult and complex matters. Each essay is concise, but it is by no means cursory. The volume begins with a superior historical sketch by Deanna Marcum, who definitely has the depth of perspective to offer a thoroughgoing synopsis of the recent past. To augment the history, Marcum connects the past to the present. Barbara Dewey follows with an overview of governance, describing the external and internal intricacies that make up the structural elements of colleges and universities. The scope of inclusion—from state and federal influences all the way to the roles of institutional general counsels and alumni affairs—is extremely difficult to locate elsewhere.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.864
      Issue No: Vol. 78, No. 6 (2017)
  • Mark Aaron Polger and Scott Sheidlower. Engaging Diverse Learners:
           Teaching Strategies for Academic Librarians. Santa Barbara, Calif.:
           Libraries Unlimited, 2017. 164p. Paper, $60.00 (ISBN 978-1-4408-3850-7).

    • Authors: Scott Curtis
      First page: 866
      Abstract: Academic librarians in teaching roles face a recurring challenge to make connections with students that result in student learning of the desired content. Defining “engagement” in terms of these connections, authors Mark Aaron Polger and Scott Sheidlower seek to provide a practical guide to a number of approaches to engaging students in both semester-long and “one-shot” instructional opportunities. With the recognition that our students come to college from a diversity of backgrounds and with a range of learning styles, the authors hope to inspire the reader to seek out and use different techniques to improve student engagement. Unfortunately, the brevity of both their presentation’s original analysis, or synthesis of the cited research, limits the effectiveness of this book in achieving this goal.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.866
      Issue No: Vol. 78, No. 6 (2017)
  • Cinthya M. Ippoliti and Rachel W. Gammons. User-Centered Design for First
           Year Library Instruction Programs. Santa Barbara, Calif.: Libraries
           Unlimited, 2017. 192p. Paper, $60.00 (ISBN 9781440838521). LC 2016-032797.

    • Authors: Alexandra Hauser
      First page: 867
      Abstract: Information literacy is evolving. To address this evolution of library instruction, the authors of User-Centered Design for First Year Library Instruction Programs argue that the student and his or her needs must take center stage when designing library instruction programs. A rapidly changing digital and information landscape requires librarians to adjust how they teach and what content is included in those instruction sessions. The new era of “fake news” requires librarians to move away from focusing on students’ current needs and instead step back to consider the future where critical thinking is the ultimate tool in a student’s toolkit to address unknown issues and information requirements. The Association of College and Research Libraries (ACRL) developed The Framework for Information Literacy in Higher Education in part as a response to this new and seemingly altered landscape where much of the underlying focus is on the students’ personal relationship with information literacy. Ippoliti and Gammons argue that user-centered design can help librarians to incorporate this and other elements of Framework by always keeping users at the center of their thoughts when planning library instruction, a method that should firmly ground an instruction program.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.867
      Issue No: Vol. 78, No. 6 (2017)
  • Timothy Snyder. On Tyranny: Twenty Lessons from the Twentieth Century. New
           York: Tim Duggan Books, 2017. 126p. Paper, $7.99 (ISBN 978-0-8041-9011-4).

    • Authors: Jordan S. Sly
      First page: 868
      Abstract: As social and political winds change, librarians can find themselves in a precarious position depending on the nature of this change. Professional librarians adhere, at least in theory, to the ALA Code of Ethics—a document that outlines our general philosophies on access and censorship with regard to library users. While these guidelines are general, they provide a reasonable framework for handling challenges we are likely to face in the normal service of our jobs. At politically fraught times, however, these guidelines serve as a critical backbone for the ethical practice of our profession. As an example, the passing of the wide-sweeping Patriot Act following the September 11 terrorist attacks created direct practical and ethical dilemmas for librarians across the county by requiring compliance with investigators’ requests for protected documents such as patron borrowing records. When challenged with this circumstance, a group of library directors in New England, the “Connecticut Four” as they became known, stood up for the rights of users and defied the federal government’s order seeking records that, if obeyed, would have conflicted with professional values and ethical standards. The example of the “Connecticut Four” presages one of the aphoristic and disarmingly blunt instructions—“remember professional ethics”—presented in Timothy Snyder’s recent short work On Tyranny: Twenty Lessons from the Twentieth Century.
      PubDate: 2017-08-31
      DOI: 10.5860/crl.78.6.868
      Issue No: Vol. 78, No. 6 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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Fax: +00 44 (0)131 4513327
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