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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]
  • The Role and Responsibility of Peer Review

    • Authors: Wendi Arant Kaspar
      First page: 874
      Abstract: This is the last editorial in the series addressing evolving models of peer review. Throughout the year, we have explored different ways in which peer review manifests—in journal articles, in research data, and in professional practice. It has generated conversations about peer review and its relevance in current scholarship and practice, both positive and critical. There have been conversations and comments about the “flaws of traditional peer review.” I hope that these are opportunities for dialogue and growth within the peer review process. Some of the concerns may be around the “traditional” models possibly perceived as driven by commercial publishers and anathema to open access. Or perhaps it is the opinion that peer review perpetuates an elitist framework around “quality.” Or it may be that the process is not transparent enough and thus, provokes skepticism. Each is a valid perspective. Hopefully, though, the conversation does not stop there.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.874
      Issue No: Vol. 78, No. 7 (2017)
  • Preference vs. Authority: A Comparison of Student Searching in a
           Subject-Specific Indexing and Abstracting Database and a Customized
           Discovery Layer

    • Authors: Sarah P.C. Dahlen, Kathlene Hanson
      First page: 878
      Abstract: Discovery layers provide a simplified interface for searching library resources. Libraries with limited finances make decisions about retaining indexing and abstracting databases when similar information is available in discovery layers. These decisions should be informed by student success at finding quality information as well as satisfaction with search interfaces. Students executed searches in two discovery layer configurations and an indexing and abstracting database. While students reported a preference for discovery layers, the articles selected from the indexing and abstracting database were more authoritative. These results illuminate the relative strengths of these tools, informing decisions about resource allocation and discovery configuration.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.878
      Issue No: Vol. 78, No. 7 (2017)
  • Resource Delivery and Teaching in Live Chat Reference: Comparing Two

    • Authors: Paula R. Dempsey
      First page: 898
      Abstract: This study investigates how reference staff at two libraries balance teaching with resource delivery in live chat reference. Analysis of 410 transcripts from one week shows that one library tends to deliver more resources from a wider range of database suggestions, to take more time in chat interactions, and to incorporate more teaching behavior with specific resource links. Two possible reasons for these differences are reference policies and staffing models: one library states that chat is for brief factual questions and monitors chat from a public service point; the other does not state a policy and monitors chat from private offices. Findings are important for staffing responsively, developing effective research guides, and improving teaching in online reference.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.898
      Issue No: Vol. 78, No. 7 (2017)
  • Research Data Management Services in Academic Libraries in the US: A
           Content Analysis of Libraries’ Websites

    • Authors: Ayoung Yoon, Teresa Schultz
      First page: 920
      Abstract: Examining landscapes of research data management services in academic libraries is timely and significant for both those libraries on the front line and the libraries that are already ahead. While it provides overall understanding of where the research data management program is at and where it is going, it also provides understanding of current practices and data management recommendations and/or tool adoptions as well as revealing areas of improvement and support. This study examined the research data (management) services in academic libraries in the United States through a content analysis of 185 library websites, with four main areas of focus: service, information, education, and network. The results from the content analysis of these webpages reveals that libraries need to advance and engage more actively to provide services, supply information online, and develop educational services. There is also a wide variation among library data management services and programs according to their web presence.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.920
      Issue No: Vol. 78, No. 7 (2017)
  • Researchers’ Expectations Regarding the Online Presence of Academic

    • Authors: Anna Mierzecka, Małgorzata Kisilowska, Andrius Suminas
      First page: 934
      Abstract: The article reports the results of a survey conducted among the Polish and Lithuanian academics concerning their information needs and expectations regarding academic library websites. The survey was realized using the technique of Computer-Assisted Web Interviewing (CAWI) on a group of scholars representing sciences and humanities or social sciences and was preceded by desk research consisting of literature review and analysis. Quantitative analysis was carried out on the data provided by 460 respondents. Its findings are discussed in light of earlier research reports. Regardless of the users’ research specialty, accessibility of online resources was revealed as the most important element of an academic library website, although information concerning the traditional or offline function of the library was also highly ranked. Minor differences in information needs were found depending on the age and nationality of the respondents. Access to online sources was revealed as the prevailing information need among the scholars. Moreover, differences in the information behaviors of the scientists and the humanists, widely discussed in literature, prove insignificant with regard to the expectations concerning the online presence of academic libraries. This could result from the development of digital humanities and the new standards imposed on the researchers within the humanities and social sciences, related to the evaluation of academic output performed by the government agencies in both countries. Digital presence of academic libraries still poses challenges, requiring observation of user information behaviors and a redefinition of the librarian’s duties.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.934
      Issue No: Vol. 78, No. 7 (2017)
  • Citations as Data: Harvesting the Scholarly Record of Your University to
           Enrich Institutional Knowledge and Support Research

    • Authors: Leila Belle Sterman, Jason A. Clark
      First page: 952
      Abstract: Many research libraries are looking for new ways to demonstrate value for their parent institutions. Metrics, assessment, and promotion of research continue to grow in importance, but they have not always fallen into the scope of services for the research library. Montana State University (MSU) Library recognized a need and interest to quantify the citation record and scholarly output of our university. With this vision in mind, we began positioning citation collection as the data engine that drives scholarly communication, deposits into our IR, and assessment of research activities. We envisioned a project that might: provide transparency around the acts of scholarship at our university; celebrate the research we produce; and build new relationships between our researchers. The result was our MSU Research Citation application ( and our research publication promotion service ( The application and accompanying services are predicated on the principle that each citation is a discrete data object that can be searched, browsed, exported, and reused. In this formulation, the records of our research publications are the data that can open up possibilities for new library projects and services.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.952
      Issue No: Vol. 78, No. 7 (2017)
  • Information Literacy in the Sciences: Faculty Perception of Undergraduate
           Student Skill

    • Authors: Heather Brodie Perry
      First page: 964
      Abstract: Academic librarians need reliable information on the needs of faculty teaching undergraduates about seeking and using information. This study describes information gathered from semistructured interviews of teaching faculty in the sciences from several Boston-area colleges. The interview results provided insight into science faculty attitudes toward student research skill and ability. Faculty articulated what they wanted from students seeking research articles, including finding where the gaps were. They described their concerns about threats to research integrity including conflicts of interest and Open Access publishing. Study results will prove useful for librarians trying to better serve the needs of their science faculty.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.964
      Issue No: Vol. 78, No. 7 (2017)
  • Research Needs and Learning Format Preferences of Graduate Students at a
           Large Public University: An Exploratory Study

    • Authors: Hilary Bussell, Jessica Hagman, Christopher S. Guder
      First page: 978
      Abstract: This article reports on a study of research needs and learning preferences of graduate students at a public research university. A sequential exploratory mixed-method design was used, with a survey instrument developed from an initial qualitative stage. Significant differences were found between master’s and doctoral students’ and on-campus and online students’ confidence with several research skills. Graduate students overall prefer asynchronous online options and in-person workshops over synchronous online instruction and in-class presentations for learning research skills. The article concludes with a discussion of the value of the sequential exploratory mixed-method design for informing practice at an individual institution.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.978
      Issue No: Vol. 78, No. 7 (2017)
  • Andrea Baer. Information Literacy and Writing Studies in Conversation:
           Reenvisioning Library-Writing Program Connections. Sacramento, Calif.:
           Library Juice Press, 2016. 202p. Paper, $28.00 (ISBN 978-1-63400-021-5).
           LC 2016031944.

    • Authors: Melissa Anderson
      First page: 999
      Abstract: Information literacy and composition are two areas of intensifying instructional focus in higher education today, especially since the adoption of the Framework for Success in Postsecondary Writing by the Council of Writing Program Administrators (WPA) in 2011 and the Framework for Information Literacy for Higher Education by the ACRL in 2015. Information Literacy and Writing Studies in Conversation presents a thoughtful and concise discussion of the history and institutional structures that have shaped how both composition and information literacy are taught at the university level with particular focus on the opportunities for collaboration presented by the similarly theorized frameworks. Currently Instructional Services Librarian at the University of West Georgia, Andrea Baer’s perspective on these two disciplines is also informed by her doctoral studies in comparative literature and her experience teaching English and composition. Baer’s numerous publications and presentations on the pedagogy of information literacy, the intersection of composition and information literacy, and the instructional implications of the ACRL’s Framework for Information Literacy for Higher Education make her voice an important one in the growing body of work on the potential for partnerships between librarians and writing program faculty. With its succinct analysis of both opportunities and obstacles to collaboration, and its plentiful references suggesting areas for further exploration, the book is particularly useful for instruction librarians and writing program faculty currently looking for ways to enrich current instructional offerings and expand beyond traditional one-shot library sessions.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.999
      Issue No: Vol. 78, No. 7 (2017)
  • Rewired: Research-Writing Partnerships within the Frameworks. Randall
           McClure, ed., for the Association of Research Libraries. Chicago: American
           Library Association, 2016. 303p. Softcover, $68.00 (ISBN

    • Authors: Deborah Garson
      First page: 1001
      Abstract: Attending the “Creating Knowledge VIII” 2016 conference (Reykjavik, Iceland) I was delighted to find conference sessions addressing the integration of writing and research for students. One session was titled “We have to talk about collaboration”: a presentation on a partnership between the University Library and the Writing Centre at Umea University, Sweden.Rewired: Research-Writing Partnerships within the Frameworks, edited by Randall McClure, extends this conversation to development of, partnerships with, and assessment of information literacy and writing as collaborative and integral foundations of academic research.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.1001
      Issue No: Vol. 78, No. 7 (2017)
  • Engaging with Records and Archives: Histories and Theories. Fiorella
           Foscarini, Heather MacNeil, Bonnie Mack, and Gillian Oliver, eds. London:
           Facet Publishing, 2016. Paper, $85.00 (ISBN 978-1-78330-158-4).

    • Authors: Harlan Greene
      First page: 1003
      Abstract: For participants, the ferment and excitement of an intellectual conference can almost seem palpable. The presentation of papers on a field’s varied facets can be stimulating—enough to prompt a professional’s rededication to his or her discipline. For those left back at work, however, there is only the consolation of the conference’s published proceedings. For that to be successful, it takes good papers, insightful editors, and very deft editing. In Records and Archives: Histories and Theories, a selection of papers from the Seventh International Conference on the History of Records and Archives (held in Amsterdam July 29–31, 2015), they all come together almost seamlessly.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.1003
      Issue No: Vol. 78, No. 7 (2017)
  • Developing Digital Scholarship: Emerging Practices in Academic Libraries.
           Alison Mackenzie and Lindsey Martin, eds. Chicago: ALA Neal Schuman, 2016.
           184p. Paper, $70.00 (ISBN: 978-0-8389-1555-4). LC 2017289052.

    • Authors: Andrea Kosavic
      First page: 1004
      Abstract: This work is a welcome addition to published research in the area of digital scholarship, boasting an international lens and the helpful integration of the theoretical with the practical. The editors, Alison Mackenzie and Lindsay Martin, both from Edge Hill University in England, bring to the work their ample leadership experience in the areas of e-learning and learning technology.This book will be of greatest value to those in the academic library community with a focus in the area of digital scholarship. Those charged with leadership in this space will find inspiration from the authors, including strategies for repositioning the library as an expert partner as well as innovative suggestions for strategic expansion in a time of scant resources. All readers will welcome the generous integration of case studies illustrated with helpful visuals. Readers seeking specific counsel in the area of digital humanities will find only thematic parallels.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.1004
      Issue No: Vol. 78, No. 7 (2017)
  • Mary Snyder Broussard. Reading, Research, and Writing: Teaching
           Information Literacy with Process-Based Research Assignments. Chicago:
           Association of College and Research Libraries, 2017. 140p. Paper, $40.00
           (ISBN 978-0-8389-8875-6).

    • Authors: Mark Shelton
      First page: 1005
      Abstract: Any academic librarian involved in reference and instruction can point to many titles that examine information literacy. In the case of Mary Broussard’s Reading, Research, and Writing: Teaching Information Literacy with Process-Based Research Assignments, the reader will find a book that takes a more holistic view on the subject. In this case, that view also includes exploring how reading and the writing process are as important as and critically connected to the research process.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.1005
      Issue No: Vol. 78, No. 7 (2017)
  • Connie Strittmatter and Virginia K. Bratton. Teaching Plagiarism
           Prevention to College Students: An Ethics-Based Approach. Lanham, Md.:
           Rowman & Littlefield, 2016. 158p. Hardbound, $75.00 (ISBN
           1-4422-6440-3). LC 2016-012049.

    • Authors: Marisa Soltz
      First page: 1007
      Abstract: “The goal of this book is to introduce a new approach for delivering plagiarism prevention instruction.” Stated in the preface, the authors start with their goal for the book and work backward. Plagiarism is an unethical behavior, so changing student attitudes toward this behavior is the key to decreasing plagiarism rates. Written by Connie Strittmatter, the head librarian for access services at Boston College, and Virginia K. Bratton, an associate professor of management in the Jake Jabs College of Business and Entrepreneurship at Montana State University, this book is for librarians and primary course instructors who provide plagiarism prevention instruction. Plagiarism prevention instruction should exist at the institutional level, or at the very least, the departmental level to constitute change.
      PubDate: 2017-10-30
      DOI: 10.5860/crl.78.7.1007
      Issue No: Vol. 78, No. 7 (2017)
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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