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Journal Cover College & Research Libraries
  [SJR: 2.296]   [H-I: 38]   [497 followers]  Follow
  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]
  • Curating Research Data. Volume One: Practical Strategies for Your Digital
           Repository (ISBN: 978-0-8389-8858-9) and Curating Research Data. Volume
           Two: A Handbook of Current Practice (ISBN: 978-0-8389-8862-6).

    • Authors: Kara Kugelmeyer
      First page: 295
      Abstract: The last decade has seen a marked increase in the creation, analysis and reuse of data by scholars across a wide range of disciples. In response to this trend, the management and curation of data has become increasingly important for libraries in the digital and data age. The increased focus and demand for these library services have generated comprehensive and instructive works, like the ones reviewed here. These volumes, edited and organized by Lisa R. Johnston, are important reads for both seasoned and novice practitioners of data and digital curation. Johnston, an Associate Librarian at the University of Minnesota, serves as the library’s Research Data Management/Curation Lead and the Co-Director of the University Digital Conservancy.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.295
      Issue No: Vol. 79, No. 4 (2018)
  • Trafficking Inspiration

    • Authors: Wendi Arant Kaspar
      First page: 438
      Abstract: It is impossible not to notice how commercialized higher education has become—that so many industry drivers are now factors in the directions and priorities of college and universities. We see it in the Starbucks at the entrance to the library; the outsourcing of non-core functions like food services, grounds-keeping and maintenance; and the external accountability and focus on reporting and return on investment. It's even evident in the research and scholarship created by faculty.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.438
      Issue No: Vol. 79, No. 4 (2018)
  • Outcomes Assessment in Undergraduate Information Literacy Instruction: A
           Systematic Review

    • Authors: Allison Erlinger
      First page: 442
      Abstract: There is a well -established need for academic libraries to demonstrate their impact on student learning, particularly through the application of mea surable o utcomes in information literacy instruction (ILI). Recent literature is replete with articles both outlining the importance of welldesigned assessment as an integral part of ILI and providing examples of the methods being used at particular institutions. This review synthesizes the theoretical and practical literature on ILI assessment in an effort to answer three questions: What do we know about assessment methods and what general recommendations exist' What assessment methods are academic librari ans actually using' How does professional practice compare to existing recommendations'
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.442
      Issue No: Vol. 79, No. 4 (2018)
  • Harder to Find than Nemo: The Elusive Image Citation Standard

    • Authors: Jennifer Yao Weinraub
      First page: 480
      Abstract: New image citation standards need to be developed in order for college and graduate students to meet visual literacy standards. The MLA Handbook, 8th edition, and Chicago Manual of Style, 16th edition, do not adequately clarify how to caption, attribute, and cite images. Other image captioning and citing resources are available, but refer to the MLA and Chicago manuals. Image captions from scholarly journals vary widely and cannot be used as examples for students to follow. Recommendations are also provided for future editions of the MLA Handbook and Chicago Manual of Style.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.480
      Issue No: Vol. 79, No. 4 (2018)
  • Exploring the Research Mindset and Information-Seeking Behaviors of
           Undergraduate Music Students

    • Authors: Joe C. Clark, Jennifer Johnstone
      First page: 499
      Abstract: This article examines the mindset and process of undergraduate music majors conducting research in their discipline. While working with students in a writingintensive music history class, the authors conducted several surveys, focus groups, and task‐based assessments. Results indicated that most were overconfident in their research abilities, lacked experience with the research process, and struggled to locate and properly cite scholarly sources. Based on existing literature, music students exhibited research practices similar to those in other academic fields.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.499
      Issue No: Vol. 79, No. 4 (2018)
  • The Boolean is Dead, Long Live the Boolean! Natural Language versus
           Boolean Searching in Introductory Undergraduate Instruction

    • Authors: M. Sara Lowe, Bronwen K. Maxson, Sean M. Stone, Willie Miller, Eric Snajdr, Kathleen Hanna
      First page: 517
      Abstract: Boolean logic can be a difficult concept for first‐year, introductory students to grasp. This paper compares the results of Boolean and natural language searching across several databases with searches created from student research questions. Performance differences between databases varied. Overall, natural search language is at least as good as Boolean searching. With evidence that students struggle to grasp Boolean searching, and may not use it even after instruction, it could be left out of first‐year instruction, freeing up valuable class time to focus on concepts such as question development and source evaluation. As the Framework for Information Literary does not specifically address Boolean operators, the authors suggest it should have less prominence in first‐year Information Literacy instruction.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.517
      Issue No: Vol. 79, No. 4 (2018)
  • Three Perspectives on Information Literacy in Academia: Talking to
           Librarians, Faculty, and Students

    • Authors: Anna Yevelson-Shorsher, Jenny Bronstein
      First page: 535
      Abstract: This study presents three perspectives on the subject of information literacy skills in academia by examining the perceptions of students, teaching faculty, and librarians. Information literacy (sometime referred to as critical thinking or research skills) has become a crucial set of skills in academic work since developments in informational and technological environments have given students access to vast amounts of information that is often unsupported, unfiltered, and unreliable. Data collected from 32 semi-structured interviews were analyzed using thematic analysis. Findings show that students felt that they lacked adequate information literacy skills, did not receive sufficient help from the faculty, and were unaware of the resources and services the library offered. Professors, however, considered such skills important and expected students to obtain them during their studies. The library staff were aware of students’ difficulties in acquiring these skills and have made efforts to develop programs to remedy the situation. However, these programs were not always successful due to a lack of awareness by students, and the incompatibility of such programs with their needs and the expectations of their instructors. By contrasting the views, needs and expectations of the three populations studied, findings from the study show that greater collaboration and communication between faculty, librarians, and students is needed to improve students’ information literacy skills. The study also provides the LIS field with an outline of an 'ideal' information literacy training for students as it is reflected in the combined views of the participated populations.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.535
      Issue No: Vol. 79, No. 4 (2018)
  • Experiencing Evidence-Based Library and Information Practice (EBLIP):
           Academic Librarians' Perspective

    • Authors: Lili Luo
      First page: 554
      Abstract: This study investigates practitioners’ involvement in Evidence-Based Library and Information Practice (EBLIP) at an academic library. Through focus group interviews, the study reveals that most of the evidence-bases decisions in academic library practice are considered “Know-what (works)” and serve the “instrumental” purpose, seeking to determine what actions will lead to desired outcomes in addressing a specific problem. Practitioners use a wide range of evidence sources to support their decision making. Challenges they encounter in EBLIP related to time, mentoring/training, availability and accessibility of evidence, organizational culture, and personality. Study findings will help increase the awareness of evidence-based practice in academic libraries, deepen the professional understanding of EBLIP, enrich the literature on the topic, and identify important issues pertinent to EBLIP for further exploration.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.554
      Issue No: Vol. 79, No. 4 (2018)
  • Buy, Borrow, or Steal' Film Access for Film Studies Students

    • Authors: Wendy Rodgers
      First page: 568
      Abstract: Libraries offer a mix of options to serve the film studies curriculum: streaming video, DVDs on Reserve, and streaming DVDs through online classrooms. Some professors screen films and lend DVDs to students. But how do students obtain the films required for their courses' How would they prefer to do so' These are among the questions explored using data obtained by surveying students at one Canadian university, and faculty and librarians at ten Canadian universities that offer film studies programs. The study finds that more students are engaging in digital piracy than using the Library Reserve desk, and that faculty and librarians must contend with formats, licenses, and copyright in order to provide effective, legal access. The paper recommends that libraries increase streaming options, collect DVDs for preservation, digitize DVDs when legally possible, screen films in class, investigate social screening spaces, and lobby industry and government for changes to law and practice.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.568
      Issue No: Vol. 79, No. 4 (2018)
  • The Handbook of Art and Design Librarianship, 2nd edition. Paul Glassman
           and Judy Dyki, eds. London, U.K.: Facet Publishing, 2017. 343p. $85.00,
           £69.95 (ISBN 978-1-78330-200-0).

    • Authors: Janis L. DesMarais
      First page: 592
      Abstract: The Handbook of Art and Design Librarianship, second edition, is a collection of thirty essays by nearly forty experts in the field that offers readers insight and advice on this specialized area of librarianship in exclusively postsecondary environments. Divided into six sections, the chapters consider “Roles and Responsibilities,” “Materials and Collection Management,” “Teaching and Learning,” “Knowledge Creation,” “The Physical Environment,” and “Promotion and Sustainability.” Each section is preceded by a brief paragraph that summarizes what the reader can expect from the following chapters and additionally provides perspective on the given topic within the current professional landscape. Chapters close with a list of references perfect for guiding the interested librarian who wants to learn more.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.592
      Issue No: Vol. 79, No. 4 (2018)
  • Michelle Reale. Becoming a Reflective Librarian and Teacher: Strategies
           for Mindful Academic Practice. Chicago, Ill.: ALA Editions, 2017. 144p.
           Paper, $57.00 (ISBN-13: 978-0-8389-1529-5).

    • Authors: Michelle Hendley
      First page: 594
      Abstract: The purpose of Michelle Reale’s book is to “serve as a friendly and informative guide, which is not intended to be exhaustive but instead to start the journey toward reflection” (xiv). Reale is an associate professor at Arcadia University. She has published books on other topics including mentoring and managing students in academic libraries and embedded librarianship. In her recent publication, Reale acknowledges that there is an abundance of detailed books describing reflective practice; however, her work is unique because it is tailored specifically to college librarians. Reale’s book is a pragmatic, well-written and accessible addition to the literature on reflection. It will serve as a practical starting point for librarians who are interested in learning about and practicing reflection.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.594
      Issue No: Vol. 79, No. 4 (2018)
  • Nicole Hennig. Keeping Up with Emerging Technologies: Best Practices for
           Information Professionals. Santa Barbara, Calif.: Libraries Unlimited, an
           imprint of ABC-CLIO, LLC, 2017.

    • Authors: Michael C. McGuire
      First page: 599
      Abstract: At 177 pages, including index, this densely packed volume attempts to address all aspects of the role of an Emerging Technologies Librarian. The first glance or quick flip through a few pages would seem to show a bibliography style of handbook, a list of resources for further consultation. However, once one begins to read through the work, it becomes obvious the book has quite a bit more to offer. The book draws on author Nicole Hennig’s experience at the MIT libraries and her extensive writing, research, and teaching on subjects related to technology and libraries.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.599
      Issue No: Vol. 79, No. 4 (2018)
  • Participatory Heritage. Henriette Roued-Cunliffe and Andrea Copeland,
           eds., for the Chartered Institute of Library and Information
           Professionals. London, U.K.: Facet Publishing, 2017. 213p. Paper. $74.98
           (ISBN 978-1-78330-132-2).

    • Authors: Michael Ryan
      First page: 600
      Abstract: If you work in a college or university library and have ever tried to partner with a community group or heritage organization or are contemplating doing same, you will probably be well served by looking into this slim volume. Comprising nineteen short case studies, the book provides a wide variety of examples of the challenges and issues faced by institutions trying to collaborate with “participatory heritage” groups. Occasionally the partnership succeeds, but often projects pursued with the best of intentions end in frustration and disappointment. The very definition of participatory heritage offered in the introduction implicitly lays out the problems for formally organized, professionally constituted institutions: “Participatory heritage could be thought of as a space, a space in which individuals engage in cultural activities outside of formal institutions for the purpose of knowledge-sharing and co-creating with others. Those engaged with participatory heritage collaborations tend to place importance on content and less importance on medium, process, or professional expertise; thus they acknowledge a diversity of expertise and operate from a premise of shared authority. The collaborations are bottom-up in nature, as they emerge from connections among individuals rather than organizations.” (xv)
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.600
      Issue No: Vol. 79, No. 4 (2018)
  • Undergraduate Research and the Academic Librarian: Case Studies and Best
           Practices. Merinda Kaye Hensley and Stephanie Davis-Kahl, eds. Chicago,
           Ill.: Association of College and Research Libraries, 2017. 348p. $65.00
           (ISBN 978-083898908-1).

    • Authors: Ruth Szpunar
      First page: 602
      Abstract: In this new volume, the editors’ “hope is that with this collection of case studies, librarians come away with not only a better understanding of what undergraduate research entails but also with a clear vision of the potential connections and contributions they can make to support undergraduate research” (xxiv). The book contains 25 short case studies on topics having to do with undergraduate research in various forms. Each chapter contains the following sections: Introduction, Background, Partnerships, Reflection, Assessment, Recommendations/Best Practices, and Conclusion.
      PubDate: 2018-05-02
      DOI: 10.5860/crl.79.4.602
      Issue No: Vol. 79, No. 4 (2018)
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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