bluuebunny/crossref_metadata_2025 huggingface dataset:
Science Information Literacy Tutorials and Pedagogy
Authors: Li Ping
Published: February 2016

Objective – This study examined information literacy tutorials in science. The goals of the research were to identify which of the information literacy standards for science, engineering and technology were addressed in the tutorials, and the extent that the tutorials incorporated good pedagogical elements.

Methods – The researcher chose for review 31 of the tutorials selected by members of the ACRL Science & Technology Section (STS) Information Literacy Committee. She carefully analyzed the tutorials and developed a database with codes for the topic of each tutorial, the STS information literacy standard(s) addressed by the tutorial, and whether good pedagogical elements were incorporated. The entire analysis and coding procedure was repeated three times to ensure consistency.

Results – The tutorials analyzed in this study covered various subjects and addressed all the (STS) information literacy standards. The tutorials presented information clearly and allowed users to select their own learning paths. The incorporation of good pedagogical elements was limited, especially in relation to active learning elements.

Conclusions – Web tutorials have been accepted as effective information literacy instruction tools and have been used to teach all elements of the STS information literacy standards. Yet, ensuring they provide a real learning experience for students remains a challenge. More serious thought needs to be given to integrating good pedagogy into these instructional tools in order to attain deep learning.
Time for Reflection and Planning
Authors: Brettle Alison
Published: February 2016

No abstract.
The Balanced Scorecard: A Systemic Model for Evaluation and Assessment of Learning Outcomes?
Authors: Bielavitz Tom
Published: February 2016

Objective – The goal of this paper is to explore using Kaplan and Norton’s balanced scorecard methodology as a systemic model for outcomes assessment. The expectations of academic accrediting agencies have shifted from measurement of inputs and outputs to that of the library’s impact on learning and demonstrating accountability. Recent literature has presented methods for performing specific aspects of outcomes assessment. However, the scorecard methodology may provide a systemic advantage beneficial to library administrators and managers.

Methods – This paper provides a selective review of outcomes assessment in academic libraries and a description of the balanced scorecard methodology, focusing on its relevance to assessment and demonstration of accountability.

Results – A theoretical scenario is outlined, including examples of a scorecard used for outcomes assessment. For each example, the benefits of using a systemic approach are examined.

Conclusions – Using a systems-thinking approach to outcomes assessment may provide significant advantages to library administrators and managers. As the model includes traditional methods of outcomes assessment, the scorecard approach adds elements of process improvement, identification of the inputs and outputs that create outcomes, and a tool for communicating accountability for resources.
Quality of Student Paper Sources Improves after Individual Consultation with Librarians
Authors: Newton Miller Laura
Published: February 2016

Objective – To determine whether the quality of sources used for a research paper will improve after a student receives one-on-one instruction with a librarian. To test citation analysis and a rating scale as means for measuring effectiveness of one-on-one consultations.

Design – Citation analysis.

Setting – Academic library of a large American university.

Subjects – Papers from 10 courses were evaluated. In total, 76 students were asked to meet with librarians. Of these, 61 actually participated. Another 36 students from the control group were not asked to meet with a librarian (although 1 partook in a consultation).

Methods – Librarians invited faculty to participate in a new service to help improve quality of student research papers. Eligible courses included those with a required research paper component where papers could be evaluated at different times in the project. Faculty instructed students in the class to meet with the librarian after a first draft of a paper was written. Students from seven courses were asked to meet with a librarian. Courses included English Composition (2), Geography (1), Child Development (1), Occupational Therapy (1), Marketing (1) and Women Writers (1). Three courses acted as control groups (all English Composition). After meeting with students to make recommendations, librarians used a rating scale (measuring relevancy, authority, appropriate dates and scope) to review the quality of sources in both drafts and final papers.

Main Results – One-on-one consultations with a librarian resulted in sources being of a higher quality in the final paper. With the exception of authority, the differences between draft and final paper were statistically significant in all measures (overall quality, relevance, dates and scope). Those in the control group showed no improvement in quality of sources between draft and final paper.

Conclusion – Quality of sources in final paper improves after one-on-one consultations with librarians. The use of a rating scale is helpful in objectively measuring quality of sources, although there is potential for subjective interpretation.
Evidence of Impact
Authors: Brettle Alison
Published: February 2016

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Library and Information Science Research Coalition in the UK Launches First National Conference
Authors: Koufogiannakis Denise
Published: February 2016

No abstract.
Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings
Authors: Martin Jason
Published: February 2016

Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors.

Design – Mixed methodology consisting of interviews and an assessment test.

Setting – Three Canadian business schools.

Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools.

Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools.

Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately

funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement.

Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.
Better Collaborative Working is Likely to Increase Uptake of Library Resources in a University Setting
Authors: Loy John
Published: February 2016

A review of:

Hightower, Barbara, Carolyn Rawl, and Michelle Schutt. “Collaborations for Delivering the Library to Students Through WebCT.” Reference Services Review 35.4 (2007): 541-51.

Objectives – To ascertain the extent to which university faculty members are integrating library resources within the WebCT course management system / managed learning environment. Also, to identify the reasons why faculty members are not integrating library resources within WebCT, and to explore their willingness to do so in future.

Design – Case study with survey questionnaire and selected interview follow up.

Setting – Urban campus of Auburn University in Montgomery, Alabama, United States of America.

Subjects – One hundred and two members of faculty received a questionnaire. Five follow-up interviews were conducted.

Methods – One hundred and two members of faculty with WebCT-supported courses received a questionnaire. They were asked to indicate if they linked to library resources, and if so which specific ones (e.g. library homepage, online catalogue, etc.). If they did not link to library resources they were asked to indicate the reason why not, either by selecting one or more of five pre-selected reasons, or by detailing their own.

Follow-up interviews were conducted with five respondents, two of whom (Education and Nursing) linked to library resources, and three of whom (from Business, Education and Science) did not.

Server log reports were also examined to identify how many students were entering library resources from WebCT.

Main Results – The survey response rate was 28% (29 individuals), and of these Nursing and Sciences were the highest users with 7 individuals in each faculty.

Of the 29 respondents only 7 (24%) currently linked to library resources. Nursing were the biggest group with 10 links (38% of the total), Science with 6 (23%) and 5 each from Liberal Arts and Education (19%). The resources chosen to link to were

• Article databases (6)

• Library homepage (5)

• Ask a Librarian e-mail service(3)

• Net library e-book collection (3)

Six other library resources scored lower and two were not linked to at all.

While few respondents actually provided links at present, 77% of those did express an interest in doing so in the future. Almost a third of respondents asked to be contacted to learn more about how to provide links and to learn more about library services.

Only 57 incidents of students linking through to library resources from WebCT occurred in the study period.

Conclusion – Numbers of faculty currently providing links from WebCT to the library is very small, and few students find their way to library resources via this route. However, interest generated by the survey and follow up indicates that this may be a valuable means of promoting library resources.
Weaving Evidence, Reflection, and Action into the Fabric of School Librarianship
Authors: Gordon Carol A. , Todd Ross J.
Published: February 2016

*
Frequent Internet Users May Prefer More Health Care Information and Participation in Decision-Making
Authors: Tewell Eamon C.
Published: February 2016

Objective – To determine whether there is a significant relationship between patients’ frequency of Internet use and their health care information and decision-making preferences.

Design – Cross-sectional questionnaire survey.

Settings – Undergraduate classes at a large state university and senior-oriented computer classes at public libraries and senior centers.

Subjects – 438 respondents, including 226 undergraduates (mean age 20) and 212 community-dwelling older adults (mean age 72).

Methods – Respondents were administered the Health Information Wants Questionnaire (HIWQ), a 21-item instrument designed to measure preferences for 7 types of health information and decision-making, in group settings.

Main Results – The younger age group spent significantly more time online compared to the older age group. Frequent Internet users in both populations expressed an overall preference for more information regarding diagnosis, but less information for psychosocial and health care provider concerns. Internet use was positively correlated to the overall preference rating, leading the researchers to suggest that, as a whole, regular Internet users prefer more information and independence in decision-making.

Conclusions – The study concludes that Internet use frequency is associated with an overall preference for obtaining health information and participating in decision making. Internet use as related to different types of preferences is inconsistent. Age was not found to be associated with the overall preference rating, and time spent online is proposed to be a stronger indicator of respondents’ health information preferences. The authors suggest that future studies utilizing the HIWQ take a longitudinal approach in order to better track how patient preferences for information may evolve over time.
Research into the Impact of Facebook as a Library Marketing Tool is Inconclusive
Authors: Haglund Lotta , Herron David
Published: February 2016

A Review of:

Xia, D. Z. (2009). Marketing library services through Facebook groups. Library Management 30(6/7), 469-477.

Objective – To investigate whether Facebook Groups are useful for library marketing.

Design – Content analysis of membership and activity of university library-related Facebook Groups.

Setting – Two global Facebook Groups, and the Facebook Groups of two academic libraries in the US (Rutgers University and Indiana University, both with populations in excess of 30 000 students).

Subjects – A total of 28 Facebook Groups were analyzed.

Methods – Facebook global Groups are open to all users, while Groups based in a network (e.g., a university) only allow access for those in the network. Therefore, to collect data, the

author used personal connections to log on to members’ profiles within university networks.

The 26 university Groups were selected by searching Facebook for Groups belonging to the two university networks, using the word “library.” Groups unrelated to library business were discarded. A total of 11 Groups within the Rutgers network were analyzed. Of these, only one was organized by a librarian; the rest were organized by students. From Indiana, 15 Groups were identified, three of which were organized by librarians.

In Table 1 (p. 474), all Groups are listed: 2 global Groups and 26 Groups within the two university networks. The author then visited all Groups, read all posts, and recorded the total number of members; status of each member, divided into faculty, staff and students; dates of first and last post; and discussion activity. The author analyzed group activity by keeping a tally of how often each member participated in discussions, as there was no way to see the number of times a member returned. The author also paid special attention to Groups with a large number of staff and faculty members, to gain information about the efforts of librarians to support or start new Groups.

Main Results – There were a total of 652 members in the 26 university Groups (mean number of members was 25, ranging from 2 - 176). The two global Groups had a total of 12,665 members.

Students were most active at starting new Groups, but these were on average very small (around 20 members), with very little discussion. Most discussions focused on limited topics or were event-driven, and therefore failed to retain member participation. The most active Facebook Groups were the global Groups. These Groups had a high staff and faculty membership, and librarians played an important role in promoting and maintaining group discussions.

Conclusion – According to the author, a successful Facebook Group should be managed by active organizers, and discuss a broad range of topics. Good examples of active Groups were the two global Groups. Group activity should be diverse, include discussion topics and wall posts, as well as messages sent to group members. The messages were found to be critical for library marketing as they appear as personal messages in members’ inboxes.
EBLIP and Public Libraries
Authors: Ryan Pam
Published: February 2016

No abstract.
Research Methods: Interviews
Authors: Wilson Virginia
Published: February 2016

No abstract.
Employers’ Perspectives on Future Roles and Skills Requirements for Australian Health Librarians
Authors: Lewis Suzanne , Hallam Gillian , Ritchie Ann , Clark Catherine , Hamill Cheryl , Foti Melanie , O'Connor Patrick
Published: February 2016

Objective – This study, which comprises one stage of a larger project (ALIA/HLA Workforce and Education Research Project), aimed to discover employers’ views on how (or whether) health librarians assist in achieving the mission-critical goals of their organizations; how health librarians contribute to the organization now and into the future; and what are the current and future skills requirements of health librarians.

Methods – Each member of the project group approached between one and five individuals known to them to generate a convenience sample of 22 employers of health librarians. There were 15 semi-structured interviews conducted between October and November 2010 with employers in the hospital, academic, government, private, consumer health and not-for-profit sectors. The interview schedule was sent to each interviewee prior to the interview so that they had time to consider their responses. The researchers wrote up the interview notes using the interview schedule and submitted them to the principal researcher, who combined the data into one document. Content analysis of the data was used to identify major themes.

Results – Employers expressed a clear sense of respect for the roles and responsibilities of library staff in their organizations. Areas of practice such as education and training, scientific research and clinical support were highlighted as critical for the future. Current areas of practice such as using technology and systems to manage information, providing information services to meet user needs and management of health information resources in a range of formats were identified as remaining highly relevant for the future. There was potential for health librarians to play a more active and strategic role in their organizations, and to repackage their traditional skill sets for anticipated future roles. Interpersonal skills and the role of health librarians as the interface between clinicians and information technology were also identified as critical for the future.

Conclusions – Interviews with employers provided valuable insights into the current and future roles and skills requirements of health librarians in Australia, enriching the findings of the earlier stages of the research project. The next step is to work with the stakeholder groups in this project and use the research project’s findings as the evidence base on which to develop a structured, modular education framework comprising a postgraduate qualification in health librarianship and a continuing professional development structure supporting a three-year cycle of certification and revalidation.
EBLIP Returns Down Under
Authors: Brettle Alison
Published: February 2016

No abstract.
First Year Medical Students Use Library Resources Emphasized During Instruction Sessions
Authors: Newton Miller Laura
Published: February 2016

Objective – To determine if library instruction has an effect on resources cited in student reports.

Design – Citation analysis.

Setting – The study took place in the medical school of a large American university.

Subjects - One hundred eighteen of 120 first-year medical student reports were analyzed. Two reports did not include any works cited and were excluded from the study.

Methods - Over the course of 3 years, 15 20-minute library instruction sessions were conducted. The sessions, based on five clinical cases presented each year were conducted approximately two weeks before each report due date. Eighty-five case-specific resources were demonstrated, with teaching plans being modified from year to year based on the frequency of citation of a particular resource cited the prior year. A LibGuide online course guide also directed students to specific resources shown in the class, with content updated every year based on citation trends from the previous year. Every citation referenced in a report was then categorized into a) those that were discussed during an instruction session, b) those found on a course guide, c) those accessible through the library, d) those available from course material (i.e., PowerPoint presentation, lecture notes), or e) those which did not fall under any of the other categories. A citation could be included in multiple categories.

Main Results – The 118 reports included 2983 citations. Over the 3 year period, an average of 77.51% of all citations were from library resources, 49.55% of the citations from a resource demonstrated in the class, and 21.68% from resources found in the course guide. Although citations from sources discussed in class did not increase significantly from year to year, the percent of citations from resources on the course guide significantly increased from 19.40% to 25.63%.

Conclusion – Medical students cite library resources emphasized during instruction sessions.
Further Study is Needed to Define and Measure the Use of Reflective Practice in Library and Information Science
Authors: Perryman Carol
Published: February 2016

A review of:

Grant, Maria J. “The Role of Reflection in the Library and Information Sector: A Systematic Review.” Health Information and Libraries Journal (2007) 24: 155-166.

Objectives - To identify and review the literature of reflective practice in Library and Information Science (LIS) in order to understand its role, particularly with regard to health libraries.

Design - Systematic review

Setting - LIS English-language articles indexed in the Library and Information Science Abstracts (LISA) database and published between 1969 and 2006.

Subjects - 929 citations retrieved from the LISA database.

Methods - The author conducted free text searches in the LISA database for the terms ‘reflective’ or ‘reflection*’ or ‘reflexion*.’ An initial search series was conducted in 2004 in order to retrieve items published between 1969-2003, then in 2007, for articles published between 2004-2006. In all, 929 article citations were retrieved. Exclusion criteria included those articles addressing the facilitation of reflective practices in others, as well as non-English language, and materials predating 1969. After review, 55 articles met the author’s relevance standard. Citation tracking then added 10 articles to the total. From this dataset, full text articles were obtained where possible, if determined on initial scrutiny to be deserving of further examination. Thirteen articles (.013%) were ultimately selected for analysis. These articles were categorized as analytical or non-analytical, with respect to perspective (individual or organizational), and recency of events (retrospective or recent). In addition, a determination was made about whether the articles’ focus was reflection occurring on (in retrospect to) or in (during) practice.

Main results - Of 13 articles, 5 were found to be non-analytical, with the other 6 being analytical. Three of the non-analytical items were the reflections of an individual, while the remaining 2 offered an organizational perspective. The non-analytical accounts were found to be mostly descriptive accounts by an individual, mostly retrospective and offering no consideration of implications for LIS practice. Analytical reflective accounts attempt to systematically appraise events from the recent past, and draw conclusions in order to improve future actions.

Conclusion – A gradual increase in the use of analytical reflective practice is demonstrated over the period from 1969-2006, although insufficient examples of the practice were found in the published literature. Reflective practice is likely to be beneficial to LIS practitioners, especially when time is spent in considering the implications of lessons learned from practice.
Activity-Based Costing (ABC) and Time-Driven Activity-Based Costing (TDABC): Applicable Methods for University Libraries?
Authors: Kont Kate-Riin , Jantson Signe
Published: February 2016

Objective – This article provides an overview of how university libraries research and adapt new cost accounting models, such as “activity-based costing” (ABC) and “time-driven activity-based costing” (TDABC), focusing on the strengths and weaknesses of both methods to determine which of these two is suitable for application in university libraries.

Methods – This paper reviews and summarizes the literature on cost accounting and costing practices of university libraries. A brief overview of the history of cost accounting, costing, and time and motion studies in libraries is also provided. The ABC and the TDABC method, designed as a revised and easier version of the ABC by Kaplan and Anderson (Kaplan & Anderson 2004) at the beginning of the 21st century, as well as the adoption and adaptation of these methods by university libraries are described, and their strengths and weaknesses, as well as their suitability for university libraries, are analyzed.

Results – Cost accounting and costing studies in libraries have a long history, the first of these dating back to 1877. The development of cost accounting and time and motion studies can be seen as a natural evolution of techniques which were created to solve management problems. The ABC method is the best-known management accounting innovation of the last 20 years, and is already widely used in university libraries around the world. However, setting up an ABC system can be very costly, and the system needs to be regularly updated, which further increases its costs. The TDABC system can not only be implemented more quickly (and thus more cheaply), but also can be updated more easily than the traditional ABC, which makes the TDABC the more suitable method for university libraries.

Conclusion – Both methods are suitable for university libraries. However, the ABC method can only be implemented in collaboration with an accounting department. The TDABC method can be tested and implemented by separate departments, and thus can contribute to the provision of better and more effective library services at lower costs. However, the involvement of experts in costing and accounting is recommended.
Public Library Users are Challenged by Digital Information Preservation
Authors: Miller Robin E.
Published: February 2016

A review of: Copeland, A. J. (2011). Analysis of public library users’ digital preservation practices. Journal of the American Society for Information Science and Technology, 62(7), 1288-1300. doi:10.1002/asi.21553

Objective – To discover the factors that influence digital information preservation practices and attitudes of adult public library users.

Design – Mixed methodology combining matrix questionnaires, interviews, and visual mapping.

Setting – Urban public library on the East Coast of the United States.

Subjects – 26 adult members of a public library’s Friends group.

Methods – The researcher conducted semi-structured interviews with 26 participants. All participants drew maps to indicate the types of information they value and why, and their preferences for information storage and maintenance. Qualitative data were supplemented by a matrix questionnaire on which 22 participants identified the types of digital information they maintain, and modes of storage.

Main Results – Some public library users may store and organize information inconsistently, utilizing a variety of digital devices. Technical, social, and emotional context influences choices about organization, sharing of information, and short- and long-term preservation. Users reported placing a higher value on born digital information, and information that they had shared with others.

Conclusion – Public librarians may have a role in facilitating growth of patron knowledge about creation, storage, preservation, and sharing of personal digital information.
Openness: The Essential Quality of Knowledge
Authors: Hall Martin
Published: February 2016

No abstract.
University Students Are Unaware of the Role of Academic Librarians
Authors: Thomson Kirsty
Published: February 2016

Objective – To discover students’ perceptions of information commons staff, and to determine how these perceptions influence the use of library resources.

Design – Post-experience survey with one follow-up interview.

Setting – The University of Sheffield, a post-secondary institution in England.

Subjects – All undergraduate and postgraduate students were invited to take part. Just over 1% of the student population, or 250 students, completed the survey.

Methods – Information about the survey was sent to students’ institutional email addresses. One follow up interview was carried out via email using the critical incident technique.

Main Results – Students do not understand the academic roles of librarians. They are unlikely to approach library staff for academic support, preferring to turn to instructors, other students, friends, and family. Most students had positive opinions about assistance received in the Information Commons, but a small number reflected on previous bad experiences with staff, or on a fear of being made to feel foolish. The vast majority of students who did not seek help in the Information Commons stated that this was because they did not require assistance. Most students do not perceive a difference between Information Commons staff and library staff.

Conclusion – Students have positive views of Information Commons staff at the University of Sheffield, but have low awareness of the roles of professional librarians. Librarians need to develop partnerships with academic staff and strengthen their presence in both physical and online learning environments to promote their academic roles.
Moving the EBLIP Community’s Research Agenda Forward
Authors: Eldredge Jonathan D , Holmes Heather N , Ascher Marie T
Published: February 2016

No abstract.
Conducting Your Own Research: Something to Consider
Authors: Wilson Virginia
Published: February 2016

No abstract.
Development of Technology Competencies for Public Services’ Staff Has Limited External Validity
Authors: Martin Jason
Published: February 2016

A Review of:

Wong, G. K. W. (2010). Information commons help desk transactions study. Journal of Academic Librarianship, 36(3), 235-241.

Objective - To develop an understanding of the types of technology questions asked at an information commons help desk for the purposes of staffing the desk and training. Specifically, the study looked to answer the following questions:

1. What kind of assistance do users seek from the help desk?

2. How complex is it to handle the technology questions?

3. What are the key competencies desirable of the help desk staff?

Design - Qualitative analysis of transactions completed at an information commons help desk.

Setting - A medium sized academic library located in Hong Kong.

Data - 1,636 transactions completed at an information commons help desk between January 2007 and May 2009.

Methods - From the opening in 2006, the staff of the information commons help desk recorded all transactions electronically using a modified version of the open source software LibStats. The author examined the transactions for roughly the second and third weeks of each month from January 2007 to May 2009 in an effort to determine the types of questions asked and their complexity.

Main Results - In response to question one, 86.3% of questions asked at the help desk concerned technology; the majority of those questions (76.5%) were about printing, wireless connection, and various software operation. For question two, 82% of technology questions were determined to be of the lowest tier (Tier 1) of complexity, one-third of the questions required only “direct answers,” and 80% of questions could be answered consistently via the creation of a “knowledge base of answers for these foreseeable questions.” For question three, a list of fourteen competencies for help desk staff were created.

Conclusion - With the low complexity of the technology questions asked, the creation of a knowledge base of common questions and answers, and proper training of staff based on the competencies identified in the study, an information commons could be effective with one integrated desk staffed by a librarian and paraprofessional staff member.
Evidence-Based Scholarly Communication: Information Professionals Unlocking Translational Research
Authors: Kroth Philip J , Phillips Holly E , Eldredge Jonathan D
Published: February 2016

The Evidence-Based Scholarly Communication Conference (EBSCC) was held March 11-12, 2010 in Albuquerque, NM. The conference addressed the perceived gap in knowledge and training for scholarly communication principles in the National Institutes of Health (NIH) Clinical and Translational Science Award (CTSA) Program. The EBSCC brought together librarians and information specialists to share evidence -based strategies for developing effective local scholarly communication support and training and, it is hoped, to form new coalitions to address this topic at the local and national levels. This brief communication summarizes the need for the conference, highlights the general sessions in order of presentation, and introduces the EBSCC research papers appearing in this issue of Evidence Based Library and Information Practice (EBLIP). It also includes a description of a unique peer-review process methodology pioneered at EBSCC.
Academic Library Administrators Perceive Value in Their Librarians’ Research
Authors: Sullo Elaine
Published: February 2016

A Review of:

Perkins, G.H. & Slowik, A.J.W. (2013). The value of research in academic libraries. College & Research Libraries, 74(2), 143-158. Retrieved from http://crl.acrl.org/content/74/2/143.full.pdf+html

Abstract

Objective – To explore academic library administrators’ perceived value of their librarians’ research, specifically the importance to the profession and the library community.

Design – Qualitative, exploratory study using a survey questionnaire.

Setting – Academic libraries in the United States of America.

Subjects – 23 library administrators.

Methods – During the summer of 2010, one of the authors conducted 20-30 minute telephone interviews with 23 academic library administrators. Interviews were recorded and transcribed for coding. Interview questions 1-3 and 8-19 were content-analyzed; the authors described common themes for each of these questions. Items 4-7 had Likert scale response formats, and a mean and standard deviation were computed for each of these items.

Main Results – The benefits of librarians’ research included fulfilling tenure-track requirements, enriching relationships with teaching faculty, library faculty recognition, improved services and programs, collaboration with others, research result application to daily issues, development as librarians, and improved knowledge of the research field.

The perceived current changes and future issues for university libraries included increased digitization of collections, scholarly communication, and expanded instructional engagement of faculty and students, as well as future economic downturn and budget cuts. Administrators noted several methods that influenced their thinking: professional meetings, reading professional journals, informal discussions with colleagues, and social media such as Facebook and Twitter.

Academic library administrators used a variety of methods to support their librarians’ research. These included tenure-track requirements, research incentives, travel funds, grants, sabbaticals, release time, and shared communication about research. Additionally, there was a substantial perceived interrelationship between how librarians’ research benefited the librarian, the library, the university, and the profession. Recognition and new programs and services were thought to benefit all four areas, and monetary rewards were considered benefits for the first three areas.

Conclusion – Based on the sample of 23 academic library administrators, the authors conclude that librarians’ research is perceived as valuable to both the academic and library communities.
Evidence Based Practice: Science? Or Art?
Authors: Koufogiannakis Denise
Published: February 2016

No abstract.
The State of Systematic Reviews in Library and Information Studies
Authors: Koufogiannakis Denise
Published: February 2016

No abstract.
Ken Ladd receives 2011 Robert H. Blackburn Distinguished Paper Award
Authors: . .
Published: February 2016

No abstract.
An Evaluation of the Five Most Used Evidence Based Bedside Information Tools in Canadian Health Libraries
Authors: Farrell Alison
Published: February 2016

Objective – This project sought to identify the five most used evidence based bedside information tools used in Canadian health libraries, to examine librarians’ attitudes towards these tools, and to test the comprehensiveness of the tools.

Methods – The author developed a definition of evidence based bedside information tools and a list of resources that fit this definition. Participants were respondents to a survey distributed via the CANMEDLIB electronic mail list. The survey sought to identify information from library staff regarding the most frequently used evidence based bedside information tools. Clinical questions were used to measure the comprehensiveness of each resource and the levels of evidence they provided to each question.

Results – Survey respondents reported that the five most used evidence based bedside information tools in their libraries were UpToDate, BMJ Clinical Evidence, First Consult, Bandolier and ACP Pier. Librarians were generally satisfied with the ease of use, efficiency and informative nature of these resources. The resource assessment determined that not all of these tools are comprehensive in terms of their ability to answer clinical questions or with regard to the inclusion of levels of evidence. UpToDate was able to provide information for the greatest number of clinical questions, but it provided a level of evidence only seven percent of the time. ACP Pier was able to provide information on only 50% of the clinical questions, but it provided levels of evidence for all of these.

Conclusion – UpToDate and BMJ Clinical Evidence were both rated as easy to use and informative. However, neither product generally includes levels of evidence, so it would be prudent for the practitioner to critically appraise information from these sources before using it in a patient care setting. ACP Pier eliminates the critical appraisal stage, thus reducing the time it takes to go from forming a clinical question to implementing the answer, but survey respondents did not rate it as high in terms of usability. There remains a need for user-friendly, comprehensive resources that provide evidence summaries relying on levels of evidence to support their conclusions.
Evaluating the Results of Evidence Application, Part One
Authors: Wilson Virginia
Published: February 2016

No abstract.
PhD Studentships at University of Salford, United Kingdom
Authors: Brettle Alison
Published: February 2016

No abstract.
Perceived Convenience, Compatibility, and Media Richness Contribute Significantly to Dedicated E-book Reader Acceptance
Authors: Arndt Theresa S.
Published: February 2016

Objective – Investigates the effects of perceived convenience, compatibility and media richness on users’ attitudes toward dedicated e-book readers.

Design – Convenience sample survey.

Setting – Taiwanese university.

Subjects – A total of 288 students at the senior secondary (5%), four-year university (78%), and graduate student (17%) levels. Male-female participation was approximately equal.

Methods – Students completed a 23-item survey on dedicated e-book readers, with

questions on perceived usefulness, perceived ease of use, intention to use, convenience, compatibility, and media richness. Data was analyzed using the partial least squares statistical technique.

Main Results – Users state an increased intention to use dedicated e-book readers if they perceive the technology to be compatible with what they desire in a “book,” if the device delivers rich media content, and if the device is convenient. Compatibility was found to significantly affect perceived ease of use, and was found to be the strongest influence on intent to use a dedicated e-book reader. Compatibility, media richness and convenience also increased the perceived usefulness of dedicated e-book readers.

Conclusion – Users will prefer dedicated e-book readers that are compatible with their preferences in a “book,” that deliver media-rich content, and that they find convenient. The study has implications for the design and development of e-book reading devices.
The Usefulness of Related Functions in Web of Science and Scopus
Authors: Char Dorothy C.P. , Ajiferuke Isola
Published: February 2016

Abstract

Objective: This study evaluates the effectiveness of the related search functions in Web of Science and Scopus. Web of Science has one related search function (searching by references) whereas Scopus has three related search functions (searching by references, authors, or keywords).

Methods: Thirty queries were searched in both Web of Science and Scopus. For each query, the most relevant document was retrieved and its first thirty related documents were assessed for relevancy to the original query. Results for both databases were compared using the median values of precision. For Scopus the three different methods of relevance were compared using median precision values.

Results: The median precision value for the related documents retrieved from Web of Science was 0.63, while the median for those retrieved from Scopus using the related by references function was 0.62. A Wilcoxon test showed no significant difference in the two medians. In the comparison of the three related functions in Scopus, the median precision values were 0.62, 0.42, and 0.43 for the related search functions by references, authors, and keywords respectively. A Friedman's test showed that the median precision value for relatedness by references was significantly higher than the median vales for the other two related functions. In Scopus, the effectiveness of the related search function using all keywords was not as effective when compared to the effectiveness using select keywords. The median precision value with select keywords was 0.17.

Conclusions: The related search functions by references for both Web of Science and Scopus were moderately effective in retrieving additional relevant documents on a given topic, and there was no significant difference in their performance. When comparing the three methods available in Scopus, the related search function by references was found to be more effective than the system's related functions by authors and keywords.
Course-Integrated Learning Outcomes for Library Database Searching: Three Assessment Points on the Path of Evidence
Authors: Cmor Dianne , Chan Alison , Kong Teresa
Published: February 2016

Objective - This study aims to assess student learning with respect to basic database searching at three different points within a required first year course.

Methods - Three methods were employed at three different points to identify evidence of successful learning:

1. Analysis of in-class exercises from the initial library workshop, e.g. how many students showed evidence of satisfactorily achieving the stated learning outcomes.

2. Participant observation of student presentations, noting themes, strengths and weaknesses of student research strategy; written observation reports from librarians were coded and quantified to identify major themes.

3. Interviews with course instructors responsible for grading the final submitted projects, focusing on both student achievement and instructor perceptions of the impact of library involvement.

Results - Though performance on in-class exercises showed evidence of successful learning in over 70% of students, observational data indicated that very few students showed evidence of applying new knowledge and new search skills to their own topics two weeks later. Instructor interviews revealed a perception of similar difficulties in final project submissions, and instructors suggested that students did not appreciate the need for library resources.

Conclusion - In this study, students showed evidence of learning in a simulated environment, but were unable or unwilling to demonstrate this learning in authentic situations. Multiple assessment methods reveal a lack of student ability to apply search skills.
The Use of Volunteers in Local Study Library Projects: A Case Study of the Walter Gardiner Photography Project
Authors: Hewitt Beth , Eve Juliet
Published: February 2016

Abstract

Objectives – Interviews with library staff and volunteers were conducted to evaluate the use of volunteers in UK public libraries via a case study of the Walter Gardiner Photographic Project, a digitisation project based in Worthing Library, to inform future guidelines on volunteer usage and to make recommendations to existing practice.

Methods – Fourteen semi-structured interviews were carried out to explore the perceptions and experiences of both staff and volunteers of the project. All interviews were fully transcribed and then coded to identify emergent themes.

Results – Key positives for volunteers were professional training, good time management and organization by staff, the friendliness and approachability of staff, and the informal nature of the volunteering. Enjoyment of the work and forming close relationships with others were key motivating factors. For staff, the completion of work which would have otherwise been impossible was the most positive outcome. Problem areas identified by volunteers were lack of contact time with project staff and feeling isolated from other library staff. For project staff, a lack of professionalism on behalf of some volunteers was the primary negative. Key issues to emerge were the need to strike a balance between formal and informal management, the need for good integration between the volunteers and host organization, and the importance of acknowledging the nature of the voluntary commitment.

Conclusions – The project proved overall to be a successful example of using volunteers in public library projects with good examples of volunteer recruitment, training, and management being demonstrated. Areas of conflict that did arise stemmed from differing expectations of levels of service between staff and volunteers. Clarification on these expectations through a written volunteer agreement is advocated for further projects.
Digital Images in Teaching and Learning at York University: Are the Libraries Meeting the Needs of Faculty Members in Fine Arts?
Authors: Kandiuk Mary , Lupton Aaron
Published: February 2016

Objective – This study assessed the needs for digital image delivery to faculty members in Fine Arts at York University in order to ensure that future decisions regarding the provision of digital images offered through commercial vendors and licensed by the Libraries meet the needs of teaching faculty.

Methods – The study was comprised of four parts. A Web survey was distributed to 62 full-time faculty members in the Faculty of Fine Arts in February of 2011. A total of 25 responses were received. Follow-up interviews were conducted with nine faculty members. Usage statistics were examined for licensed library image databases. A request was posted on the electronic mail lists of the Art Libraries Society of North America (ARLIS-L) and the Art Libraries Society of North America Canada Chapter (CARLIS-L) in April 2011 requesting feedback regarding the use of licensed image databases. There were 25 responses received.

Results – Licensed image databases receive low use and pose pedagogical and technological challenges for the majority of the faculty members in Fine Arts that we surveyed. Relevant content is the overriding priority, followed by expediency and convenience, which take precedence over copyright and cleared permissions, resulting in a heavy reliance on Google Images Search.

Conclusions – The needs of faculty members in Fine Arts who use digital images in their teaching at York University are not being met. The greatest shortcomings of licensed image databases provided by the Libraries are the content and technical challenges, which impede the ability of faculty to fully exploit them. Issues that need to be resolved include the lack of contemporary and Canadian content, training and support, and organizational responsibility for the provision of digital images and support for the use of digital images.