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E-resource helpdesk into virtual reference: identifying core competencies : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper is to determine core competencies, for use as a foundation for staffing and training, and necessary to provide effective electronic resource (ER) access support. Design/methodology/approach – The authors analyzed 580 ER access problem reports in a large academic library system to measure the specific skill(s) required for effective problem resolution. Problem reports were drawn equally from two different reporting systems: one using web forms and e-mail and the other featuring real-time user interaction. Findings – Abilities fostered in reference work related to communication with users, staff, and vendors were by far the most crucial and highly used in successful problem solving, followed by the knowledge to make appropriate referrals within the organization. Research limitations/implications – Results reported are from one institution, albeit one which serves a very large user population with diverse information needs which provided a broad range of users and problem types. Practical implications – Staffing for an access support service should draw upon employees whose skill set includes assisting users with more traditional information access, such as reference, as well as employees with expertise in areas such as licensing. Originality/value – Resolving user-reported online access issues is a mission-critical library service function. The paper offers an objective demonstration that the skills leading to success in access support are the same communication skills valued in reference services and that the mechanism used for providing a virtual reference service can also be used for handling user-access problems. Identifying and ranking these skills provides structure and best practice standards for continuous training and staff assessment.
Redirecting library instruction based on socioeconomic data : Table of Contents Reference Services Review
Abstract:
Purpose – This paper aims to utilize data collected at the national, state, and local level to analyze our library instruction (LI) program with the goal of designing a program to best suit student needs. Design/methodology/approach – The collection and analysis of national, state, and local economic and computer access and usage statistics was carried out. Findings – Although most incoming freshmen at East Tennessee State University have access to computers and can perform basic computer functions, they do not have the skill set necessary to do college-level research. Practical implications – Sherrod Library needs to continue providing traditional LI classes. Furthermore, new ways to train incoming freshmen in research methods need to be developed. Originality/value – The use of national, state, and local economic and computer access and usage statistics to create a profile of our students in order to assess LI and outreach programs.
The effectiveness of a university's single-session information literacy instruction : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper it to determine the effectiveness of “single-session” information literacy instruction as it was integrated into the curriculum of a general education course at Monmouth University, New Jersey. Design/methodology/approach – Two types of assessment instrument were used: a pre- and post-test to measure any changes in learning outcomes of information literacy (IL) concepts after an IL instruction (ILI) session, and a student survey conducted after the post-test. Installed on the course management system, these assessments were administered by teaching faculty over three semesters. Findings – Single-session ILI had a positive if not dramatic impact on learning outcomes. The pre- and post-test instrument was able to show specific strengths and weaknesses in the students' comprehension of IL concepts. And the survey revealed that most students believed that their ILI was valuable. Research limitations/implications – The paper did not employ a control group – a common practice in similar studies – although doing so could result in richer data and would conform the paper to general practices. Originality/value – The results of this assessment study concur with other research that supports the position that single-session ILI has a measurably significant positive effect on student learning outcomes.
Reference questions as an authentic assessment of information literacy : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an information literacy course actually changes research behavior outside of information literacy course assignments. Design/methodology/approach – For four years, the initial reference question asked at the Information Commons Desk was recorded, along with demographic information and whether the user had taken the required introduction to information literacy course. A taxonomy of research questions was developed, based on Bloom's Taxonomy of Educational Objectives Handbook I: Cognitive Domain, and each question was assigned a sophistication level, according to the authors' taxonomy. Findings – Over a four-year period, means of the taxonomy levels of questions showed a clear trend upward each spring semester over the previous spring semester. Research limitations/implications – Statistically significant differences were not found in the data comparing categories of students. The nature of the study left it open to influence by such unexpected factors as a sharp rise in enrollment and transfers to campus, possibly diluting the overall effect of the course on the student population. Practical implications – The information literacy course has undergone regular pre- and post-test assessments, which show a highly significant difference between the scores. Feedback from campus faculty indicates greater satisfaction in the research abilities of undergraduate students who have taken this course. This study further supports the value of a required information literacy course as part of the general education program for all undergraduate students. Originality/value – The taxonomy of research questions used in this study was designed by the authors and is unique in the depth in which it differentiates levels of research knowledge. Other researchers are encouraged to modify, expand, or use this taxonomy in their own research to further the profession's understanding of the cognitive levels of research behaviors.
Patents under the microscope: Teaching patent searching to graduate and undergraduate students in the life sciences : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper is to broaden the inclusion of patent searching in information literacy instruction by extending it from chemistry and engineering into the life sciences. Design/methodology/approach – Two case studies, one undergraduate and one graduate, from two Canadian universities described the addition of patent searching to information literacy instruction in genetics and biotechnology. Findings – Results indicate that the integration of patents into information literacy sessions at the undergraduate and graduate levels not only enhance students' information literacy skills, but also help students learn more about the disciplines of genetics and biotechnology. Practical implications – The results of this paper have practical and pedagogical implications for librarians teaching students how to use patents as a primary source of scientific information in the life sciences and may provide useful information for any librarians who wish to introduce students to patents. Originality/value – While most of the literature about the integration of patent searching in information literacy instruction focuses on chemistry and engineering, this paper shows how integral patent information is to the life sciences, and how familiarity with patent searching can enhance student understanding of the scientific information environment.
Interdisciplinary collaboration: A faculty learning community creates a comprehensive LibGuide : Table of Contents Reference Services Review
Abstract:
Purpose – Many colleges and universities require both undergraduate and graduate students to plan and conduct research as a part of graduation requirements. However, a number of barriers exist for both instructors and students in understanding and conducting research. A small group of, The College at Brockport, instructors who had taught introductory research and research methodology gathered together with librarians as a faculty learning community (FLC) to share information about their instructional methods for teaching research skills. The paper aims to discuss this initiative. Design/methodology/approach – Following an initiative to foster career-span faculty development, The College at Brockport made a three-year commitment to implement a variety of topic-based FLCs beginning in the fall 2008 semester. Findings – Like librarians across the country Brockport librarians have been creating research guides, or “pathfinders,” for decades. The term “pathfinder” was coined in the early 1970s when MIT librarians developed lists of resources and references pertaining to subject disciplines. When LibGuides are marketed, it is not surprising that libraries are quick to adopt this platform to produce pathfinders. LibGuides are chosen because they provide a convenient and simple way to create and update research guides using a live interface, employ web 2.0 technologies in a user-friendly format, and encourage collaboration. Originality/value – Based on the evaluative and qualitative feedback the LibGuide has been refined further. It is a guide that will be under modification as more faculty and students use it.
Systematic review of research methods: the case of business instruction : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper is to assess the body of business instruction literature by academic librarians against evolving models for evidence-based research. Design/methodology/approach – The paper used systematic review and inter-rater reliability of the literature of business information research instruction to test two attributes of research quality: the evidence-based levels of evidence and the EBLIP critical analysis checklist. Findings – Intervention questions and case studies are the most popular research methods on the EBL levels of evidence scale. The majority of articles score below 75 on the EBLIP critical appraisal checklist. Prediction questions are represented by higher levels of evidence and study quality. Intervention questions paired with the cohort design and exploratory questions paired with survey design indicate strong areas of research quality. The case study method, while most popular, showes lower scores across all question types yet revealed some high-quality benchmark examples. Research limitations/implications – Error is possible when distinguishing between cohort and case study – some articles may fall into one or the other study design. Rater training was conducted only once, and best practices for inter-rater reliability recommend multiple rounds to achieve higher rater agreement. Practical implications – Recommendations are presented for ways to improve the evidence base of research articles and suggest areas for professional development opportunities for librarian researchers wishing to increase the quality of research publications. Originality/value – The paper goes beyond the narrative review of the literature of business instruction to measure the research methods employed in those publications against two evidence-based standards. The results will show where the literature stands as a maturing discipline and provide recommendations for increasing the levels of evidence for future research.
User satisfaction with electronic reference: a systematic review : Table of Contents Reference Services Review
Abstract:
Purpose – The paper aims to systematically review research that analyzes satisfaction with electronic reference services, paying particular attention to how user satisfaction is measured. The application and value of evidence-based methodologies for library and information science (LIS) research are explored. Design/methodology/approach – Database searches identified research concerned with electronic reference. Articles with a variable of user satisfaction were extracted and subjected to a critical appraisal. The remaining research was analyzed for similarities, differences, and consistency. Findings – A wide variety of methods are used to measure user satisfaction. There was almost no overlap in specific questions considered although there were some similarities in methodologies used. The results of this analysis show a lack of standardization in LIS research on this topic. Research limitations/implications – There may be some bias in the selection of research in that the reviewers were only able to obtain published findings. The lack of consistency in reporting results further limited the articles eligible for review and precluded a meta-analysis. Practical implications – By synthesizing the research conducted on this topic, practicing librarians should be able to see patterns in user satisfaction with electronic reference, and become aware of common pitfalls in undertaking user satisfaction assessment. Those conducting or planning LIS research will be able to identify the characteristics of sound research and thorough reporting of results. Originality/value – Systematic review is an underutilized methodology in LIS research. As evidence-based librarianship gains traction, it will become a more important tool for LIS researchers. The synthesis and analysis of previous research bring together disparate findings and show patterns and/or differences in providing these services, and brings into focus the lack of consistency in LIS research on this topic.
Designing a writing intensive course with information literacy and critical thinking learning outcomes : Table of Contents Reference Services Review
Abstract:
Purpose – The paper aims to describe the process of redesigning the American Cultural Studies 499 course in order to integrate information literacy (IL) and critical thinking outcomes into specific assignments. Since this research and writing proficiency course at Western Washington University have traditionally been taught by a librarian with background in the discipline, the paper also considers the challenges in communication between librarians and discipline instructors about the concepts of IL and critical thinking. Design/methodology/approach – Reviews of the literature on IL across the curriculum and on partnerships between librarians and discipline instructors will be combined with an analysis of the structure of the 499 course and the relevance of various sets of learning outcomes to the course. Findings – With more pressure on higher education to demonstrate the relevance and benefits of educational programs, this paper has the potential of enhancing communication among librarians and discipline instructors by considering the continuum between IL and critical thinking and the advantages of embedding IL or library research training into writing intensive courses. Originality/value – Several proponents of IL across the curriculum have considered the challenges in communicating the importance of IL to discipline course instructors who usually emphasize “critical thinking” rather than IL. Since this 499 course has always been taught by a librarian, this paper can view this issue from the perspective of a librarian who is also the discipline instructor for this writing proficiency course.
Research behavior patterns of business students : Table of Contents Reference Services Review
Abstract:
Purpose – The purpose of this paper is to look at the research needs of undergraduate and graduate business students at Monmouth University. Design/methodology/approach – Students were surveyed regarding the types of business course assignments that require research and the number of sources which must be cited for these research projects. The information-seeking behaviors of business students used in gathering these sources were examined, looking at where these students began their research, which tools they used, and the challenges they faced in conducting research. The paper also investigated the students' preferred methods of seeking assistance in completing their research, as well as how they evaluated the credibility of sources they uncovered. Findings – Student research requirements for homework assignments were fairly evenly distributed between very often/often and sometimes/never. Overall, students noted that presentations required research very often or often. Only 2.35 percent reported no research for short papers, with graduate students representing the largest group who indicated no research required for short papers. By contrast, 81 percent of seniors responded that they conducted research for short papers either very often or often. When preparing long papers (over six pages), students most frequently reported that research requirements were required sometimes. During the qualitative phase of the project, students revealed their frustration with doing research on very specific topics assigned by professors. Originality/value – The results of this research can assist librarians in two important areas: collection management and instruction.
Generation next: recruiting minority students to librarianship : Table of Contents Reference Services Review
Islam in Europe: A Research Guide Reference & User Services Quarterly
Reflections of a Reference Librarian Reference & User Services Quarterly
Engaging Auditory Modalities through the Use of Music in Information Literacy Instruction Reference & User Services Quarterly
Notable Books: The 2010 Selection of Titles Reference & User Services Quarterly
Outstanding Reference Sources: The 2010 Selection of Titles Reference & User Services Quarterly
Students and Federated Searching: A Survey of Use and Satisfaction Reference & User Services Quarterly
Reference Desk Consultation Assignment: An Exploratory Study of Students? Perceptions of Reference Service Reference & User Services Quarterly
Graduate Students and the Library: A Survey of Research Practices and Library Use at the University of Notre Dame Reference & User Services Quarterly
Promoting Consumer Health Literacy: Creation of a Health Information Librarian Fellowship Reference & User Services Quarterly
An International Comparison of Virtual Reference Services Reference & User Services Quarterly
Table of Contents for Volume: 11 Issue: 3/4 Music Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 2/3 Legal Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 4 Medical Reference Services Quarterly
Table of Contents for Volume: 13 Issue: 4 Internet Reference Services Quarterly
Table of Contents for Volume: 11 Issue: 1 Music Reference Services Quarterly
Table of Contents for Volume: 11 Issue: 2 Music Reference Services Quarterly
Table of Contents for Volume: 10 Issue: 3/4 Music Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 1 Legal Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 3 Medical Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 1 Medical Reference Services Quarterly
Table of Contents for Volume: 27 Issue: 2 Medical Reference Services Quarterly
Table of Contents for Volume: 13 Issue: 2/3 Internet Reference Services Quarterly
Table of Contents for Volume: 48 Issue: 100 The Reference Librarian
Table of Contents for Volume: 26 Issue: 1/2 Legal Reference Services Quarterly
Table of Contents for Volume: 48 Issue: 99 The Reference Librarian
Table of Contents for Volume: 12 Issue: 3/4 Internet Reference Services Quarterly
Table of Contents for Volume: 12 Issue: 1/2 Internet Reference Services Quarterly
Table of Contents for Volume: 47 Issue: 98 The Reference Librarian
Table of Contents for Volume: 47 Issue: 97 The Reference Librarian
Table of Contents for Volume: 25 Issue: 4 Legal Reference Services Quarterly