{"title":"Making the Bridge: Testing a Library Workshop for a Summer Bridge Learning Community.","authors":"C. Haras, Suzanne Mcevoy","doi":"10.1016/J.RESSTR.2006.12.003","DOIUrl":"https://doi.org/10.1016/J.RESSTR.2006.12.003","url":null,"abstract":"","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"1 1","pages":"257-270"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90018413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The information behaviors and preferences of undergraduate students","authors":"Heather L. O’Brien , Sonya Symons","doi":"10.1016/j.resstr.2006.12.021","DOIUrl":"https://doi.org/10.1016/j.resstr.2006.12.021","url":null,"abstract":"<div><p>Research has focused on the effectiveness of library instruction and assessment, yet little is known about how information-seeking characteristics of today’s undergraduate students impact information literacy efforts. The current study sought to gain an understanding of students’ information-seeking habits and preferences. By conducting focus groups and surveying students and professors, a descriptive picture of students’ library and Web use emerged. Results confirm that year of study and academic discipline influences some of students’ information choices, while the Web and peers have the greatest impact. Understanding how students perceive and interact with information will allow librarians to better target information literacy initiatives.</p></div>","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 4","pages":"Pages 409-423"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.resstr.2006.12.021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91634217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The impact of technology and a no remediation policy on non-traditional students","authors":"Clay Williams , Andrea C. Japzon","doi":"10.1016/j.resstr.2006.12.014","DOIUrl":"https://doi.org/10.1016/j.resstr.2006.12.014","url":null,"abstract":"<div><p>A Hunter College librarian, with public library experience, offered a series of drop-in workshops Saturday afternoons open to all students and questions regarding Web or Windows use in the academic year, 2000–2001. The intention of the workshops was to address the continuous needs of students lacking technological and informational literacy. The success of these workshops led to this investigation of the implications of 21st century technology on non-traditional students from the perspective of bibliographic instruction as well as reference desk service. The perspective is that of the urban educational environment of City University of New York and Hunter College. The histories of open admissions at CUNY and the current efforts to abolish remediation are examined.</p></div>","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 4","pages":"Pages 433-441"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.resstr.2006.12.014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91634219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Smoke and mirrors: Finding order in a chaotic world","authors":"B. Fister","doi":"10.1016/J.RESSTR.2005.10.005","DOIUrl":"https://doi.org/10.1016/J.RESSTR.2005.10.005","url":null,"abstract":"","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"1 1","pages":"99-107"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87831446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Librarian and faculty collaborative instruction: A phenomenological self-study","authors":"Jennifer Diane Brown , Thomas Scott Duke","doi":"10.1016/j.resstr.2006.05.001","DOIUrl":"10.1016/j.resstr.2006.05.001","url":null,"abstract":"<div><p>Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education.</p></div>","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 3","pages":"Pages 171-190"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.resstr.2006.05.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87844307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching students about information: Information literacy and cognitive authority","authors":"T. Swanson","doi":"10.1016/J.RESSTR.2006.12.007","DOIUrl":"https://doi.org/10.1016/J.RESSTR.2006.12.007","url":null,"abstract":"","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"19 1","pages":"322-333"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86623053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improving information-seeking behavior among business majors","authors":"C. Long, Milind M. Shrikhande","doi":"10.1016/J.RESSTR.2006.12.022","DOIUrl":"https://doi.org/10.1016/J.RESSTR.2006.12.022","url":null,"abstract":"","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 1","pages":"357-369"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85211971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Graduate student research instruction: Testing an interactive Web-based library tutorial for a health sciences database","authors":"David L. Lechner","doi":"10.1016/J.RESSTR.2006.12.017","DOIUrl":"https://doi.org/10.1016/J.RESSTR.2006.12.017","url":null,"abstract":"","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"116 1","pages":"469-481"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74572628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning commons: Bridging the academic and student affairs divide to enhance learning across campus","authors":"Nancy Schmidt, Janet Kaufman","doi":"10.1016/j.resstr.2006.12.002","DOIUrl":"10.1016/j.resstr.2006.12.002","url":null,"abstract":"<div><p>The University of Guelph Learning Commons brings student affairs professionals and librarians together to offer students a coherent and integrated approach to learning, writing, research, and technology support. It is distinguished by three characteristics: (1) a partnership model between academic and student affairs; (2) a solid foundation of theoretical perspectives to guide program development; and (3) a conceptual model to frame services. These characteristics have placed the Learning Commons in a position to play a leadership role in facilitating and enhancing learning across the university. This article describes the Learning Commons, as well as the theoretical perspectives and conceptual framework upon which the programs and services are based.</p></div>","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 4","pages":"Pages 242-256"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.resstr.2006.12.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84030416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lynn D. Lampert, Katherine S. Dabbour, Jacqueline Solis
{"title":"When it's all Greek: The Importance of Collaborative Information Literacy Outreach Programming to Greek Student Organizations","authors":"Lynn D. Lampert, Katherine S. Dabbour, Jacqueline Solis","doi":"10.1016/j.resstr.2006.12.005","DOIUrl":"https://doi.org/10.1016/j.resstr.2006.12.005","url":null,"abstract":"<div><p>This article examines the rationale and benefits of establishing collaborative outreach partnerships between academic librarians and student services professionals to meet the information literacy needs of Greek students. Through a literature review and case study, the authors discuss the realities involved in facilitating this kind of collaboration and its potential to create meaningful co-curricular outreach programming.</p></div>","PeriodicalId":101076,"journal":{"name":"Research Strategies","volume":"20 4","pages":"Pages 300-310"},"PeriodicalIF":0.0,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.resstr.2006.12.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91686063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}