Reference Services Review最新文献

{"title":"Case studies in the classroom: assessing a pilot information literacy curriculum for English composition","authors":"Rachel Wishkoski, Katie Strand, A. Sundt, Deanna Allred, Diana J. Meter","doi":"10.1108/RSR-01-2021-0004","DOIUrl":"https://doi.org/10.1108/RSR-01-2021-0004","url":null,"abstract":"PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engagement in an online library class: using extra credit activities to encourage student interaction","authors":"Kimberly T. Foster","doi":"10.1108/RSR-11-2020-0067","DOIUrl":"https://doi.org/10.1108/RSR-11-2020-0067","url":null,"abstract":"\u0000Purpose\u0000Student engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement.\u0000\u0000\u0000Design/methodology/approach\u0000Students were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum.\u0000\u0000\u0000Findings\u0000The results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues.\u0000\u0000\u0000Originality/value\u0000While the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflection on the center for digital scholarship in China: a case study on space redesign","authors":"Qiandong Zhu","doi":"10.1108/RSR-11-2020-0069","DOIUrl":"https://doi.org/10.1108/RSR-11-2020-0069","url":null,"abstract":"\u0000Purpose\u0000Focusing on two particularly challenging issues facing Chinese academic libraries – space constraints and the trending of digital scholarship services, this paper aims to explore which spaces students and faculty wanted and how to leverage low-use spaces and growing digital scholarship services to build the Center for Digital Scholarship (CDS) to meet their demands.\u0000\u0000\u0000Design/methodology/approach\u0000The participant observation method was used in the launch stage of the space redesign from May 2016 to October 2018. The usage analysis method was used to reveal the use of the renovated spaces and assess the success of the space redesign when CDS was open to users between October 1, 2017 and September 30, 2018. The usage was gathered from the space reservation system.\u0000\u0000\u0000Findings\u0000A hybrid academic service center combining information commons, a collaborative workplace, social spaces and digital scholarship services, the CDS is able to meet the complexity and diversity of users’ needs and fulfill the mission of its university in the context of insufficient funds, space and specialists. While it approaches the goal of the space redesign project, some deficiencies remain to be addressed in the future design and service plan, including separating quiet and noisy areas, flexible arrangements and business process reengineering.\u0000\u0000\u0000Practical implications\u0000This study shows a hybrid academic service center can meet the complexity and diversity of users’ needs, despite insufficient funds, space and specialists. To ensure sustainability, digital scholarship services should adapt to local users’ needs and expectations. While the author’s patent service and subject development analysis are local and popular with the users and sectors in his university, they make their services somewhat different from those of the Association of Research Libraries (ARL) members.\u0000\u0000\u0000Originality/value\u0000This is one of the few, recent studies on space redesign incorporating digital scholarship services in a well-known academic library in China.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fulfilling information needs by classifying complex patron needs","authors":"C. Senteio, Kaitlin E. Montague, S. Brody, Kristen Matteucci","doi":"10.1108/RSR-07-2020-0047","DOIUrl":"https://doi.org/10.1108/RSR-07-2020-0047","url":null,"abstract":"PurposeThis paper aims to describe how public librarians can better address complex information needs First, librarians should classify the degree of complexity of the need by using Warner’s classification model;then they can use Popper’s three world theory to anticipate and respond to complex information needs by following specific steps Design/methodology/approachAfter examining the information science literature, appropriate models were selected to support public librarians Our information science scholarship, coupled with our practical experience, informed our search and selection FindingsThis paper details specific steps that public librarians can take to anticipate and respond to individual information needs Doing so is imperative as the information needs of the public continue to become increasingly complex Originality/valueThis paper improves information practice because it offers specific steps to aid public librarians to anticipate and respond to complex information needs It draws upon an existing model and theoretical framework This paper also highlights selected examples of how public librarians across the USA have anticipated information needs, and developed partnerships with organizations external to the public library to address complex information needs","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is the reference desk used for reference interviews","authors":"Idunn Bøyum, Katriina Byström, N. Pharo","doi":"10.1108/RSR-11-2020-0066","DOIUrl":"https://doi.org/10.1108/RSR-11-2020-0066","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate why users turn to the university library’s reference desk and whether librarians make use of the opportunity to conduct reference interviews to disclose any unexpressed information needs.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents the results from a qualitative exploration study where interactions between librarians and users were observed in authentic situations at the reference desk and analyzed using a modified version of Radford and Connaway’s (2013) categorization of inquiries.\u0000\u0000\u0000Findings\u0000Most inquiries were seemingly easy to answer and pertained to collections and procedures in the library. Lending out desk supplies accounted for a high proportion of the activity. Only a small number of requests were subject-oriented and reference interview techniques were only used in 5% of the recorded inquiries. This means that the users’ information needs were not probed in the vast majority of the interactions.\u0000\u0000\u0000Research limitations/implications\u0000The study is exploratory and mirrors the activity that takes place in one specific library. The low number of reference interview techniques used may indicate a lack of interest in users’ information needs, which signifies a risk of the reference desk being reduced to an arena for instrumental and superficial interaction between librarians and users.\u0000\u0000\u0000Originality/value\u0000This study illustrates current developments in work at a physical library desk. Few recent studies address face-to-face interactions between librarians and users.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41563325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal connections: one library’s history of personal librarian","authors":"Elise Ferer","doi":"10.1108/RSR-07-2020-0050","DOIUrl":"https://doi.org/10.1108/RSR-07-2020-0050","url":null,"abstract":"\u0000Purpose\u0000To describe how a personal librarian program at a large university developed, has evolved, and continues to function. This paper aims to assist other librarians in developing their own personal librarian programs. It will also assist librarians who are working to connect to students.\u0000\u0000\u0000Design/methodology/approach\u0000To produce this paper, internal documents were reviewed, existing data were investigated, those who assisted in the development of the program were consulted and literature on personal librarian programs was reviewed.\u0000\u0000\u0000Findings\u0000Personal librarian programs can be an efficient way to connect to students and can create awareness about library services, especially without a formal orientation for new students. The personal librarian program discussed here connects the library to a large number of students with little time and effort. Planning is important in developing a working program.\u0000\u0000\u0000Practical implications\u0000Librarians can use this article to understand how a personal librarians program functions and how it can benefit their libraries. The paper emphasizes revising an existing program to work more effectively and using planning documents and assessment to help an outreach program run smoothly.\u0000\u0000\u0000Originality/value\u0000This paper details how a personal librarian program was developed and has evolved as well as how the program functions. The value is in the ways in which the program has been revised and has evolved and in the role that planning has taken in creating an effective program.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48110596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Referring academic library chat reference patrons: how subject librarians decide","authors":"Paula R. Dempsey","doi":"10.1108/RSR-10-2020-0063","DOIUrl":"https://doi.org/10.1108/RSR-10-2020-0063","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to learn what factors liaison librarians in academic research libraries consider in determining whether to refer chat reference patrons to subject specialists.\u0000\u0000\u0000Design/methodology/approach\u0000Subject specialists were asked what policies guided their decisions to refer to a specialist and then assessed unreferred chat session transcripts both within and outside their specializations to determine need for a referral.\u0000\u0000\u0000Findings\u0000Few respondents were guided by formal policies. Contrary to an initial hypothesis, subject area was not a key factor in referring chat. A broader set of criteria included reference interviewing, provision of relevant resources and information literacy instruction. Respondents valued both the depth that subject specialists can provide to reference interactions and the ability of a skilled generalist to support information literacy.\u0000\u0000\u0000Research limitations/implications\u0000Findings are most applicable to large, public doctoral universities with liaison librarian programs. Assignment of respondents to subject specialist categories was complicated by their broad range of background and expertise.\u0000\u0000\u0000Practical implications\u0000The study contributes new understanding of referrals to subject specialists who have potential to guide development of formal referral policies in academic library virtual reference services.\u0000\u0000\u0000Originality/value\u0000The study is the first empirical examination of chat reference referral decisions.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial","authors":"S. Watstein, E. Johns","doi":"10.1108/rsr-11-2020-108","DOIUrl":"https://doi.org/10.1108/rsr-11-2020-108","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Information literacy competence in curtailing fake news about the COVID-19 pandemic among undergraduates in Nigeria","authors":"Magnus Osahon Igbinovia, Omorodion Okuonghae, J. O. Adebayo","doi":"10.1108/rsr-06-2020-0037","DOIUrl":"https://doi.org/10.1108/rsr-06-2020-0037","url":null,"abstract":"Purpose: The continuous spread of the corona virus disease 2019 (COVID-19) pandemic has generated public health concern with avalanche of information accompanied by series of fake news Thus, this study examined the effect of Information Literacy Competency (ILC) in curtailing the spread of fake news among Library and Information Science (LIS) undergraduates in Nigeria Design/methodology/approach: Survey research design of the descriptive type was used to generate data from a group of LIS undergraduates online The population of the study consisted of 138 LIS undergraduate students who participated in the survey (thus, n = 138) The data retrieved was subjected to descriptive analysis Findings: The study revealed that the students had high level of ILC (x ¯ = 3 42), and there was low prevalence level of COVID-19 pandemic fake news (x ¯ = 2 35) among them The major causes of COVID-19 fake news were too much information in circulation concerning COVID-19 (x ¯ = 3 44) and the resultant inability to discern or spot fake news from verified and authentic news (x ¯ = 3 28) The study also revealed that ILC had a significant effect in curtailing the spread of COVID-19 fake news with a grand mean of 3 28 against the criterion mean of 2 5 It is implied that LIS undergraduates are educationally position to acquire ILC which is crucial to their identification of fake news and helps to curtail its spread Research limitations/implications: The study is limited in its use of online group for data elicitation within a limited period of three weeks Also, in its adoption of self-evaluation scale to measure ILC instead of standard information literacy test Also, the high chances of social desirability bias in sections C and E serve as a limitation to the study Practical implications: The study reinforces the need to enhance structures that flags fake news on social media platforms and integrating IL into schools’ curriculum at all levels Originality/value: This study seeks to pioneer a new area of focus on the relevance of ILC to different global issues that concern the health and well-being © 2020, Emerald Publishing Limited","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/rsr-06-2020-0037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41482842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing and evaluating an asynchronous online library microcredential: a case study","authors":"Rebeca Peacock, H. Grevatt, Ellie Dworak, L. Marsh, S. Doty","doi":"10.1108/rsr-07-2020-0048","DOIUrl":"https://doi.org/10.1108/rsr-07-2020-0048","url":null,"abstract":"Purpose This paper describes the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory, and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration, and research in campus first-year seminar courses. Design/methodology In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used in order to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses which are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s ARCS model and in turn, can be improved through iterative evaluation cycles using collected student data.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/rsr-07-2020-0048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46016406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}