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Kimbel Library used a peer reference model of service beginning in 2009 that was successful for several years but eventually phased out due to shifting priorities and needs. This article aims to describe Kimbel Library's second attempt at creating and using a peer reference program in 2018, how it was different from the original approach, and what ultimately happened.

In this article Reference Services Review Co-editor Sarah Barbara Watstein interviews Allison Faix, Instruction Coordinator and Librarian at Coastal Carolina University, about her experiences with peer reference services.

Because of the marked decline in the number of research-based questions asked at the library's help desk, the library found itself with smart, well-trained peer research assistants who were disappointed that their research assistance was not in greater demand.

This interview looks at two different ways that peer reference was implemented at the same institution starting in 2009.

The purpose of this article is to revisit Kimbel Library’s peer reference program three years later and provide further information on the challenges and benefits of growing a successful peer reference service model.

This article examines the ongoing development of a peer reference model in an academic library setting and assesses the impact, value and continuing evolution of this model.

Communication and collaboration among library public service departments is the key to managing rapid program growth and expansion of services.

This article offers suggestions based on the experiences of one library for others interested in establishing or reexamining a peer reference service model.

Employing undergraduate students at the reference desk is a relatively new practice that warrants further analysis, as it becomes more widespread. This article returns to examine a newly established peer reference program three years after its beginning.

This study aims to look at three classes of first-year students enrolled in an Information Literacy course and examines the difficulties these students encountered when attempting to identify different types of information.

In this study, 41 annotated bibliography assignments, in which students were required to state which type of source they had chosen and why were examined and trends in the misidentification of sources were analysed.

Students in the study misidentified half of the sources they used, and struggled equally when identifying sources they located through library databases and the Internet. Trends in the misidentification of these sources were analysed, leading to recommendations for assisting students with learning how to identify sources.

Although the sample size of this study was small, further research into how students identify different types of information would help librarians develop further strategies for teaching source identification as a first step in the source evaluation process.

Librarians and writing instructors often collaborate to help first-year college students learn how to evaluate the sources they use in research projects, but often overlook making sure these students can first correctly identify the different types of information they are evaluating.

The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions.

This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations.

The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind.

Because the size of our study was small, further research with a larger sample size should also be conducted.

If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account.

This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

Facebook has become one of the fastest growing social networking sites on the Internet. Due to its increasing popularity, using Facebook presents a prime opportunity to engage with students in the virtual environment. The purpose of this paper is to present an overview of the experimental group librarians at Kimbel Library created to try and connect with students.

This paper begins with a brief overview of social networking as well a basic literature review. Although most of the paper focuses on Kimbel Library's experiences with Facebook, a brief survey of 100 academic librarians is also included. The main purpose of conducting the survey was to determine how and if other libraries were using Facebook to connect with their students.

After evaluating the survey it was a surprise to find out that most of Kimbel Library's experiences were consistent with other academic libraries. Although use of Facebook began for the express purpose of engaging with students, it was a surprise how well using this technology allowed professional relationships to develop as well. Results from the survey, as well as suggestions for integrating and improving the usage of Facebook, are also discussed.

The value of social networking technology in higher education is still being determined. However, it is evident from the experiences presented that these technologies are here to stay. This paper attempts to address gaps in the current literature about the use of Facebook in academic libraries.

This paper aims to redefine the peer reference model – using student assistants to staff the reference desk – by expanding it to include upper‐level undergraduate students from various disciplines providing full reference service with minimal supervision as well as performing paraprofessional‐level duties.

Set within a backdrop of budget cuts, severe time and staffing limitations, and increasing demands for library services, the paper assesses the processes and results of implementing this new model of peer reference at a medium‐sized academic library.

The findings suggest that undergraduate students are not only capable but perhaps optimal at providing high‐quality reference service to their peers.

This paper redefines the peer reference model, using a case study carried out in a US university library.

The authors discuss the challenges and successes in implementing a peer reference service model in a community college library.

The authors present a case study about the development of a peer reference service at a community college library. The article includes a chronological overview of the program, a brief literature review, the authors’ own observations, interviews with student employees, comments from librarians working with the students and reference service data. They reviewed local reference service data, conducted a limited review of the literature, interviewed librarians at a university with a peer reference assistance program and incorporated their own observations to create the Pellissippi Ambassadors for Library Success program.

Findings suggest that peer reference services benefit student employees, student researchers and librarians.

The article does not include a comprehensive literature review.

The study discusses peer reference services in a community college library setting and can be of use to librarians implementing peer reference services.

This chapter helps us to understand the staffing and workflow ramifications of Linked Data. A survey of the current state of metadata work, compared to the possibilities and intentions of Linked Data modeling and technology, allows us to make a needs assessment for future planning. Findings are that current trends in metadata work – distributed production alongside centralized management, iterative and collaborative resource description – are appropriate in a Linked Data environment, and should be further cultivated. A plan for training staff on the conceptual modeling of Linked Data is also outlined, together providing a launching pad to begin organizational planning for Linked Data.