Search results

In September, 1982, a graduate seminar was held for the first time at Syracuse University on Online Public Access Catalogs (OPACs). The focus was on aspects of OPAC design, the impact of OPACs on staff and users, and comparative analysis of their features and functions. Of the 15 people enrolled, eight were academic librarians representing four different institutions; one was a public librarian, one a special librarian; and five were MLS students enrolled at Syracuse.

The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs.

The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs.

In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee.

In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

Traditional methods of studying and evaluating the use of online public access catalogs (OPACs) are discussed and compared to the protocol method. Verbal protocols are spoken records of people describing their work; they uncover detailed data about what people are thinking as they attempt to solve problems. The results of the Carnegie‐Mellon University protocol study of OP AC users are discussed.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the fifteenth to be published in Reference Services Review, includes items in English published in 1988. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.

A ‘World Wide Web search engine’ is defined as a retrieval service, consisting of a database (or databases) describing mainly resources available on the World Wide Web (WWW), search software and a user interface also available via WWW. After intro ducing early Internet search engines, which are pertinent as precursors for the current range of WWW search engines, the problems of searching the WWW (link persistence, lack of integrated search software) and the resulting search engine types (keyword or directory) are analysed. Search engines of all types are then compared across their generic features (database content, retrieval software, and search interface), rather than on a search engine by search engine basis. Finally, wider information access issues aris ing from the nature of the Internet and web search engines are considered, and a general strategy for using web search engines is proposed.

The purpose of this paper is to create a conceptual framework to demonstrate the role of universities as knowledge partners in place branding networks.

This research adopts a case study strategy to explore the perceptions of institutional and community stakeholders in Northamptonshire. The objective is to examine the regional activities and engagement of a single-player university in a peripheral region and explore its potential for widening stakeholder participation. Qualitative data was collected through interviews and focus groups and thematically analysed.

The university played a complementary “partnership” role to other institutional stakeholders, particularly the public sector. As a knowledge partner, the university filled gaps in information (know-what), skills (know-how) and networks (know-who). The last two aspects are potentially unique to the university’s role in place branding networks and require further development.

The conceptual framework demonstrates the potential of a single-player university in a peripheral region to enhance the capabilities and skills of stakeholders in place branding networks and widen stakeholder participation. Future researchers can use the framework to develop recommendations for universities’ role in place branding based on their unique situation.

There has been limited research on how universities participate and influence participation in place branding. The exploration of this topic in the context of a rural, marginalised region is also novel.