Jennifer Rosenfeld and Raida Gatten
The purpose of this paper is to introduce the special issue of Reference Services Review entitled “LOEX‐of‐the‐West 2012: creative landscapes in southern California”.
Abstract
Purpose
The purpose of this paper is to introduce the special issue of Reference Services Review entitled “LOEX‐of‐the‐West 2012: creative landscapes in southern California”.
Design/methodology/approach
Over 160 librarians from across the USA and Canada attended the biennial LOEX‐of‐the‐West (LOTW) conference on the campus of Woodbury University in Burbank, California from June 6‐8, 2012. LOTW strives for an atmosphere in which speakers can share innovative ideas and open a dialog with other librarians.
Findings
Traditionally, after each LOEX‐of‐the‐West (LOTW) conference a number of papers based on session presentations are submitted to Reference Services Review (RSR) for publication. Building on their work at the 2012 preconference, Editors of RSR, Ms Eleanor Mitchell and Ms Sarah Barbara Watstein, have worked closely with presenters to transform their talks to published papers. After going through a double blind peer review process, seven papers have been selected for publication in this issue.
Originality/value
The authors/Guest Editors are excited to share these papers in this special LOEX‐of‐the‐West issue of Reference Services Review. It is indeed just as the conference theme stated “Information Literacy for all Terrains”.
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The purpose of this paper is to replicate and extend research on reference list accuracy to determine whether the same phenomenon exists across disciplines and whether similar…
Abstract
Purpose
The purpose of this paper is to replicate and extend research on reference list accuracy to determine whether the same phenomenon exists across disciplines and whether similar conclusions can be drawn.
Design/methodology/approach
Three hypotheses were tested and verified to determine consistency of findings from previous studies and across disciplines. A fourth hypothesis was introduced to investigate the impact of an increasing number of citations to internet resources.
Findings
The study demonstrates some similar patterns to previously reported research. However, the existence of errors in references to journal articles usually did not prevent locating an article. More significantly for fashion scholarship, there were a higher number of citations to URLs than journal articles. Given the high rate of irretrievability for the URL citations in the study, this may have a negative impact on future intellectual contributions.
Research limitations/implications
If decreasing internet content persistence continues, scholarship credibility will be increasingly difficult to maintain. Further research should investigate the retrievability of websites if URLs are incorrectly referenced, given other information provided in the references.
Practical implications
Not only should authors submit the first page or title page of all referenced print materials to editors for reference list accuracy verification, print‐outs of referenced web sites including the URL and access date should be provided.
Originality/value
Irretrievability rates of citations to internet URLs were found to be substantially higher than those of journal articles. This should be of concern to all authors of scholarly works.
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The purpose of this paper is to review the basic principles of qualitative analysis, and examine the practical application of these principles to analyze student assignments using…
Abstract
Purpose
The purpose of this paper is to review the basic principles of qualitative analysis, and examine the practical application of these principles to analyze student assignments using the ATLAS.ti software.
Design/methodology/approach
Student comments from an assignment are prepared for import into ATLAS.ti. The comments are coded, and then analyzed for patterns using ATLAS.ti and its mechanisms for exploring data and data patterns.
Findings
ATLAS.ti offers myriad analytic tools that allow the researcher to quantify qualitative information through coding, data query, cross‐tabulation, and networked visualization of project design. By developing both technical expertise with the software, and developing familiarity with qualitative methodology, librarians can wield an effective means to assess and evaluate text‐based data, such as student assignments or surveys.
Research limitations/implications
Because the ATLAS.ti software, and the qualitative analysis process itself is so complex, this article can only outline the most prominent aspects of the tool.
Practical implications
The document can serve as a “jumping‐off” point for other researchers wishing to either explore the qualitative analysis process, particularly as conducted with ATLAS.ti. The reader will become more familiar with the basic concepts of qualitative analysis as reflected in the organization and functions of the ATLAS.ti, as well as the process of preparing and analyzing textual information with ATLAS.ti.
Originality/value
Because there is a general lack of literature on setting up a project with the software, the article is potentially valuable to anyone wishing to expand and improve their evaluative skills using ATLAS.ti or similar tools.
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Yvonne Nalani Meulemans and Allison Carr
The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine…
Abstract
Purpose
The old relationship of librarians serving the faculty as research assistants is long gone. The purpose of this paper is to ask, how can librarians and faculty become genuine partners in student learning and move towards the common goal of getting students to think critically? The authors discuss the need for librarians to initiate more collaborative conversations with professors in order to establish true partnerships with them and go on to describe how they did this using a strikingly and alarmingly frank approach. Building on this foundation, the authors discuss the need to shift from a service orientation to a partnership in student learning.
Design/methodology/approach
The authors describe their work with the New Faculty Institute, a multi‐day workshop that serves as an introduction to the university, to build upon their assertions regarding the need for instruction librarians to shift from a service orientation to a partnership with professors.
Findings
The paper offers an action plan to develop and implement a value system that can guide collaboration with faculty. The pieces of the plan include articulating a teaching philosophy, craft and clarify personal policies, develop and practice responses and have confidence in your expertise.
Originality/value
Developing partnerships with professors may sometimes require librarians to respond differently to requests from professors that are problematic. Doing so requires a move away from a service orientation, but towards collaborative efforts to support student learning.
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Amy F. Fyn, Vera Lux and Robert J. Snyder
The purpose of this paper is to test the hypotheses that led to the selection and implementation of a number of customizable features in Serials Solutions' “Summon” discovery…
Abstract
Purpose
The purpose of this paper is to test the hypotheses that led to the selection and implementation of a number of customizable features in Serials Solutions' “Summon” discovery layer tool.
Design/methodology/approach
Undergraduate students were surveyed to determine their preferences regarding certain customizable features in the Summon discovery layer tool.
Findings
The authors were most interested in asking students their preferences regarding the ability to add newspapers and outside resources into their search results, as well as their interest in the database recommendation feature. The default Summon settings were selected based on hypotheses grounded in the knowledge of information seeking behavior of undergraduate students. However, it was discovered that the student preferences uncovered through the use of the survey often ran counter to initial assumptions. The results of the case study indicate that this population of students is overwhelmingly interested in having Summon recommend databases in which students might continue their research. However, the results were not as clear regarding the inclusion of newspaper sources and sources from outside the institution in the search results.
Originality/value
The paper's findings demonstrate the importance of supplementing research‐driven hypotheses with specific data‐driven feedback from users when determining the customization and layout of library research tools and technology.
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Brandy Whitlock and Julie Nanavati
The purpose of this paper is to provide an overview of the learning outcomes assessment process and a five‐step, systematic approach for incorporating learning outcomes assessment…
Abstract
Purpose
The purpose of this paper is to provide an overview of the learning outcomes assessment process and a five‐step, systematic approach for incorporating learning outcomes assessment into information literacy instruction. The paper focuses specifically on using performative and authentic assessments to measure higher‐level skills and ensure that students are able to perform the information literacy skills that library instruction programs intend to teach.
Design/methodology/approach
The authors reviewed current assessment literature from both the information literacy and instructional design fields and pulled successful examples from their respective institutions in order to provide an overview of how best to incorporate performative and authentic assessment into the information literacy instruction process. This also includes discussions of assessment terminology, tools, and strategies.
Findings
Engaging in learning outcomes assessment can be invaluable when performed as part of the information literacy instruction process. Following a systematic approach and incorporating tools that allow for performative and authentic assessment will enable librarians to successfully ascertain if students can do what we teach them to do.
Practical implications
This paper provides instruction librarians with a structured way to integrate learning outcomes assessment into their information literacy programs, and it includes an extensive exploration of assessment strategies and tools as they relate to fostering information literacy skills.
Originality/value
There is limited literature on the use of performative and authentic assessment in information literacy instruction. The exploration of a wide selection of possible assessment tools, specifically – their benefits and drawbacks – is especially valuable.
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Leslie Sult, Yvonne Mery, Rebecca Blakiston and Elizabeth Kline
The purpose of this paper is to describe the development and rationale for the creation of a scalable approach to online database instruction.
Abstract
Purpose
The purpose of this paper is to describe the development and rationale for the creation of a scalable approach to online database instruction.
Design/methodology/approach
The paper discusses the pedagogical, organizational, and technological considerations for developing an interactive, online tutorial that can be used by librarians for database instruction.
Findings
Database instruction during one‐shot library sessions is a cornerstone of information literacy programs, but with a move to online instruction, it has not been clear how to replicate many of the pedagogical advantages that take place in a face‐to‐face environment. Librarians along with programmers have developed a new type of scalable and pedagogically‐sound interactive tutorial.
Originality/value
The paper provides librarians with a history of the development of a tutorial that has been released as open‐source software program that can be easily modified by other libraries.
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Jennifer Mayer and Melissa Bowles‐Terry
The authors teach a three‐credit, upper‐division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies…
Abstract
Purpose
The authors teach a three‐credit, upper‐division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized.
Design/methodology/approach
In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit‐bearing IL course.
Findings
It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face‐to‐face setting with upper‐classmen from diverse majors is an impactful way to teach IL.
Practical implications
This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit‐bearing course. Many of the engagement and assessment methods the authors share may also be applied to one‐shot instruction sessions.
Originality/value
The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three‐credit, face‐to‐face class, a type of course not well represented in the information literacy literature at this point in time.
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The purpose of this paper is to explore the idea of using Kotter's eight‐step model for change leadership to create a culture of assessment that is embedded in the organizational…
Abstract
Purpose
The purpose of this paper is to explore the idea of using Kotter's eight‐step model for change leadership to create a culture of assessment that is embedded in the organizational culture of an academic library.
Design/methodology/approach
This is a conceptual paper that examines the potential application of a business change model to an academic library change context. Each step of Kotter's model is described within the context of building a culture of assessment, supported by examples and suggestions from the literature of libraries, higher education, organizational behavior and change leadership.
Findings
While building a culture of assessment is critical for libraries in the current environment, it is a difficult and complex process that requires grassroots initiative, top‐down support and strong leadership. Kotter's model for change management provides a pragmatic structure for culture change through behavioral change and change leadership regardless of positional authority.
Practical implications
This paper includes best practices for facilitating a culture of assessment, including necessary resources and possible approaches.
Originality/value
While the literature contains articles about building a culture of assessment, no studies have applied models of change leadership from the management literature to this unique cultural process. This is the first paper that suggests concrete steps for libraries towards building a culture of assessment, even in the absence of an ideal organizational culture. The focus is also on enabling change leadership regardless of whether the change agents have positional authority.
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Matt Conner and Melissa Browne
The purpose of this paper is to investigate three tools based on principles of information visualization and measure their impact on undergraduates' abilities to generate keywords…
Abstract
Purpose
The purpose of this paper is to investigate three tools based on principles of information visualization and measure their impact on undergraduates' abilities to generate keywords for database research.
Design/methodology/approach
In total, 50 undergraduate students were randomly assigned to a condition (Control, Keyword Matrix, Wonder Wheel, Visual Search) and instructed to find relevant article citations on unfamiliar topics in EBSCO's Academic Search Complete. All students completed a pre‐test to provide baseline data. Control subjects performed one additional search. Students in the experimental conditions were introduced to the relevant information visualization strategy, employed it to identify keywords for two post‐test searches, and provided a written assessment of its impact. Audio and screen captures from search sessions were recorded, transcribed and analyzed.
Findings
Brainstorming Behavior: Wonder Wheel subjects spent significantly more time brainstorming search terms than those relying on the Keyword Matrix. Search Behavior: Visual Search subjects utilized significantly more search concepts and attempted more searches. Evaluation: Students expressed satisfaction with all three tools tested; however, a subset of Visual Search subjects verbalized frustration as they searched. The Visual Search produced desirable student search behaviors.
Research limitations/implications
The study sample was limited (50 undergraduates from a single institution) and student searches were not motivated by authentic information needs.
Originality/value
This study offers insight into how information visualization tools can be leveraged to improve undergraduate search behavior. The findings have practical implications for teaching librarians and course instructors.