Emerald | Reference Services Review

Demystifying the data interview: Developing a foundation for reference librarians to talk with researchers about their data

Jake Carlson — 2012-02-10 00:00:00.0

Abstract

Purpose – As libraries become more involved in curating research data, reference librarians will need to be trained in conducting data interviews with researchers to better understand their data and associated needs. This article seeks to identify and provide definitions for the basic terms and concepts of data curation for librarians to properly frame and carry out a data interview using the Data Curation Profiles (DCP) Toolkit. Design/methodology/approach – The DCP Toolkit is a semi-structured interview designed to assist librarians in identifying the data curation needs of researchers. The components of the DCP Toolkit were analyzed to determine the base level of knowledge needed for librarians to conduct effective data interviews. Specific concepts, definitions, and examples were sought through a review of articles, case studies, practitioner resources and from the experiences of the Purdue University Libraries. Findings – Data curation concepts and terminology are not yet well-defined and often vary across, or even within fields of study. This research informed the development of a workshop to train librarians in using the DCP Toolkit. The definitions and concepts addressed in the workshop include: data, data set, data lifecycle, data curation, data sharing, and roles for reference librarians. Practical implications – Conducting a data interview can be a daunting task given the complexity of data curation and the lack of shared definitions. Practical tools and training are needed to help librarians develop capacity in data curation. Originality/value – This article provides practical information for public service librarians to help them conceptualize and conduct a data interview with researchers.

Training Millennials: a practical and theoretical approach

Kathleen Langan — 2012-02-10 00:00:00.0

Abstract

Purpose – For student reference supervisors and trainers, it is crucial to understand the characteristics of the millennial worker and how we can effectively train student reference employees in virtual reference. The purpose of this paper is to present best practices for training the millennial generation of reference workers on virtual reference. Design/methodology/approach – This paper is a combination of a case study and theoretical approach including a literature review of “computer mediated communication” (CMC) theory as well as Reference and User Services Association (RUSA) best practices. This paper describes the creation of a training manual for the millennial student who works in reference and are the primary respondents to instant messaging. Findings – This project describes why it is necessary to train millennial student reference employees differently than librarians or paraprofessionals when dealing with virtual reference. Practical implications – This paper presents practical training techniques that are grounded in two major communication theories: politeness theory and CMC theory and applies these theories to the practical training of the millennial student. Social implications – The library atmosphere is a very social one with several different types of communication methods. Many academic libraries use student employees to staff some of the high traffic public service points. In order to better treat our patrons and maintain a professional atmosphere, it is critical that we train students to leave behind their student mentality when working and to become more professional. It is a question of re-conditioning the student employee from their more comfortable social methods of communication to that of what patrons expect. Originality/value – This paper presents the benefits of having a specific training approach when supervising the millennial student reference worker, particularly when it comes to training for instant messaging/chat reference services.

Video lectures help enhance online information literacy course

Ed Hahn — 2012-02-10 00:00:00.0

Abstract

Purpose – The purpose of this paper is to demonstrate how a credit-bearing information literacy course was enhanced through the use of video lectures to deliver course content. Students have a choice of how to access course materials: video lectures or reading material. Design/methodology/approach – A literature review shows that, previously, videos have been used largely to supplement face-to-face classes or one-shot library instruction sessions. A description details the production of video lectures for one of the courses that satisfies the information literacy graduation requirement at Weber State University. For this course, a student survey was then used to measure the actual use and effectiveness of the video lectures. Findings – Survey results indicate that a majority of students use the video lectures, at least partly, and find them helpful. Research limitations/implications – Results also show that many students are comfortable reading course materials rather than viewing the lectures. As more courses incorporate video lectures, holdouts should become more comfortable with the format. Practical implications – Video lectures are relatively easy to create, and can be used to enhance online information literacy classes. Students can view the video lectures at their convenience. Originality/value – Video production tools such as Camtasia Studio are used for library instruction and other face-to-face classes, but are not widely used in online courses. Adding video lectures to an online course gives students options on how to access the course content.

Research skills development through collaborative virtual learning environments

Adrian Stagg, Lindy Kimmins — 2012-02-10 00:00:00.0

Abstract

Purpose – Studying at university today is a complex undertaking. Not only have the characteristics of the student cohort changed significantly in recent years, but the exponential growth of technological innovation has also impacted markedly on the study environment. Issues such as student transition and retention are receiving considerable attention, and the quality of learning and teaching has become an important consideration. While support for students from outside the faculty is still seen as useful, it is recognised that contextualised support facilitates deeper learning. This case study aims to focus on a virtual learning environment (VLE) designed through collaboration between the Library, Learning and Teaching Support and the Faculty of Business and Law at the University of Southern Queensland. Design/methodology/approach – The implementation of the VLE followed a design-based research methodology focusing on an iterative approach which responded to student and staff feedback. An analysis of usage data, coupled with student feedback from reference interviews form the core of the information used to shape each evolutionary design cycle. Findings – The results of two-and-a-half years of usage data indicate that students from all disciplines within the Faculty of Business and Law used the screencasts embedded in the VLE as self-directed, “just-in-time” learning resources. The qualitative comments reflect the advantages of presenting research skills tutorials in a visual format, with many commenting on a feeling of greater understanding and confidence with the research process. Originality/value – The use of discipline-specific screencasts offers location-independent asynchronous learning support that can be dynamically created in response to student needs. Furthermore, it suggests that this type of reference support is more successful when produced through cross-faculty and divisional collaboration. This VLE is accessible to all USQ Faculty of Business and Law students, but it represents a transferable, achievable model for other institutions with distance learning cohorts.

Digital games in academic libraries: a review of games and suggested best practices

Mary J. Snyder Broussard — 2012-02-10 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide an overview of available online library games and offer six suggestions for best practices based on the available games. Design/methodology/approach – The paper presents a thorough review of the literature on online games in libraries as well as an analysis of the games freely available online. Further information from some game designers was sought by e-mail as needed to enhance the published literature. Findings – A total of 17 online library games have been mentioned in the literature, 11 of which are at least partially available online. They vary greatly in type of game, technical sophistication, cost of development, and visual appeal. Some have been successful (designers report being satisfied), some have been less successful, and some have been abandoned before completion. Suggestions for development of future games include keeping it simple; having a plan to use it in class or market to faculty; “gating” key concepts; making it fun; giving feedback; and play testing throughout the development process. Originality/value – While previous articles have mentioned three or four online games in libraries, no one has attempted to make a comprehensive overview or to suggest similarities among what has worked well in these projects. Analyzing the key traits of the more successful games will help librarians develop games in the future.

Empowered library eLearning: Capturing assessment and reporting with ease, efficiency, and effectiveness

George Germek — 2012-02-10 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS). Design/methodology/approach – This study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer-reviewed Instructional Materials Online (ACRL PRIMO)-awarded plagiarism prevention tutorial to assess Adobe Connect's ability to function as a library-based, librarian friendly LMS. Findings – Both Adobe Captivate and Connect are effective tools that produce and report high quality data which can be shared with academic departments to build strong relationships and further information literacy initiatives. Adobe Captivate tutorials are easily developed and highly customizable; librarians can modify their work and publish updated learning tutorials instantaneously without LMS administrator involvement due to Adobe Connect's ability to function as an LMS. Research limitations/implications – Although this study is limited to data captured from 1,600 users of the library's plagiarism prevention tutorial, it suggests that success may be reproduced with any online information literacy effort where assessment is required. Practical implications – Practical implications consider how small college libraries can capture assessment without assistance from information technology departments. Social implications – This work helps students avoid plagiarism, a serious epidemic in college libraries. Originality/value – This review introduces alternative ways in which assessment and reporting may be achieved without conventional LMS.

Which platform do our users prefer: website or mobile app?

Shun Han Rebekah Wong — 2012-02-10 00:00:00.0

Abstract

Purpose – After being implemented for two years, HKBUtube (the official video streaming site developed by Hong Kong Baptist University Library) has become a popular source of videos for the university. This video site also begins to draw the attention of the community. When more libraries are starting to respond to the demand for mobile service, the HKBU Library decided not to remain aloof. Before committing itself to the provision of an additional platform, the Library carried out a proof of concept to investigate the likelihood of library users watching videos via a mobile app when the web counterpart was available. This paper aims to investigate this issue. Design/methodology/approach – Through building a small-scale mobile app to showcase and display videos, this paper studies the use of the app and the popularity of watching videos via smartphones. To yield a more accurate result, a web counterpart was also developed for comparison of usage. Findings – The data suggest that the usage between the app and website version was about the same. This study also demonstrates the power of Apple's marketing support, the large group of international users, and the effect of broadband speeds. Originality/value – Usage data presented in this paper support the importance of the provision of mobile video collections. This paper also offers practical information that can assist academic libraries in justifying and developing mobile services, in particular mobile media collections.

University of Central Florida's Campus Connections Program

Hal Mendelsohn — 2012-02-10 00:00:00.0

Abstract

Purpose – The Campus Connections Program can help provide other universities with a better method to reach out to students so they can learn what resources are available to them on their university campus. This paper aims to examine how it does this. Design/methodology/approach – An investigation was performed to find out what services were on the University of Central Florida's campus. Determining that many of the necessary resources were not being promoted to the students, the Campus Connections Program was developed. A review of relevant literature highlighted the point that partnerships/working relationships are important to perform successful outreach to those you wish to contact. Findings – Through a survey instrument, it was concluded that a better way of reaching out to students was necessary. There are other outlets used to promote an organization's services, the difference shows that the Campus Connections Program provided a better forum for the exchange of information. Research limitations/implications – A survey of nine questions was administered to representatives who participated in the Campus Connections Program. The survey sought to determine if the established method of reaching out to students was useful. Originality/value – Student orientations are the normal route groups take to meet students and discuss their services. Providing the time and location within the library for those same groups to meet the students individually, is what makes the Campus Connections Program unique.

Still a mixed bag: A study of first-year composition students' internet citations at the University of Mississippi

Alex P. Watson — 2012-02-10 00:00:00.0

Abstract

Purpose – This study seeks to gauge student use of open internet sources for the purpose of refining instruction and information literacy pedagogy in the library. Design/methodology/approach – The authors obtained citations from seven spring 2009 freshman composition classes at the University of Mississippi. From this pool of roughly 230 students, 437 citations to the open web were isolated, examined, and coded for analysis. Findings – Examination of the individual web sites, their URLs, and relevant codes revealed heavy student use of online reference and how-to materials, many of which were less than ideal as academic sources, but not openly inappropriate as such. Research limitations/implications – The citations were stripped of all personal information at the department's request; therefore the research does not and cannot comment on student topics and individual assignments. The findings suggest that University of Mississippi students may be able to identify and avoid low quality sources but struggle with mediocre ones, and that use of online reference works represents low student awareness of library reference collections. Practical implications – The results suggest that a greater emphasis on open web sources, possibly as supplemental tutorials or videos, may be useful in the context of first-year composition library instruction. Originality/value – This study provides statistical data about college freshmen and their citations in a first-year writing class in addition to a thorough literature review of similar studies, both of which will be of interest to instruction librarians and writing program liaisons.

Incorporation and visibility of reference and social networking tools on ARL member libraries' websites

Leila June Rod-Welch — 2012-02-10 00:00:00.0

Abstract

Purpose – This study aims to evaluate 125 research libraries in North America to identify whether they incorporate reference and social networking tools in their library's website. Design/methodology/approach – A content analysis of 125 library websites is conducted to determine whether libraries who are members of the Association of Research Libraries (ARL) incorporate and promote reference and social networking tools in their website. For the purpose of this study, a list of reference and social networking tools was chosen and each library's website was visited to determine first, which reference and social networking tools from this list appear on their library's homepage and, second, which tools appear elsewhere on the library's website. Findings – The results show that even though most of these reference and social networking tools are incorporated into their library's websites, their presence is lower on their library's homepage. Practical implications – Academic and research libraries should incorporate reference and social networking tools on their library's homepage to make these services more visible and more easily accessible to their users. Originality/value – This study demonstrates the importance of the right placement for reference and social networking tools on ARL websites.

Librarians: on the case

2011 Awards for Excellence

2012-02-10 00:00:00.0