The purpose of this paper is to examine the utilization of discovery tools in classrooms with the aim of trying to assess the attitude toward them.
The methodology adopted in this article is a literature review.
Despite the author's best efforts to look at the data from all angles, the author found no statistical significance in any of the data pulled from the survey. The author also tested to see if personal preference had any bearing on reference preference and found that there was no statistical significance between personal preference and reference preference. The author removed all responses that said “it depends” and the results showed that there still was no statistical significance between personal preference and reference preference.
Libraries can rebrand their services by utilizing and advocating for discovery tools, but it will only happen if they are willing to make changes on their attitudes toward discovery tools.
I wish to thank various people for their contribution to this project; Keith Kelley and Carrie Leatherman for their valuable technical support on this project; special thanks should be given to Dr Madge Klais for her guidance and valuable support in structuring my research, and to my colleagues Martha Maytnier and Dianna Sachs for their useful and constructive recommendations on this project.
Allen, N. (2015), "Utilizing discovery tools for classrooms: how do librarian attitudes on discovery impact tools they teach?", Library Hi Tech News, Vol. 32 No. 1, pp. 8-12. https://doi.org/10.1108/LHTN-09-2014-0078Download as .RIS
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