Search results

This study aims to examine the predictors of microbrewery consumers’ intentions to visit microbreweries using an extended theory of planned behavior (TPB) and to assess the gaps between attribute importance and performance by performing importance-performance analysis (IPA) on the beerscape measure.

A self-administered questionnaire was administered to visitors of microbreweries within a southern US state. A total of 200 responses were selected based on completion and were analyzed using structural equation modeling and an IPA analysis.

Self-identity, attitude and perceived behavioral controls were found to be significant predictors of microbrewery consumers’ intentions. The subjective norm was insignificant following the addition of self-identity. Furthermore, the beerscape was not a significant predictor of microbrewery consumers’ attitudes. The IPA found that microbreweries should improve beer value, beer cost, variety of beers and the embodiment of local culture in the atmosphere.

To the researcher’s knowledge, this is the first quantitative study to successfully apply the TPB framework and develop the beerscape in the microbrewery context. The results of this study provide useful information to microbrewery owners and operators, which ultimately helps them serve their consumers more effectively.

This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally.

Librarians from eight different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives.

The contributed pieces in this second installment are collected together and a variety of ways the academic library engage with “student success” are discussed. Initiatives include high-impact practices, fostering academic rapport and creating a sense of belonging, experiential learning and creative spaces and professional development.

These examples help to observe what is happening throughout higher education and see potential paths forward at the institutions engaged in this work.

The purpose of this paper is to show how images and videos of search strategies can enhance student experiences in reference interactions by providing a visual and/or auditory explanation, rather than written step‐by‐step instructions. This paper explores how online screencasting tools, such as Jing, can be used to quickly create and share on‐the‐fly videos and images.

A literature review briefly discusses uses of screencasting in higher education and the implications for Millennial students, followed by a discussion of how librarians at California State University, San Marcos are creating screencasting videos and images to enhance chat/instant messaging, e‐mail, and in‐person reference interactions.

Based on chat transcripts and anecdotal evidence, students find librarians' use of screencasting helpful in illustrating complex search strategies to find information resources.

Further research is needed to determine if screencasting is an effective learning tool for Millennial students, as well as, other library users in both reference interactions and instructional settings.

Online screencasting tools are easy‐to‐use, low‐cost, and can be used in any type of library, specifically for reference services. In virtual reference, librarians can quickly create and share instructional videos rather than type detailed instructions for accessing library and information resources.

While screencasting tools such as Captivate and Camtasia are widely used in library instruction, they are new to reference delivery. Since many reference interactions include instructional components, on‐the‐fly screencasting can be a useful tool to enhance the user's reference and learning experience.

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.

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.

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.

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.

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”.

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.

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.

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”.

This paper presents an interpretation of freehand drawings produced by supply chain management undergraduates in response to the question: “What is sustainability?” Having to explain sustainability pictorially forced students to distill what the essence of sustainability meant to them and provided insights into how they perceived sustainability and their roles in achieving sustainability in the context of supply chain management.

Students were asked to draw and answer the question “What is sustainability?” These drawings were discussed/interpreted in class. All drawings were initially examined quantitatively, before a sample of four were selected for presentation here.

Freehand drawing can be used as part of a critical pedagogy to create a visual representation to bypass cognitive verbal processing routes. This allows students to produce clear, more critical and inclusive images of their understanding of a topic regardless of their vocabulary.

The authors offer this as a model for educators seeking alternative methods for engaging with sustainability and for creating a learning environment where students can develop their capacity for critical self-reflection.

This study shows how a collaborative learning experience facilitates learners demonstrating their level of understanding of sustainability.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2022-0718

This paper aims to present an interpretation of freehand drawings produced by a sample of final year degree level learners in response to the question: “What is civic engagement”? The aim in using this approach, with final year degree learners from different countries, but pursuing the same degree, was to compare and contrast their understanding of civic engagement.

Learners completed their drawings and then discussed their drawings in small groups. All of their drawings were initially examined quantitatively before a sample of six drawings were selected for in-depth qualitative examination.

Using learner-generated drawings enables learners convey visually what can be challenging to verbalise. After the exercise, some learners discovered that they had a good basic appreciation of civic engagement.

Describing civic engagement pictorially forced participants to think about what the essence of civic engagement was for them.

This study shows how a collaborative learning experience, rather than a competitive comparison of performance, facilitates learners readily demonstrating their level of understanding and appreciation for civic engagement.

In recent decades, the use of capital punishment has declined, but in its place, a ‘new death penalty’ has arisen: life without parole (LWOP), which is being used far more frequently and for more crimes than capital punishment ever was. Yet, LWOP has received far less scholarly attention than the death penalty. Because of its greater scale, assessing the effects of LWOP on crime has important policy implications and is a better test of extreme penalties. Existing studies of LWOP focus on humanitarian issues and ignore its potentially reciprocal relationship with crime. Therefore, we use available LWOP data to fill these gaps in the literature, using models specifically designed to control for potential reciprocal effects. The results indicate there is no reciprocal causation between LWOP and violent crime and, at best, LWOP’s impact on crime is small, temporary, and, most importantly, no greater than the impact of life with parole.