Search results

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.

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.

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.

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.

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.

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”.

The causes that have produced the revolting state of affairs in the matter of the “canned” food and meat scandals in the United States are of interest chiefly to the student of social pathology. The fact of the existence of the abuses referred to, however, appeals to us in this country in a different and more practical way, and demands careful consideration.

The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act 29 Charles II., cap. 7, “for the better observation of the Lord's Day, commonly called Sunday.” At first sight it would seem a palpable absurdity to suppose that a man could escape the penalties of one offence because he has committed another breach of the law at the same time, and in this respect law and common‐sense are, broadly speaking, in agreement; yet there are one or two cases in which at least some show of argument can be brought forward in favour of the opposite contention.

The purpose of this paper is to investigate how scientists’ prior data-reuse experience affects their data-sharing intention by updating diverse attitudinal, control and normative beliefs about data sharing.

This paper used a survey method and the research model was evaluated by applying structural equation modelling to 476 survey responses from biological scientists in the USA.

The results show that prior data-reuse experience significantly increases the perceived community and career benefits and subjective norms of data sharing and significantly decreases the perceived risk and effort involved in data sharing. The perceived community benefits and subjective norms of data sharing positively influence scientists’ data-sharing intention, whereas the perceived risk and effort negatively influence scientists’ data-sharing intention.

Based on the theory of planned behaviour, the research model was developed by connecting scientists’ prior data-reuse experience and data-sharing intention mediated through diverse attitudinal, control and normative perceptions of data sharing.

This research suggests that to facilitate scientists’ data-sharing behaviours, data reuse needs to be encouraged. Data sharing and reuse are interconnected, so scientists’ data sharing can be better promoted by providing them with data-reuse experience.

This is one of the initial studies examining the relationship between data-reuse experience and data-sharing behaviour, and it considered the following mediating factors: perceived community benefit, career benefit, career risk, effort and subjective norm of data sharing. This research provides an advanced investigation of data-sharing behaviour in the relationship with data-reuse experience and suggests significant implications for fostering data-sharing behaviour.