Search results

As patron-driven acquisition (PDA) becomes increasingly popular we must consider its impact on academic libraries and their communities of researchers. Of particular interest is how successfully e-book PDA programs serve humanities scholars, as traditional representations of their information-seeking behaviours suggest that e-books are largely unsuitable for their needs. More recent investigations into the research practices of humanists suggest that this perception is not completely accurate, making it important to assess the potential fit between PDA and the humanities based on available information. This paper seeks to address these issues.

Based on published investigations into the information-seeking behaviours of humanities scholars, e-books in libraries, and e-book PDA programs the author determined ways in which e-book PDA programs intersect with the needs and practices of humanists, as well as the points of disconnect between them.

Humanities scholars demonstrate many information-seeking behaviours that suggest they can be well-served by e-book PDA programs. Their growing acceptance of electronic resources, significant reliance on the monographic form, heavy use of library catalogues, and the increasingly interdisciplinary nature of their work mean that e-books and PDA programs can be viewed as compatible with their needs even though print remains their preferred format.

While some note the number and monetary value of humanities titles purchased through PDA, no authors have assessed the nature of PDA programs in relation to the information-seeking behaviours of humanities scholars. Such analysis is necessary to get an accurate picture of how well the humanities will be served by PDA.

This paper seeks to suggest that criteria commonly used to teach undergraduates to evaluate online resources are inadequate when dealing with non‐academic items in the public domain. It aims to argue that these resources should not be ignored by librarians or undergraduates, but that they must still be evaluated. An alternative method of evaluation, based on the concepts of comparison, corroboration, motivation and purpose is to be proposed.

Inadequacies of current evaluative standards are revealed, specifically in relation to the current context of how and where undergraduates conduct research. Drawing on Meola's contextual framework for evaluation, as well as the thoughts of Metzger, ways to handle the evaluation of non‐academic resources online emerge.

Librarians must consider the place of non‐academic public domain items in current undergraduate research projects, and the challenges these items pose to common guidelines for the evaluation of sources. Evaluation methods must be rethought and based on a more context‐specific approach in order to be relevant when working with non‐academic resources online.

Librarians who focus mainly on the “peer‐reviewed” designation or other standard evaluative criteria to help students determine what an appropriate research resource is, and who are unsure of how to guide students in their use of non‐academic public domain items, will find here suggestions to guide their thinking and inform their practices.

This paper seeks to articulate roles for librarian supervisors of non‐LIS undergraduate internships in academic libraries by drawing on ideas from Alderman and Milne's “facilitated mentoring” model. Further, it aims to draw attention to this specific type of internship, which is relatively uncommon, even though it could potentially be implemented in any academic institution that offers internships through its academic departments.

The ideas outlined here are based on both the themes and ideas identified in the professional literature and experiences of supervising undergraduate internships offered in partnership with an academic department at a large university library. Elements of the facilitated mentoring model are outlined and then applied to internships at the Murray Library at the University of Saskatchewan.

Very little of the literature has been devoted to exploring the details of a supervisor's role in library‐based internships, especially those for non‐LIS undergraduates. Elements of models from other types of library internships generally apply, but this topic is worthy of more attention because elevating supervisors to roles of mentors requires thought and guidance, and certain adaptations are useful when working with non‐LIS interns specifically.

This work is unique in that it focuses specifically on the supervisory role of librarians who host interns, and because it outlines this role particularly in relation to undergraduates in non‐LIS programs. It builds on a model articulated in the literature and applies it to related internship experiences in order to provide insight and guidance for others contemplating assuming this type of role.

This study examines whether the auditor's self-esteem and narcissism affect sharing their knowledge with their colleagues and, if practical, increase or decrease knowledge sharing.

This study uses a questionnaire to measure the employed variables: self-esteem, narcissism and knowledge-sharing. The study's statistical population includes auditors membered in the Association of Iranian Certified Public Accountants (AICPA), through which the statistical sample is 153 auditors chosen to analyze the collected information. Finally, the survey-based approach is employed to test the association between variables.

The results showed a positive and significant relationship between the positive dimension of self-esteem and knowledge sharing of auditors. In contrast, the effect of the negative dimension of self-esteem and narcissism on knowledge sharing is negative and significant.

According to the importance of particular personality traits in audit staff and their impact on improving the efficiency and performance of auditors, audit firms are recommended to employ audit staff suitable for their organizational objectives by taking some psychological tests during recruitment.

The findings expand knowledge sharing and create a new perspective in related research since this is among the pioneer studies investigating the impact of personality traits of individual auditors, particularly narcissism and self-esteem, on encouraging them to share knowledge.