Search results

This paper aims to apply integrated academic literacies and threshold concepts constructs to the development of graduate student literacies. Western Washington University has developed a graduate peer-tutors program to advance integrated academic literacies and graduate student agency. Graduate peer-tutors are expert-outsiders (Nowacek and Hughes, 2015): expert in conversations about literacies and outsiders to disciplinary expertise. Peer-tutors augment a support ecosystem that includes faculty advisors, subject librarians and others. Libraries should lead innovative programs to develop integrated literacies, and librarians should leverage both subject and literacies expertise as part of an ecosystem of support.

Drawing on library, writing center and higher education scholarship, the author draws on research methodologies from writing center scholarship to explore models for integrated graduate student literacies. The author collaborates with graduate peer-tutors to connect theory and practice in the Graduate Research & Writing Studio (GRWS).

Peer-tutor models offer a valuable layer of support for graduate students engaged in thesis-writing. Peer-tutors, faculty advisors and subject librarians play important roles in advancing development of integrated literacies. The role of peer-tutors is unique in advancing integrated literacies, and addressing affective barriers and equity concerns.

Economic pressures have transformed higher education, ushering new populations into graduate programs. Opportunities to enhance inclusivity cannot be realized without support for development of literacies. Libraries should lead with innovative services that address barriers to graduate student success.

The author leverages the unique laboratory offered by the GRWS and engages graduate peer-tutors in connecting scholarship and practice. Drawing on contemporary theoretical lenses on literacies, she argues for libraries’ leadership of programs that support integrated graduate student literacies.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

The library systems office is under increasing pressure to support not only the integrated library system (ILS), but a proliferation of systems, servers and technologies. Some systems librarians have the advantage of a computer science degree, but many have acquired their technical knowledge on‐the‐job. The technological complexity of current systems work prohibits new librarians from entering the field without some existing expertise. Canadian library schools are not adequately preparing new librarians for systems work, and there are simply not enough librarians with a computer science background to meet the demand for computer savvy librarians. This article proposes a third option – the combination of a Masters of Library and Information Science (MILS) with a one year Information Technology Diploma. It discusses the author’s experience moving into systems by way of IT, and outlines the benefits of cultivating librarians with IT knowledge, rather than relying on non‐librarians to perform technical work in the library.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.

The objectives of the study were to identify the effects of blockchain technology (BT) on the university librarians, the impact of BT on the university library services and to reveal the challenges to adopt BT in the university libraries.

A systematic literature review was applied to address the objectives of the study. Around 25 studies published in peer-reviewed journals were selected to conduct the study.

The findings of the study revealed that blockchain technology (BT) has positive effects on the university librarians as it assists them in digital resources management, provision of integrated library services, effective records management and continued professional development. The study also displayed that BT has a positive impact on the university libraries through effective information management, user privacy, collaboration, technological innovation and access control. Results also revealed that technical issues, financial constraints, security problems, skill issues and sociocultural issues created challenges to adopt BT in the university libraries.

The study has offered theoretical implications for future investigators through the provision of innovative literature on the prospectus and challenges associated with blockchain in the context of librarianship. The study has also provided practical implications for management bodies by offering recommendations for the successful adoption of blockchain in the university libraries. Additionally, a framework has been developed to adopt BT successfully in the university libraries for the delivery of smart library services to library patrons.

This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.

An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.

The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.

Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

The purpose of this paper is to investigate librarians' attitudes towards instruction in virtual reference transactions and to review relevant literature.

Librarians who provide virtual reference services are surveyed about attitudes towards providing instruction via virtual reference software. In addition to gathering demographic information respondents are asked to rate agreement or disagreement with statements about virtual references using a six‐point Likert scale.

The librarians surveyed see value in providing instruction during the virtual reference encounter, but also identify concerns and barriers. Discussion of Marchionini's concept of exploratory search and Madell and Muncer's study on control in computer mediated communication is used to highlight some characteristics of the virtual reference environment that might require unique pedagogy and reference practices.

Most respondents are from academic libraries, potentially limiting its applicability to public or special library settings and the survey does not explore the attitudes of librarians who do not currently provide virtual reference.

Findings will be useful for institutional or consortial virtual reference training as well as improving individual practice. Findings may also have policy and/or staffing implications for virtual reference programs.

There is limited literature that focuses specifically on either information literacy instruction during the virtual reference transaction or on librarians' attitudes towards providing instruction in the virtual reference transaction.