Search results

Christine Bruce (2008, Preface) has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn.” Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment, or topic-specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-fiction Film Research Guide that we created aligns with the three principles and seven faces of informed learning.

This study aims to assess current academic library services to theater students through an examination of online research guides.

This study uses a representative sample of 100 universities that offer theater degrees; the library website at each of these institutions is examined for the existence of a theater research guide. Each research guide was analyzed in depth.

The vast majority of the universities in the sample did create research guides for theater students, though the contents of these guides varied greatly. The study highlights findings including popular databases and journals for theater students, as well as media resources and common subjects for subsections or course guides.

This study only examined a sample of 100 institutions; many theater research guides were not examined for this study. Additionally, analysis of online content is a time-specific endeavor: a guide may look significantly different from one month to the next, though the recommendations in this article might prove useful even if the sites at these institutions have since been updated.

Through an examination of a great number of guides, a few practical suggestions emerge for librarians looking to create theater research guides, such as highlighting playscripts and other print materials and including hyperlocal information (such as university production history).

Though several studies have been performed on research guides in various disciplines, this article is the first on those to theater students.

The purpose of this study is to examine how guidelines for information literacy and library instruction can be incorporated into online research guides and provide examples from guides that have done this.

Online research guides in forestry were identified and examined using the ACRL's “Information literacy competency standards for higher education” and guidelines for library instruction set forth in LaGuardia and Oka's Becoming a Library Teacher.

While some research guides simply provide unannotated links to online resources, others seek to engage the user by incorporating features that correspond directly to elements of a library instruction session.

The study presents practical ways in which online research guides can serve as library instruction tools.

The purpose of this study is to determine the extent to which first-year writing course guides contain instructional content and whether the ACRL Framework for information literacy has been addressed in these guides.

First-year writing course guides were identified from American Research Libraries websites and examined for instructional elements. These elements were categorized using a rubric that mapped the Framework to instructional content. Qualtrics was used to organize and analyze the data.

Most first-year writing course guides include instructional content, but less than half incorporate the Framework in some way. Guides that do incorporate the Framework focus on “searching as strategic exploration” and “research as inquiry”.

This paper provides librarians with practical information on first-year writing guides and includes examples of how the Framework might be addressed.

This study contributes to the literature on research guide content and is the first to invent first-year writing course guides.

This study aims to use research guides as a window to disciplinary information literacy in the field of modern language studies from a librarian’s point of view. Informed by literature on disciplinary research practices and on library research guides, it analyzes how librarians represent, and teach, an especially rich and multifaceted information landscape.

Researchers analyzed the topical coverage, organization, resource emphasis and instructional content of 182 research guides in the field of modern language studies. Data were collected both manually and automatically using a Web scraper. Data were then coded using categories developed by the authors.

Guides focused on language and literature topics, with some interdisciplinary coverage. Guides tended to focus on resources and formats rather than user tasks or instruction. Over two thirds of guides included some type of instruction, primarily focused on locating resources, and a slim majority of instructional topics were specific to modern language studies.

Looking at guides from another field would have allowed for cross-disciplinary comparisons. It is possible that including guides from additional languages or universities would have given different results.

Although there is significant literature on research guides, few have analyzed how they reflect what information literacy looks like in a particular discipline. This study also contributes to research on information literacy instruction for modern languages and recommends that it be informed by an understanding of disciplinary research practices.

Looks at the pathfinder approach to library instruction, which was developed in the 1960s by Patricia Knapp. Knapp's system focused, not on the simple provision of answers to questions, but on the teaching of the effective use of the library and its resources– in other words, on the finding of one's “way” in the library.

A traditional theoretical model for the creation and evaluation of pathfinders (subject research guides) can be identified through study of the literature. This model, expressed in the design criteria of consistency, selectivity, transparency and accessibility, sprang from an impulse to serve the inexperienced user by emulating or facilitating the user's search process.

A gap in this model can be detected, in the form of a missing multi‐dimensional picture of the user and the user's experience of the information service via the pathfinder. In an attempt to fill the gap, literature examining information behavior, the search process, the design of user‐centered services, and the information retrieval interaction is discussed.

An experience‐centered model for online research guide design and evaluation is derived from the findings.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

This study aims to examine online research guides as a measure of academic library support for students seeking educational funding opportunities.

The library websites of 38 members of a regional academic library consortium were examined for guides that address funding for educational purposes. The guide content was manually reviewed. Information regarding institutional characteristics was gathered from the Carnegie Classification of Institutions of Higher Education.

Despite relatively few reports of educational funding support in the library literature, online guides exist at 42% of studied institutions. However, few guides are comprehensive and many lack features that promote discoverability. Instructional content – guidance, advice or information beyond resource descriptions – and in-person funding support rarely appear in the studied guides, presenting opportunities for academic libraries to contribute to student retention and success.

This paper provides information on and examples of online guides to educational funding useful to academic libraries looking to support students facing affordability concerns.

This paper contributes to the literature on non-disciplinary uses of online research guides and is the first to survey academic library guides on educational funding opportunities.

Tourists’ resource integration both offers opportunities and presents challenges to tourism service providers. Focussing on the tour guide perspective, the purpose of this paper is to explore how tour guides experience knowledge/information-based asymmetry in encounters with tourists and identifies the roles and coping strategies used by guides to facilitate service co-production.

Critical incident technique is used in qualitative interviews with 47 tour guides in Scotland, broadly representative of the Scottish tour guiding context. 107 critical incidents were analysed, with an average of 2.32 incidents per interview. Narrative analysis of the incidents was performed inductively in four iterative steps using QSR NVivo.

Three resource asymmetry incident categories are identified: probing – Guide-Oracle is questioned by inquiring tourists and copes through diverting, evasion, and follow-up strategies; learning – Guide-Magpie learns from expert tourists through acknowledging and co-delivery; and negotiation – Guide-Diplomat with greater knowledge helps misguided tourists save face through appeasing, following the official line and tactfully correcting.

The paper contributes to service co-production research in tourism by theorising about contexts where knowledge/information asymmetry exists between tour guides and tourists, particularly where fluid power relations between guides and knowledgeable tourists occur or where misguided tourists co-produce the service by prioritising own meanings. Findings highlight the importance of soft skills and other non-content capabilities of guides, and suggestions are offered for effective training and resource sharing/ learning initiatives for tour guiding services.

游客资源整合为旅游服务提供商提供了机遇, 同时也带来了挑战。本文以导游视角为重点, 探讨了导游在与游客接触中如何体验知识/信息不对称, 并识别了导游用于促进服务共同生产的角色和应对策略。

本研究采用关键事件技术（CIT）进行质性访谈, 对象为苏格兰的47名导游, 广泛代表苏格兰导游环境。分析了107个关键事件, 每次访谈平均2.32个事件。对事件的叙述分析在QSR NVivo中通过四个迭代步骤进行归纳性分析。

确定了三个资源不对称的事件类别：1）探询 - 导游-神谕被询问, 通过转移、回避和后续策略来应对询问的游客; 2）学习 - 导游-喜鹊通过承认和共同交付从专业游客中学到经验; 3）协商 - 导游-外交官以更多知识帮助误导的游客保全体面, 通过安抚、追随官方路线和巧妙纠正来应对。

本文通过理论化导游和游客之间存在知识/信息不对称的情境, 特别是在导游和知识丰富的游客之间存在流动权力关系的情况下, 或者误导的游客通过优先考虑自己的意义来共同生产服务的情境, 为旅游服务的共同生产研究做出了贡献。研究结果强调了导游的软技能和其他非内容能力的重要性, 并提出了关于为导游服务提供有效培训和资源共享/学习倡议的建议。

La integración de recursos de los turistas ofrece oportunidades y presenta desafíos para los proveedores de servicios turísticos. Centrándose en la perspectiva de los guías turísticos, este artículo explora cómo los guías turísticos experimentan una asimetría basada en conocimiento/información en encuentros con turistas, e identifica los roles y estrategias de afrontamiento utilizados por los guías para facilitar la coproducción de servicios.

La técnica de incidentes críticos (CIT) se utiliza en entrevistas cualitativas con 47 guías turísticos en Escocia, ampliamente representativos del contexto de los guías turísticos escoceses. Se analizaron 107 incidentes críticos, con una media de 2,32 incidentes por entrevista. El análisis narrativo de los incidentes se realizó de forma inductiva en cuatro pasos iterativos utilizando QSR NVivo.

Se identifican tres categorías de incidentes de asimetría de recursos: 1) Sondeo: los turistas interrogan a Guide-Oracle y lo afronta mediante estrategias de desvío, evasión y seguimiento; 2) Aprendizaje: Guide-Magpie aprende de turistas expertos a través del reconocimiento y la entrega conjunta; y 3) Negociación: el guía-diplomático con mayor conocimiento ayuda a los turistas descarriados a salvar las apariencias apaciguándolos, siguiendo la línea oficial y corrigiendo con tacto.

El artículo contribuye a la investigación de la coproducción de servicios en el turismo al teorizar sobre contextos donde existe asimetría de conocimiento/información entre guías turísticos y turistas, particularmente donde ocurren relaciones de poder fluidas entre guías y turistas conocedores, o donde turistas equivocados coproducen el servicio priorizando propios significados. Los hallazgos resaltan la importancia de las habilidades interpersonales y otras capacidades de los guías no relacionadas con el contenido, y se ofrecen sugerencias para iniciativas efectivas de capacitación e intercambio de recursos/aprendizaje para los servicios de guías turísticos.

This article aims to examine two important foreign legal research resources, Foreign Law Guide and Globalex, under the Ellis’s information search process model.

This article proceeds in three sections. Part I establishes the evaluation framework based on Ellis’s information search process model, incorporating special demands arising out of foreign legal research. Part II evaluates the two reference resources under the framework established in Part I. Part III summarizes the major features and accessibility of both the databases.

Generally speaking, both Foreign Law Guide and Globalex are great reference resources for researching a foreign jurisdiction through the lens of Ellis’s model of information-seeking process and ultimately solve legal research problems. One shortcoming to highlight is that neither resource tends to provide adequate current awareness tools for researchers. Current awareness tools are important for the monitoring process under the Ellis’s model, and therefore the lack of adequate current awareness tools should be something to keep in mind while utilizing either or both resources.

Ellis’s model is a well-established model for the information-seeking process. Both Foreign Law Guide and Globalex are popular foreign legal research resources. Therefore, the originality and major value of this article is that it is the first article that examines both foreign legal research resource under the Ellis’s model.