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The purpose of this article is to introduce a theoretical framework and approach for studying the evaluation and decision-making practices through which academic librarians attempt to reduce the cost of electronic journal subscriptions – an organizational practice known as the unbundling of big deal journal packages.

The article presents a literature-based conceptual analysis of several fields to delineate the elements of the practice of unbundling of big deal journal packages. Beyond analysing the prior literature, the discussion is supported by empirical findings from a pilot study on the topic conducted by two of the article's authors.

The main finding of the article is that the unbundling of big deal packages is a case of what sociologist refers to as decision-making in a social context. By reviewing previous studies, the article identifies the social and material elements constitutive of this practice. This, in turn, allows to develop questions and concepts for future research on the topic and to position it as an area of inquiry within the field of information behaviour/practices.

The article is the first attempt to conceptualize the unbundling of big deal journal packages by highlighting its phenomenological status as a type of information practice. In addition, the article proposes a research approach for studying this type of information practice by drawing on insights from the information behaviour/practice literature and enriching them through practice theory contributions in organizational studies and sociology.

The purpose of this study is to investigate the decision-making process of librarians at the University of Western Ontario who attempted to cancel the Wiley Big Deal. The aim of the study is to reveal the underlying factors that affected their decision-making process. By understanding the decision-making process of librarians, it may be possible to devise a system that takes into consideration not only quantitative factors but also the subjective or qualitative factors that impact librarians’ decisions and thus make it easier to cancel these Big Deals.

The study involved administering an online survey to 25 librarians involved in the cancellation project. Follow-up interviews were conducted with 13 of these librarians to understand at a deeper and more nuanced level the factors that influenced their decisions.

The main finding was that the librarians who participated in the study could be divided into two groups – a data-driven criteria group and a subjective criteria group – based on their ranking of the factors used to make their cancellation decisions. Most librarians interviewed used a mixture of quantitative factors and qualitative factors when making their cancellation decisions. The authors found that those participants who had greater professional experience and a closer relationship with the faculties in their subject areas had more difficulty in cancelling journals. Very few librarians relied on quantitative data alone.

This study is one of few that have examined the subjective factors that influence librarians’ decisions regarding cancellation of Big Deals. It has implications regarding the movement towards centralized collection management and reliance on quantitative data alone when making collection decisions.

To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also details and other literacy characteristics of the literature selection.

A representation of sequencing structures is discussed including world-related, concept-related, inquiry-related, learning-related, and utilization-related. In addition, the instructional design aspects of backwards sequencing are discussed.

Just as a level or stud finder uses a back-and-forth approach for finding the most suitable position, so does the backwards sequential approach to reading comprehension. By slowing down and focusing on parts before the whole, students are more likely comprehend content.

The importance of prediction towards comprehension has been recognized for decades. However, using a learning design that features reading a story once, then revisiting the story structure components in backwards order, and finally reading it again, allows for precise and complete learning. This theory has research and pedagogical implications for students of all ages.