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Current First-year Writing research seeks to address the need to help students meet the Council of Writing Program Administrators objectives on source evaluation while also changing current pedagogy methods. This chapter seeks to compare two different source evaluation pedagogies, YSearch and decision-based learning, taught by Brigham Young University’s library, to determine which one-shot library instruction session module is more effective at teaching students source evaluation skills. To answer these questions, this study uses both quantitative and qualitative methods, utilizing a quasi-experimental, pre-test/post-test design by conducting an open comparison between the two pedagogy modules. Students scored significantly higher on the post-test in both designs and differences between the two increases weren’t statistically significant, showing that both treatments are effective. Follow-up interviews explored the differences between treatments.

Most universities have relied on student evaluations as a source of evidence in their assessment of teaching performance. However, a complete evaluation of all dimensions of a faculty member's teaching requires multiple sources of evidence. The purpose of this chapter is to identify the sources of evidence that accounting chairs report they currently use to assess teaching. Calderon and Green first examined this issue in their 1997 study. However, their results may be outdated due to changes in accreditation requirements, teaching delivery methods, and the continued evolution of assessment tools. Responding department chairs report that peer observation followed by course syllabus, exams given in class, and instructor course notes are the most frequently used evidence types, with an average of 3.16 sources beyond student evaluations. The source and quantity of evidence vary across different types of institutions. While Calderon and Green reported that most schools use ad hoc and subjective sources of evidence, respondents in this study focus more on instructor-supplied materials and direct evidence from inside the classroom.

The goal of this study is to investigate the relationships among brand attachment, online source credibility, and severity of negative online information on perceived negative change in brand evaluation and perceived brand risk.

A 2×2×2 experiment was conducted to explore the effects of brand attachment (low or high), online source credibility (low or high), and online information severity (low or high) on perceived negative change in brand evaluation and perceived brand risk.

The results showed that the severity of negative online information affects perceived negative change in brand evaluation and perceived brand risk significantly. However brand attachment can reduce the effects of negative online information on perceived negative change in brand evaluation and perceived brand risk significantly. The results also showed that the effect of the severity of negative online information on perceived negative change in brand evaluation and perceived brand risk is moderated by online source credibility.

In addition to the main effects in the proposed research model, it is the first study to explore the moderating effects of brand attachment and online source credibility on the relationship between negative online information and perceived negative change in brand evaluation and perceived brand risk.

Attracted by tremendous market opportunities of mobile business, many web services providers have started to expand their web services from traditional PC-based environment into the mobile-based environment. However, success in the web services cannot guarantee the success in the mobile services. The purpose of this paper is to identify factors that influence consumer evaluation and use of mobile shopping services in a web-mobile service extension context.

Based on categorization theory, this paper focusses on the role of integration and consistency between web and mobile services. A research model was created and empirically tested on data collected from 298 mobile shopping users in China.

The structural equation modeling analysis indicates that evaluation of source (web service quality) positively affect evaluation of target (perceived mobile service quality and flow in mobile services). The study also found that the relationships between source and target (perceived integration and perceived consistency) play an important role in determining evaluation of the target, which in turn shapes intention to use mobile services.

The survey is based on mobile shopping consumers. Caution is required in any effort to generalize the findings to other research contexts. Factors influencing a consumer's extension or adoption decisions in regard to different mobile services may not be the same, or the degree of influence may differ. Continued studies can test and compare our findings in different mobile services contexts.

The results of the findings provide specific methods for managing the process of web-mobile service extension. The results also indicate the importance of perceived consistency in shaping consumers’ evaluation of the extended mobile services in practical environments.

The present study extends the categorization theory to a multi-channel context and examines mobile services adoption from a cross-environment perspective. It considers evaluation of source, evaluation of target, and the relationships between source and target, which enriches the innovation adoption literature by providing a holistic insight into the evaluation and use of mobile services.

This paper argues that information containers provide valuable context clues that can help students make choices about how to engage with information content. The authors present a strategic approach to source evaluation rooted in format and authority threshold concepts.

The authors developed a source evaluation strategy with the objective of deciding whether to trust an information source. This strategy involves a set of cues to help readers mindfully engage with both the container and content of a given source.

When conducting research, non-experts are asked to evaluate content in the absence of relevant subject expertise. The cues presented in this paper offer practical tactics informed by the concepts of authority (to help make an accessible judgment of intellectual trust) and format (to help make more informed decisions about the content they find in a browser).

While librarians have produced many evaluative models and checklists to help students evaluate information, this paper contributes a unique strategic approach grounded in two information literacy threshold concepts – format and authority – and enacted through a series of actions drawn from website evaluation models, fact-checking, and metacognitive exercises.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

The purpose of this paper is to investigate the relationship of the visual element in a print advertisement to service quality expectations and to the source credibility score when a model or spokesperson is used in a service ad.

Data were collected from 230 college students at three different Midwestern universities using an experimental design. Three different ads were designed promoting a fictitious brand of automobile insurance, Top Tier. While the copy remained the same, the visual was changed to reflect three different types of visual strategies.

The results of the study indicate that both source credibility and service quality evaluations have a definite impact on attitude towards the ad and purchase intentions of a service and the type of visual element used is important in the ad evaluation process.

Future research needs to examine the relationship between source credibility and attitude towards the ad to determine which is the antecedent. Because of the student sample, use of only one creative message strategy, and one service industry, future research needs to replicate this study for additional creative message strategies and other service industries.

The findings of this research are important for creatives in designing service ads. If a model or spokesperson is used in the print ad, then source credibility is an important factor. Further, it is important to embed service quality cues in the ad to increase viewers' expectations of the service, thus enhancing purchase intentions.

This paper provides valuable information to creatives and researchers in the role of the visual element in evaluation of service quality expectations and source credibility. The paper provides an initial foundation for future research and future exploration.

This paper aims to present recently published resources on information literacy and library instruction 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 and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

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

Effective communication of information is central to integrated care systems (ICS), particularly between providers and care-consumers. Drawing on communication theory, this paper aims to investigate whether and why source effects increase positive evaluations of health-related messages among care-consumers.

A preliminary online survey (N = 525) establishes the discriminant validity of the measures used in the main experimental study. The main study (N = 116) examines whether identical messages disclosed to be created by different sources (i.e. institutional, care-consumer, collaborative) lead to different message evaluations, and whether source credibility and similarity, and message authenticity, explain this process.

In comparison to any other source, messages disclosed to be co-created are evaluated more positively by care-consumers. This effect occurs through a parallel serial mediation carried over by perceptions of source credibility and source similarity (parallel, first serial-level mediators) and message authenticity (second serial-level mediator).

The findings offer guidelines for leveraging source effects in ICS communication strategies, signaling how collaborative message sources increase the favorableness of health message evaluations.

This research demonstrates the efficacy of drawing on marketing communication theory to build ICS communication capacity by showing how re-configuring the declared source of informational content can increase positive evaluations of health-related messages. In so doing, this research extends existing literature on message authenticity by demonstrating its key underlying role in affecting message evaluations.

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

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

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.