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Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

College Research Libraries -

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

The ISSAS Model: Understanding the Information Needs of Sexual Assault Survivors on College Campuses

College Research Libraries -

Sexual assault is a prevalent, yet underreported and stigmatizing crime that disproportionately affects college-age students. The literature of Library & Information Studies does not currently address the ways in which survivors may seek information after an assault. Blending findings from Psychology and LIS, this study proposes the Information Seeking of Sexual Assault Survivors (ISSAS) model, which examines the seeking process through various stages of healing. The article concludes with directions for future research as well as insights on serving survivors within the academic library while being mindful of one’s appropriate professional role.

Ascending Blooms Pyramid: Fostering Student Creativity and Innovation in Academic Library Spaces

College Research Libraries -

Our research examined the degree to which behaviors and learning associated with creativity and innovation were supported in five academic library spaces and three other spaces at a mid-sized university. Based on survey data from 226 students, we apply a number of statistical techniques to measure student perceptions of the types of learning and behavior associated with the selected spaces. We found that the on-campus makerspace located outside the library encouraged the most innovative behaviors and exploration of new ideas. Within the library, collaboration rooms were the best spaces for encouraging creativity. There is an opportunity for the academic library to be reconceptualized as a place to foster creativity and innovation in students. We believe that academic libraries should continue to offer a variety of spaces for students, including quiet spaces for reflection, noisy spaces for collaboration and networking, and makerspaces for experimentation.

Citations and Circulation Counts: Data Sources for Monograph Deselection in Research Library Collections

College Research Libraries -

Studies of data-driven deselection overwhelmingly emphasise the importance of circulation counts and date-of-last-use in the weeding process. When applied to research collections, however, this approach fails to take account of highly influential and significant titles that have not been of interest to large numbers of borrowers but that have been highly cited in the literature. It also assumes that past borrowing activity is a reliable indicator of future usage. This study examines the correlations between past and future usage and between borrowing and citation of monographs and concludes that both data elements should be used when deselecting research monographs.

Investigating Textbook Reserves: A Case Study of Two Models for Reserves Collections

College Research Libraries -

This article examines the behaviors and preferences of medical and nursing students in relation to their required textbooks and library reserves. The findings are based on an April 2015 survey at the University of Illinois-Chicago satellite Library of the Health Sciences in Urbana, where the library provides access to textbooks through traditional "closed" reserves in addition to an "open" reserves collection. Results indicate several barriers to usability regarding traditional reserves services and suggest that students prefer open reserves for convenience and savings. While broad applicability of the model warrants further investigation, academic libraries may be better able to meet patron needs by implementing open textbook reserves.

Faculty Publications and Citations: A Longitudinal Examination

College Research Libraries -

This investigation seeks to study the publication and citation activity of faculty at research universities, as defined by membership in the Association of Research Libraries (ARL). It constitutes the fourth iteration in a study of publishing behaviors, conducted over more than twenty years. The present data indicate a substantial rise in publications, both in total and as measured on a per capita basis. These data are compared with those of the previous three studies. In addition, and for the first time, citation data are also examined. The reason for the addition of citations is that there is cause to believe that citations are becoming common evaluative criteria for individuals, academic programs, and departments. There are implications for academic libraries with regard to all these data.

Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources

College Research Libraries -

Information literacy studies have shown that college students use a variety of information sources to perform research and commonly choose Internet sources over traditional library sources. Studies have also shown that students do not appear to understand the information quality issues concerning Internet information sources and may lack the information literacy skills to make good choices concerning the use of these sources. No studies currently provide clear guidance on how gender might influence the information literacy skills of students. Such guidance could help improve information literacy instruction.

This study used a survey of college-aged students to evaluate a subset of student information literacy skills in relation to Internet information sources. Analysis of the data collected provided strong indications of gender differences in information literacy skills. Female respondents appeared to be more discerning than males in evaluating Internet sources. Males appeared to be more confident in the credibility and accuracy of the results returned by search engines. Evaluation of other survey responses strengthened our finding of gender differentiation in information literacy skills.

Goals for the New Year

ALA ACRL -

I am sure people have said it, but the semester is over! The holiday’s are almost over, with New Years just around the corner. With that in mind, I thought I would make some goals for myself in regards to information literacy and my other job duties. I have not done New Years resolutions in … Continue reading Goals for the New Year →

Theory as a keel: Developing a critical framework for open education, Part 2

ALA ACRL -

“If open is the answer, then what is the question?” was posed by educator and researcher Catherine Cronin (National University of Ireland, Galway) in her keynote address for the Open Education Conference 2016 in Edinburgh, UK last April. This question challenges our community to explore the why behind the how driving open education initiatives, and … Continue reading Theory as a keel: Developing a critical framework for open education, Part 2 →

Does this post make me look vulnerable? Vulnerability and Leadership

ALA ACRL -

ACRLog welcomes guest co-author Michelle Millet, Library Director at John Carroll University. Maura: As so often happens to me, the idea for this post began with a conversation on Twitter. I'm trying to decide if I blog about showing vulnerability as the bosslady or understanding politics when you start a new job. — Michelle (@winelibrarian) … Continue reading Does this post make me look vulnerable? Vulnerability and Leadership →

Straight talk: Inviting students’ perspectives on information literacy teaching and learning

ALA ACRL -

My colleagues and I received a grant from our regional consortium to develop information literacy continuing education opportunities for faculty, librarians, and other stakeholders at our institutions. As part of this initiative, we’re planning a one-day symposium during which participants can share successes and challenges in information literacy teaching and learning and that inspires intercampus … Continue reading Straight talk: Inviting students’ perspectives on information literacy teaching and learning →

The Grossly Exaggerated Death of the Library, or Why I Don’t Discourage Students from Attending Library School.

ALA ACRL -

What do you say to the next generation of Librarians? Since I’m a First-Year Academic Librarian Experience I would assume the “next generation” is probably me, and it is a little too soon to play the grizzled older “in my day” type librarian. Because I work in a University Library, I know students finishing their … Continue reading The Grossly Exaggerated Death of the Library, or Why I Don’t Discourage Students from Attending Library School. →

Alternative Library Instruction Models, or What Happens When You Want Back Out

ALA ACRL -

I’ve been an instruction librarian since 2007, and over the years my perspective on library instruction has shifted from How can I convince my liaison department faculty to schedule a class? to How can I make my classes more scaffolded within the curriculum? to How can I possibly do all of this teaching in one semester … Continue reading Alternative Library Instruction Models, or What Happens When You Want Back Out →

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