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This paper explores how business students at a Research One (R1) university access library resources during the COVID pandemic. The researchers examined survey data and data from Google Analytics of the Business Librarian's LibGuide. The objective of this project was to improve research support to undergraduate students with an understanding of their preferred method of accessing library databases and resources as classes unexpectedly moved online. In the course of analyzing their findings, the librarians discovered a marked increase in business-related LibGuide usage overall. [ABSTRACT FROM AUTHOR]

In today's information-rich environment, business faculty are challenged to teach students how to conduct effective business research and evaluate information critically. We describe collaboration between business professors and reference librarians in an introductory business course. Students were surveyed before and after completion of a Business Discovery Project requiring use of print and electronic sources in writing a research paper on a publicly traded company. Student perceptions indicated increased abilities in communication skills, research skills, use of business information sources, and composition skills; paired t tests showed these increases to be significant. [ABSTRACT FROM AUTHOR]

Information literacy is essential for business students as they prepare for the workplace they will enter after leaving the university. Prior to graduation, students must also prepare for the information needs they will experience during internships and co-ops. To optimize instruction and teach students the information literacy skills they will need on-the-job, librarians need to understand what information sources employers require students to use during internship/co-op experiences and in what ways. In this study we surveyed business students and alumni at a large Midwestern university who had completed an internship or co-op regarding their information use during these workplace experiences. [ABSTRACT FROM AUTHOR]

This study was designed to determine the best practices for online embedded librarians utilizing the learning management system and other technology tools with graduate business students. Communication logs of support interactions with an embedded librarian and discussion board posts within the learning management system were analyzed. The number of and primary reason for communication by email, individual instruction meetings, and discussion board views, replies, and questions from January 2021 to August 2021 with a total of 318 students in graduate level business courses with an embedded librarian were analyzed. The primary reason for interaction and support was equally divided between research and citation support. Graduate students preferred to interact with the embedded librarian by email followed by individual instruction meetings. The communication tools within the learning management system were essential to providing support to graduate business students. [ABSTRACT FROM AUTHOR]

The most successful library teaching strategies for post-secondary business programs have yet to be determined. The aim of this systematic review is to investigate the effectiveness of library instruction (with a focus on pedagogy) in business undergraduate and graduate programs. The researchers searched seven databases, selected studies that met the inclusion criteria, and extracted data following PRISMA guidelines. To achieve the study's primary objective, the researchers included any library educational intervention in a business program conducted by librarians or library staff. The quality of included studies was evaluated based on a modified instrument designed to critically appraise educational interventions. The instrument consists of nine questions that relate to content, context, outcomes, study design, and methods. Thirty-five studies met the inclusion criteria and data was extracted based on subject area, content coverage, mode of instruction (in-person vs virtual), faculty collaboration, assessment strategies, and library educational interventions used to teach business students. Common educational interventions included hands-on activities, live demonstrations, active learning, group work, and lectures. The most compelling strategies include active learning, providing engaging sessions (e.g., flipped classroom), and faculty collaboration. Since most of the studies did not state clear learning outcomes, it is difficult to ascertain what type of interventions were truly effective in improving library sessions. [ABSTRACT FROM AUTHOR]

This case study describes activities developed by academic librarians to provide data literacy opportunities to graduate and undergraduate business students. These opportunities were provided by a data-related program in the libraries and in-class activities. Topic modules for the data program and steps for course-related data visualizations and are discussed. Conclusions reached as to the impact and acceptance of these programs and future directions are presented. [ABSTRACT FROM AUTHOR]

Companies are looking to harness the power of data, both big and small, to take their business to new levels. One major hurdle for companies seeking to become data-centric is facing a lack of data literate talent for hire in the current market of recent college graduates. This article establishes a conversation about data literacy in business education, discusses the role of the librarian in this work, and proposes a set of data literacy competencies that librarians could help incorporate into business school education, as has been similarly seen in other disciplines. [ABSTRACT FROM AUTHOR]

Research on library-related perceptions and attitudes of MBA students is lacking, leading the authors of this article to survey a cohort of incoming MBA students at Arizona State University. The survey included self-evaluation of research skills, anticipated uses of library services and resources, and specific types of data/information the students thought would be most valuable during their studies. The survey uncovered differences based on how long the students had been away from higher education. The results are useful for business librarians and others working with graduate business students. [ABSTRACT FROM AUTHOR]

As the number of non-Anglophone students studying business through the medium of English continues to increase, there is a growing interest in the potential of machine translation for helping these students with English-language writing. Language instructors recognize the futility of trying to ban the use of such tools, but they are apprehensive about their use. Academic librarians already deliver various forms of digital literacy instruction, and this article describes the design and delivery of a machine translation literacy workshop for international business students and their language instructors. Feedback was largely positive, but it may be helpful to customize future workshops for specific language groups. The target audience could also be expanded to include non-Anglophone faculty as well as students since the former are under increasing pressure to publish in English. The overall experience points to the benefit of collaboration between librarians and other experts in order to adapt to the changing needs of the campus community and to offer meaningful services and support in this period of rapid change. [ABSTRACT FROM AUTHOR]

This case study presents the revision of an upper-division one-shot instruction session to include an online tutorial that introduces students to business information sources prior to the library session. In order to complete the assignment and prepare for the library session, students are prompted to find specific information using the given resource, and then consider questions regarding the information retrieved. Students in a 3000-level business writing class responded positively to the activity while providing a good amount of material to inform further iterations of the assignment. [ABSTRACT FROM AUTHOR]

This study aim to gain insight into the information-seeking habits of upper-division business students. While studying information-seeking habits is a large subcategory of information literacy, not much has been published on the information-seeking habits of business students. The majority of studies conducted in this area use the survey as the data-collection instrument. This study uses ethnographic research methods such as journaling to collect data on this unique user group. Ethnographic methods allow the researcher to capture rich qualitative information that will yield a deeper and more nuanced understanding of the user group's needs. Findings are examined by using thematic qualitative analysis techniques. Information gathered for this study will be used to develop new services and information literacy components for business students. [ABSTRACT FROM AUTHOR]

In the process of providing support to the undergraduate students and instructors of a research-intensive future studies course, librarians at the University of Notre Dame used the proactive decision-making framework taught to the students and conducted their own environmental scan, current assessment, and trend analysis in order to determine expected and plausible alternative future support scenarios for the course. This article reviews the evolving partnership and describes a process that has resulted and will continue to result in improved decision making regarding the allocation of resources to this course and all others supported by the business library. [ABSTRACT FROM AUTHOR]

This case study describes the experience and examines the efficacy of teaching a three-credit, semester-length information literacy class to undergraduate business students. The discussion includes an overview of the steps involved in garnering administrative support, in developing and teaching the course in the fall of 2014 and 2015, and in evaluating student progress. The advantages and disadvantages of this approach as opposed to other modes of library instruction are also explored. Finally, future directions for the course and plans for the closer study of its effectiveness are examined. [ABSTRACT FROM AUTHOR]

A survey of classroom learning activity and research skills was conducted to obtain data on information literacy competence and critical thinking requirements among all undergraduate students enrolled as business majors at Memorial University of Newfoundland, which is accredited by the Association to Advance Collegiate Schools of Business. Initial findings confirm past larger-scale studies, particularly business students' preference for electronic resources over print, prior skills acquisition being largely self-taught, and reluctance to consult with a librarian during the research process. Regarding critical thinking, survey results can be interpreted as indicating ceremonial conformity in educational discourse versus classroom teaching. [ABSTRACT FROM PUBLISHER]

In Fall 2012, the authors conducted an e-textbook pilot project with the Courseload e-reading platform in a 300-level accounting class in the University of Arizona's Eller College of Management. Using Courseload statistics and in-class surveys, the authors evaluated students’ attitudes toward the digital textbook and usage of specific features. This article examines the key factors to consider when switching from a traditional printed textbook to an e-textbook. It also will explore best practices and potential pitfalls. The University of Arizona is expanding e-textbook pilots for Fall 2013, building upon the success of the University of Arizona Libraries’ initial pilot. [ABSTRACT FROM AUTHOR]

This article is about the Walker Management Library staff and services at Vanderbilt University's Owen Graduate School of Management and its primary audience, the graduate business school community. In the spirit of continuous improvement, new goals were set to increase the library's impact on the school and the end product, the graduate business school students. To do so, the library staff retooled specific practices on how we provided reference and instruction services. Through planning and experimentation, the library staff consciously redefined our message, methods of delivery, and did so in ways that other libraries can duplicate. [ABSTRACT FROM PUBLISHER]

This article explores the effect that the design of academic syllabi has on the perceptions and use of the academic library. Several articles have sought to examine the information-seeking behaviors of both business faculty and students. The research was conducted at several schools in the southeastern United States via an online survey instrument. The majority of the respondents were upper-level business students. For each course surveyed, the author also examined the syllabi themselves to look for any correlation between the perceptions of the students versus the actual syllabi verbiage. [ABSTRACT FROM PUBLISHER]

This article is an investigation of the use of e-book readers by MBA students at the Manchester Business School of the University of Manchester. In Summer 2010 we undertook a pilot study with a small number of MBA students in order to gauge the effectiveness of e-book readers as an alternative means of accessing their course readings. The findings of this study are presented in tandem with discussion of the drivers behind the project and an overview of similar developments at other educational institutions globally, concluding with the results of our pilot and wider implications. [ABSTRACT FROM AUTHOR]

This study attempts to bridge the apparent divide between academic information literacy research and the perception of information literacy as a workplace skill. A qualitative inquiry of mid- to senior-level corporate managers yielded a series of recurring themes related to information use in the workplace, how information competencies are recognized in workplace settings, and how entry-level professionals are equipped to locate and use information in their jobs. To directly interpret and apply results locally, participant selection was limited to organizations with a direct relationship to the College of Business of James Madison University. The business college strives to provide a highly relevant, experiential learning curriculum to prepare students for postgraduate employment, and the intent of this study is to inform and enhance the information literacy initiatives of university libraries in support of business college programming. [ABSTRACT FROM PUBLISHER]

The University of Auckland's business faculty has an annual undergraduate intake of close to 2,000 students. This presents challenges when teaching an information literacy skills program, in particular how to provide an equitable lesson, accessible to all, that is able to be taught in a sustainable way. To address these issues the business librarians, in collaboration with the University's Centre for Academic Development, produced an online tutorial about business information. The tutorial was modular, with each module addressing an aspect of understanding, searching, evaluating, and citing business information. In 2010 the tutorial was included in a core Bachelor of Commerce course as an assessed piece of work. After the assessment period a formal evaluation of the tutorial was completed with 125 students answering questions about the usefulness of the skills learnt, clarity of instructions, and difficulty of content. The findings were positive with almost two thirds of students indicating they would continue to refer to the tutorial in their future studies. [ABSTRACT FROM PUBLISHER]

A survey of undergraduates on two aspects of lower-level information literacy was done in the 2009–2010 academic year. The survey results for business majors are discussed and form a baseline for a pilot investigation of information literacy and business information literacy. The subjects of the investigation were seniors majoring in entrepreneurial studies, and they were surveyed at the beginning of their capstone course in the Fall 2010 and Spring 2011 semesters. [ABSTRACT FROM AUTHOR]

This study examined information literacy instruction in Canadian business schools, conducted to identify successful outcomes, as well as opportunities to increase the scope and magnitude of instructional outcomes. Three business schools and their supporting libraries participated in the study, which included analysis of policy documents and interviews with students, librarians, teaching faculty, and administrators. In addition, the SAILS test was administered to business students at all 3 institutions. Critical factors in the learning environments at each school were analyzed, and instructional outcomes were identified. One striking finding was the lack of coherence between the perspectives of students about their information literacy skills and learning, and the perspectives of the librarians and faculty members who teach them. [ABSTRACT FROM AUTHOR]

University “trading rooms” have become a popular venue for preparing students for professions in finance. At one university, a survey of incoming master of science in finance students was conducted in June 2010 to develop a preliminary understanding of what finance students want and expect from their trading room and the Library with regard to resources and services, as well as to gauge the students’ receptivity toward information and communication technology literacy–focused instruction. The survey findings have been influential in the development of new instructional and service approaches and collaborations between the trading room and the Library. [ABSTRACT FROM AUTHOR]

This article examines the new-century business relevance of information literacy and why it is important for undergraduate business students. It then validates the relevance and value of the elements that make up the concept of information literacy with current business professionals (recruiters and employers). Business professionals were surveyed to reveal their (1) familiarity with the term information literacy, (2) feelings about the relevancy and value of information literacy in the business workplace, (3) perceived competency in information literacy of undergraduate business school graduates, (4) validation of cognitive difficulty elements of information literacy, and (5) reactions to other terms/phrases that more closely align with the concepts of information literacy in the business workplace. Although these business professionals were in general not familiar with the term, once they were informed of its components, they recognized and valued its processes. [ABSTRACT FROM AUTHOR]

The small business literature and business education literature contain many case studies of students consulting with small business owners and entrepreneurs. However, there appears to be no examination of the types of information resources that students use to support their recommendations to clients. The author attempts to begin addressing this gap in the literature by examining reports or “deliverables” prepared for small businesses and entrepreneurial ventures by one student consulting group at the University of Illinois at Urbana-Champaign. The findings regarding the number, nature, and context of the information resources used by the students may provide insights for librarians who support student consulting groups or who engage in outreach to small businesses and entrepreneurs. [ABSTRACT FROM AUTHOR]

Revisiting a study performed 30 years ago, researchers at three institutions surveyed undergraduate and graduate students in marketing courses to determine their attitudes toward and knowledge of library services and collections. Results found that 21st-century students are more likely to believe in the importance of library research, to have had library instruction, and to use Web sites and Internet search engines to begin their research. However, they are less likely to read business periodicals. Faced with a list of information sources, they are generally able to pick out a useful resource, although not always the most efficient. Implications for library service to business students are discussed. [ABSTRACT FROM AUTHOR]

With limited resources available, the authors' Library successfully piloted a Library Internship Program to manage business program growth and rising demand from business students for research assistance. A business student serving as a library intern collaborated with the business librarian, faculty, and students to develop Web-based tutorials for core business assignments and was trained to provide peer tutoring. The student-librarian relationship developed into a mentorship, resulting in shared professional development opportunities and a potential way of recruiting business students to the library profession. [ABSTRACT FROM AUTHOR]

Discusses the issues and challenges faced by the library at the University of Wisconsin in Eau Claire, Wisconsin in providing library service to off-campus graduate marketing students. Availability of library resources; Access to resources and services; Instruction in an asynchronous environment.