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Supplementing text-based learning materials with diagrams typically increases students' free recall and cued recall of the presented information. In the present experiments, we examined competing hypotheses for why this occurs. More specifically, although diagrams are visual, they also serve to repeat information from the text they accompany. Both visual presentation and repetition are known to aid students' recall of information. To examine to what extent diagrams aid recall because they are visual or repetitive (or both), we had college students in two experiments (n = 320) read a science text about how lightning storms develop before completing free-recall and cued-recall tests over the presented information. Between groups, we manipulated the format and repetition of target pieces of information in the study materials using a 2 (visual presentation of target information: diagrams present vs. diagrams absent) × 2 (repetition of target information: present vs. absent) between-participants factorial design. Repetition increased both the free recall and cued recall of target information, and this occurred regardless of whether that repetition was in the form of text or a diagram. In contrast, the visual presentation of information never aided free recall. Furthermore, visual presentation alone did not significantly aid cued recall when participants studied the materials once before the test (Experiment 1) but did when they studied the materials twice (Experiment 2). Taken together, the results of the present experiments demonstrate the important role of repetition (i.e., that diagrams repeat information from the text) over the visual nature of diagrams in producing the benefits of diagrams for recall. [ABSTRACT FROM AUTHOR]

In August 2010, the M.D. Anderson Library at the University of Houston stopped recalling books. Patron complaints prompted Information and Access Services staff to reexamine the recalls process. In order to provide better customer service, recalls were eliminated in favor of Interlibrary Loans. This new service was called “QuickLoan.” Modifications were made to the OPAC so that the catalog record for a checked-out item would prominently display a button labeled “QuickLoan.” Patrons can press this button, and an ILL request form is prepopulated. In its first year, QuickLoan has seen increasing usage and has been received favorably by library patrons. [ABSTRACT FROM PUBLISHER]