27,355 results on '"library services"'
Search Results
352. LGBTQ-Inclusive Collections: School Librarian Self-Reflections and Collection Development Guide
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Altobelli, Rachel and Lambert, Nancy Jo
- Abstract
Altobelli and Lambert reflect on recent attacks on the LBGTQ+ community and the tendency to assume representing this community in a school library collection isn't necessary. They ask readers to consider, what about learners whose identities a school librarian may or may not know. They offer both LGBTQ+ term definitions as well as collection and weeding suggestions to help in collection selection.
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- 2022
353. Collection Development Answers from the Field
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Calzada, Becky, Cruz, Nicole, Gerding, Jacob, Rose, Maegen, and Sannwald, Suzanne
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This group of school librarians from across the country answer questions from "how do you approach collection development," to "share a story of a book you added to your collection that had a meaningful impact on a student," as well as preparing for challenges and the importance of EDI in collection development.
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- 2022
354. A School Librarian's Journey through Manga Collection Development
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Rudes, Jillian
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If you are ready to add a Manga collection to your school library, Rudes offers everything you need to know to get started. Understanding Manga, how this genre connects to reading and literacy, as well as programming, and titles by age group are offered to get you started.
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- 2022
355. 'Like Putting Broccoli in a Quiche': Instructors Talk about Incorporating Theory into Reference Courses
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VanScoy, Amy, Julien, Heidi, and Harding, Alison
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The practice of reference and information service (RIS) should be based on an understanding of how users seek information to fill information needs and of what they do with that information once they have found it. RIS professional education, therefore, should provide students with a strong grounding in information behavior. This study explores if and how information behavior theories and models are integrated into basic RIS courses in North American Master's programs, building on the results of a previous syllabus study. Interviews with sixteen instructors, including full-time and adjunct faculty, revealed a range of opinions about the importance of information behavior theories and models in RIS coursework, as well as student receptivity to theories and models. The insights of the instructors and the rich detail provided by the interview method help to contextualize previous studies about information behavior content in RIS professional education.
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- 2022
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356. How MLIS Programs Prepare Students to Serve Diverse Populations: The North American Context
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Ren, Xiaoai, Alemanne, Nicole D., and Colson, Lenese M.
- Abstract
According to the American Library Association (ALA), organizational sustainability requires social equity, and serving diverse populations is mandated in the ALA Library Bill of Rights and its Policy Manual on Diversity. Preparation to serve diverse and marginalized populations is a key ingredient in creating the type of resilient leaders needed to promote and sustain systematic and lasting changes in LIS. Although the field promotes services to diverse populations through recruitment and retention of librarians, staff, faculty, and students from diverse backgrounds, there is still much work to do, and LIS programs must support students in obtaining the knowledge and skills they will need to develop inclusive library collections, services, and programs that reflect diverse patrons' lives and needs and understanding of the experiences of people whose lived experience differs from their own. This study analyzed courses that prepare students in North American ALA-accredited Master's of Library and Information Science (MLIS) programs to serve diverse populations. All programs' websites were examined to identify relevant courses, and 28 syllabi were analyzed for the study. The researchers employed descriptive statistics and content analysis to describe course offerings and identify course topics through themes emerging from the syllabi. Overall, the study found that course offerings and rotations vary considerably across programs and that the courses focus on how information organizations serve diverse users' information needs in the context of access, equity, and diversity and professionalism in LIS. The findings from this study add to previous research on this topic and provide data that can inform MLIS curriculum development.
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- 2022
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357. Accessibility of Library Resources and Support Services by Distance Learners
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Mubofu, Christian and Malekani, Andrew
- Abstract
The purpose of this paper is to explore the accessibility of library resources and support services by distance learners at the Open University of Tanzania (OUT). The study utilized a survey approach in soliciting information from distance learners. A total of 33 learners from OUT responded to the survey. The study revealed that OUT offered several library services as well as library resources to distance learners. The resources identified as accessible to distance learners were books, journals, internet services, past examination papers, dissertations and theses, research guides, computers, and electronic resources. The study found out that there were challenges that hindered effective use of the library resources and services including high data cost, information overload, inadequate skills to evaluate information sources, password and login frustrations, lack of comprehensive online tutorials from OUT library, lack of information search skills, lack of distance librarian assigned to support remote students, lack of free, full text, lack of instructional resources and lack of university's account to access digital library resources from home. The study, therefore, put up recommendations to increase resource and service accessibility at OUT library.
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- 2022
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358. Training Strategies for Library Staff and Remote Clients in Academic Libraries Operating in a Distance Education Environment during COVID-19
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Dube, Tinyiko Vivian
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This paper identified the training strategies for distance education academic libraries that could improve remote clients' access to information resources during the Coronavirus Disease 2019 (COVID-19) pandemic. The positivism research paradigm anchored this study and employed a quantitative approach. Eighty-two (82) online questionnaire was sent to the library staff working in academic libraries that operate in a distance education environment in Gauteng Province of South Africa. The collected data were analyzed with frequency counts and percentages. The hypothesis was tested using multinomial logistic regression statistics. The findings revealed that academic libraries provided training through the library staff to ensure that remote clients cope with the technological advancement facilitated by the emergence of COVID-19. This study recommended that the library staff should consider training intervention in the areas that seem to be neglected, such as identifying information resources relevant to their information needs, introduction to library products and services, and introduction to reference techniques to facilitate the usage and access to information resources by the remote clients.
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- 2022
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359. Library Services in Spring 2020: Feedback Survey in Tallinn Health Care College, Estonia
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Kont, Kate-Riin and Piirsalu, Siret
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Although patrons have considered the availability and quality of professional literature and library services to be very good, the current survey was conducted under special circumstances. During the Spring of 2020, the library was closed and access to remote services became more relevant. The current study, which was conducted at Tallinn Health Care College in Spring 2020, aims to provide a overview of the user satisfaction level with library services impacted by the lockdown. The questionnaire was conducted online. Libraries and their users suddenly had to confront the fact that access to printed materials was disrupted. We wanted to find out which services were used the most, and which services and resources would be most needed soon. The study revealed several bottlenecks that would not normally have emerged. The library should maintain and strengthen services that satisfy the needs of users, add new services, and work to improve users' awareness of counseling services. College members expect more specific instructions on how to independently find information, how to use databases, and how to find electronic theses. It is customary to have face-to-face consultations in the library, but not yet common to have consultations via online channels. Most respondents are ready to use the book delivery service via parcel machines and are willing to pay a reasonable price for it. The greatest asset of the library is its staff, who has the skills, experience and competencies to offer quick practical solutions to user inquiries both on-site and distance.
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- 2022
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360. Establishing a Library-Based, Affordable Course Materials Initiative at a Private Four-Year University in Texas
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Kenneth L. Carriveau
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The purpose of this study was to plan for, design, and launch the initial development phase of an affordable course materials initiative within the library at one Texas private four-year university. More specifically, the focus of the study centered on providing interested, volunteering academic faculty with the tools, resources, and expertise needed to utilize open educational resources (OER) or other low-cost and no-cost learning materials to improve students' access to high-quality educational resources and reduce the reliance and use of expensive, commercially produced textbooks. Further, this study explored how librarians, academic faculty, administrators, and other partners across this particular campus can work collaboratively to eliminate the economic barriers hindering the learning experiences of low-income and economically-challenged students. The results of the study found the overall levels of awareness and understanding of open educational resources (OER) among the focus institution's instructional faculty to be very limited; however, it was determined that interest existed in utilizing no-cost or low-cost resources, especially within the junior faculty ranks with teaching experience of 10 years or less. Another key study finding was that participating faculty considered the following areas to be the major barriers to usage of these resources: (a) an overall lack of time; (b) the lack of quality resources in their subject field or the inability to locate these resources; (c) lack of clear recognition of OER as valid instructional tools within the institution; (d) and the lack of technical support to create and modify OER materials as needed to fit instructional needs of the class. Incentives identified as useful to encourage greater use of OER included monetary awards, assistance with searching OER repositories and acquiring found materials, and increased availability of technical support tools and services designed to facilitate OER development and modification. The phase one design plan for an affordable course material program within the library intended to address these issues is presented in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
361. K-12 School Librarians' Perceptions of Specific Patron Resources
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Epps, Suellen Williams
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The purpose of this study was to examine K-12 School librarians' perceptions of specific patron resources as those perceptions relate to student patrons for whom English is not the first language spoken, those exposed to trauma, and those with different sexual orientations in Alabama's public schools. A quantitative phase using a 5-point Likert Scale was used to collect data regarding materials, resources, and programming intended to meet the social and emotional needs of English language learners, students exposed to trauma, or students with different sexual orientations. A qualitative phase followed, in which Alabama school librarians' perceptions regarding collection development, censorship, and how librarians can meet the social and emotional needs of specified patrons were collected. A questionnaire was distributed by the University of Alabama School of Library and Information Studies LISTSERV and the Alabama School Library Association, and 31 librarians provided responses. Quantitative results indicated that more school librarians feel that materials, resources, and programming are a focus during collection development for English language learners and students exposed to trauma than for those with different sexual orientations. Qualitative results indicated that factors such as perceived need, community expectations, budget constraints, and school leadership are influential. Recommendations for continued improvement are shared in the conclusion of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
362. Self-Archiving Adoption in Legal Scholarly Communication: Are We There Yet?
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Wang, Fang
- Abstract
This study examines the research and scholarship sharing and dissemination practices in an online environment among law school faculty. Guided by one of the most widely used technology usage and adoption models, Unified Theory of Acceptance and Use of Technology (UTAUT), it investigates law school professors' attitudes and perceptions toward self-archiving and subsequent adoption and usage behavior through a qualitative research design of semi-structured interviews. The findings indicate that participants generally have very positive attitudes towards Open Access (OA) and are in favor of supporting self-archiving and OA practice despite lacking knowledge of the subject. The majority of the participants use the Social Science Research Network (SSRN) for self-archiving which appears to be an "industry standard" in legal academia. Other platforms the participants choose to self-archive include institutional repositories, ResearchGate, Academia.edu, personal websites, institutional websites, and research consortium websites. Research confirms the accuracy of UTAUT's concepts for understanding motivation factors for self-archiving among law school faculty; the findings further identify additional emerging concepts and also barriers and concerns law professors have regarding OA and self-archiving. This study helps to fill the research gap and understand the self-archiving social phenomenon within an under-studied user group therefore supports libraries with improving current services, ensuring effective advocacy, and engaging potential initiatives regarding scholarly communication in the legal profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022
363. Exploring Librarians' Pedagogical Methods in Teaching Library Technology to At-Risk Students
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Sarah Horton Moukhliss
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At-risk students are at risk of falling behind in contributing to tomorrow's 21st-century technological workforce unless educators address deficits early on. Scholars have indicated school librarians can raise at-risk students' self-efficacy levels and address inequity through access to technology and instruction. Nonetheless, there are pedagogical challenges associated with at-risk students, including lack of access, one-on-one interaction with a trained school librarian, time with peers, and confidence. The purpose of this qualitative instrumental case study was to explore how school librarians in select schools in Florida and Georgia employ various pedagogical methods to teach at-risk students to use school library technology independently to raise their self-efficacy levels. I remotely interviewed 12 school librarians serving a K-8 student population. I centered the questions on participants' knowledge and use of the constructs in Collins et al.'s (1989) cognitive apprenticeship theory--modeling, coaching, social interaction, and fading--which focus on exposing teachers' instructional progressions. The study revealed 18 themes indicating school librarians employed methods for instruction and students' social and emotional growth but at varying cognizance levels. Study participants focused on direct instruction for modeling and coaching, spoke more abstractly about social interaction and fading, and primarily related teaching strategies to social and emotional growth. Professional development training on teaching methods could better prepare school librarians to work with at-risk students. Future studies can focus on school librarians outside Florida and Georgia and those employed in public schools to see how such experiences differ. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
364. Citation and Referencing Support at an Academic Library: Exploring Student and Faculty Perspectives on Authority and Effectiveness
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Dawe, Lydia, Stevens, Jackie, Hoffman, Bob, and Quilty, Morgann
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Libraries expend considerable time and effort in providing instructional resources to help students learn the "mechanics" of citation and referencing. However, there are few studies that examine the efficacy of these resources. Using focus group methodology, the authors explored student and faculty perspectives about citation practices through their use of the library's online referencing guide. It was found that faculty struggled to instill "real world" meaning for students around academic integrity practices, while students reported feeling confused and somewhat intimidated about the scholarly writing process. Findings reveal the importance of situating referencing within a positive, holistic approach to academic integrity that emphasizes critical thinking and student autonomy.
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- 2021
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365. Effects of Students' Demographic and Academic Characteristics on Library Use: A Perspective from Pakistan
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Arshad, Alia, Mansoor, Faiqa, and Mahmood, Khalid
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This study investigated students' use of the central library of the University of the Punjab in Lahore, Pakistan, including the effect of various demographic and academic characteristics on the utilization of library services. The study also examined library users' methods of finding information sources and their perceived importance of the academic library as a place. A validated, self-administered questionnaire was distributed to 400 library users in eight different library locations. Of 400 questionnaires, 317 responses were submitted, for a response rate of 79 percent. The findings indicated that students frequently visit the library for an academic reading environment and a quiet zone for individual study. Overall, many factors influence library use, including both demographic and academic characteristics. Respondents perceive the value of the library as a place for learning, deep thinking, and information-seeking, and they regard the library's collection as important. The university library could apply these insights to strengthen library services and provide more places for learning and study. This article's findings will also prove useful to other Pakistani regional academic libraries considering use patterns and future areas for service development.
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- 2021
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366. Impact of the Use of Library Course for Undergraduates' Better Usage of Library Resources in Faculty of Education, University of Ibadan: A Study
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Unuabor, Stanley O. and Oseghale, C. O.
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This study was borne out of concern about undergraduates' inability to use library and its resources effectively. The major focus of study was to ascertain how undergraduates in the Faculty of Education, University of Ibadan use the library and its resources in spite of the user education given to them. Survey research method was employed, and a questionnaire was used for data collection. 230 respondents were randomly selected from total population of 1546 users. To a very high extent it was revealed that undergraduates do not use library resources and services effectively. The nature of user education programme, timing and content were the major factors that caused undergraduates dissatisfaction in using the library resources. The findings adjudged undergraduates as non-frequent users of the library. Failure to accord Use of Library the status of a full-fledged GENERAL STUDIES (GES) course was found as the most significant factor limiting effectiveness of user education programme through the Use of Library. Therefore, it is recommended that "Use of Library" should be separated from the USE OF ENGLISH in the GES/GST/GNS 101 and have USE OF LIBRARY as a full fledge course with a unit credit to boost seriousness amongst undergraduates in Faculty of Education in Universities and University at large which could help undergraduates to arm themselves for their future workplace in other to be in the position as educators to serve as a role model to the next generation for the cardinal place and value of library in academic development.
- Published
- 2018
367. Digital Device Ownership and Learning Environment Preferences of Students in South Africa and Ghana
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Kafui Aheto, Simon-Peter and Gronje, Johannes
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This paper explores differences in access to technology and configuration of preferences for learning environments among design students in two universities of technology in South Africa (ISA) and Ghana (IG). Laptops and Smartphones ownership influenced and supported design students' learning. In IG, there was a 97% Laptop ownership as against 69% in ISA. IG does not have computer laboratories; hence Laptop ownership is a prerequirement for Design programs. Oppositely, ISA has fourteen computer laboratories for Design programs. There is no statistically significant difference between male and female design students in their choice of learning environments for academic success. Design students are not enthusiastic about accessing library resources via handheld devices. Towards academic success, students ranked low, their institutions' Learning Management Systems. We recommend a blended approach when designing learning environments for Design Education, while promoting the use of media platforms for content management due to device ownership among students.
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- 2018
368. Public Library Websites as Electronic Branches: A Multi-Country Quantitative Evaluation
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Velasquez, Diane L. and Evans, Nina
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Introduction: This paper describes the findings of a study of 1517 public library Websites in Australia, Canada, and the United States over a period of four years. These Websites are referred to as 'electronic branches' of the libraries, thereby extending the definition of physical library branches into the digital realm. The purpose of the research was to investigate the accessibility of public library Websites, the available online resources and whether library staff are available to respond to users' questions and concerns regarding the Website. Method: A quantitative study was conducted, using a spreadsheet protocol to determine if 18 criteria were present on the Websites. General comments about the Websites were also recorded and included in the analysis. Analysis: The quantitative data analysis for the 1517 Websites was done using Excel spreadsheets through formula manipulations. Descriptive statistics are used to report the findings. Results: The data revealed that the Websites of Canadian and USA libraries include more of the criteria than the Australian libraries. Overall many similarities were found between the accessibility of the Websites of the different countries. Conclusion: The study provides exemplars of an electronic branch of a public library and the services it can offer to its community members. These examples can be used to model ideal electronic branch libraries for library staff to improve their Websites.
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- 2018
369. Still Polishing the Diamond: School Library Research over the Last Decade
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Johnston, Melissa P. and Green, Lucy Santos
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In 2003 Delia Neuman wrote "Research in School Library Media for the Next Decade: Polishing the Diamond." One of the most influential pieces on school library research written in the last twenty years, the article provided a map for school library research by defining areas of concern and importance. Neuman developed questions grounded in the research and scholarship of the field at that time. These questions served as a charge for researchers to address in the next ten years. Neuman called on researchers to "polish the diamond and make it shine more brightly in its own right and sparkle more valuably in the larger field of education" (2003, 504). This study uses Neuman's model of the diamond to examine school library research and scholarship from 2004 through 2014. Following Neuman's guiding questions through a systematic review of the literature from the past ten years, this study finds that there is still much "polishing" to be done by school library researchers, and like Neuman, defines new "facets" that provide future direction to "move forward both the field's research agenda and its effective practice" (Neuman 2003, 505).
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- 2018
370. Library Anxiety of Teacher Trainees
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Sharma, Savita and Attri, Poonam
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This study investigates the library anxiety in Teacher Trainees and found it to be a prevalent phenomenon in students. The five dimensions of library anxiety, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers have been identified. The sample of the study constituted 58 teacher trainees of B.Ed. college of Rohtak District in Haryana. The sample was selected by stratified random sampling techniques. The data collected was analyzed by using the statistical techniques of t-test and percentage. The result of study shows that 28% of Teacher Trainees had low library anxiety, 57% of teacher trainees had average library anxiety, and 15.4% of teacher trainees had high library anxiety. It was further found that library anxiety was more in teacher trainees from rural background than teacher trainees from urban background.
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- 2018
371. Incorporating Computational Thinking into Library Graduate Course Goals and Objectives
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Taylor, Natalie Greene, Moore, Jennifer, Visser, Marijke, and Drouillard, Colette
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As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives. The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum.
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- 2018
372. Sparking Reading Motivation with the Bluestem: School Librarians' Role with a Children's Choice Award
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Ross, Natalie Hoyle
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This paper reports findings of a qualitative collective case study and single case study that explored student reading motivation. This research focused on school librarians' perceived value of one children's choice award--the Bluestem Award--and its effect on school librarians' promotions and student behavior in the school library. Data were collected from site visits, questionnaires, book availability, book circulation, and voting ballots. Findings suggested that school librarians' perceived value of the Bluestem was essential for their promotion of the award. This study concluded that the purchase of multiple copies of Bluestem Award books and promotions with the greatest personal interaction led to greater student reading motivation, as evidenced by student questionnaires, checkouts, and voting behavior.
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- 2018
373. My Transition from an Elementary to a High School Library: Building a Better School Library Model
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Toure, Chiquita R.
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After 13 years as a middle school language arts teacher, the author earned a second Master's degree to become a licensed preK-12 school librarian. She made the transition to the position of K-8 school librarian, then eventually transitioned to the position of head librarian at the local high school. She found herself challenged to create, collaborate, develop, and implement innovative ways of managing a 21st-century space and was determined to make the school's library a model learning hub within the district. With open source materials available via the Internet, she promoted project-based learning experiences in which students applied information in products they helped to co-create. Student community service projects were designed to effect change locally and globally. Students gained soft skills that allowed them to empathize--not just sympathize--with community citizens and take action. This experience has helped the author to expand her role from one of merely showing students problems and possible solutions to demonstrating the importance of gaining and using knowledge to empower communities.
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- 2018
374. Transforming My Perspective
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Morgester, Ann
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A library supervisor for the Anchorage (Alaska) School District, credits five things with transforming her perspective throughout her school library career and helping her develop a clear vision and clearly articulated core values. Each of the five required her to move beyond her library and even beyond her district. The most critical opportunity she had was being invited to go into 80+ school libraries to help librarians do collection development and weeding. Another critical area was being involved in various positions with the Alaska Association of School Librarians while she was still in a school library position. A third transformative experience occurred when she was selected to participate in the Lilead Fellowship, the focus of which was transformational change. It provided a framework for thinking about library services and change that she implemented in her district. Through a connection she made while a Lilead Fellow, she had an opportunity to run for the American Association of School Librarians (AASL) Region 8 Director position on the AASL Board of Directors. Finally, she was given the opportunity to work with a group of her district librarians to revise the school librarian job description. She notes that those in the profession must always strive to rethink practices and priorities and remember that most of them were not trained in the type of librarianship that students need today--and they do not even know what type of librarianship students will need in ten years.
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- 2018
375. Why Do We Need Future Ready Librarians? That Kid.
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Ray, Mark
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In this article, the author examines the need of the Future Ready Librarians (FRL) initiative. The FRL Framework helps define how librarians might lead, teach, and support schools based on the core research-based components defined by Future Ready. The framework and initiative are intended to be ways to change the conversation about school libraries and librarians by connecting them to the strategic work of schools and districts. Having a Future Ready Librarian, he argues, can foster outreach towards the non-traditional student or "That Kid."
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- 2018
376. Building of Causality: A Future for School Librarianship Research and Practice
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Mardis, Marcia A., Kimmel, Sue C., and Pasquini, Laura A.
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The Colorado Study (Lance, Wellborn, and Hamilton-Pennell 1993) and its many replications in other states have demonstrated that when educators and learners had access to a qualified school librarian in the context of a thoughtfully built, adequately resourced, technology rich, and widely accessible school library, learners tended to flourish on traditional measures of reading and science achievement, regardless of the district or community's relative wealth and other external factors (Scholastic 2016). This correlational research has been vital for communicating the value of school librarians and school libraries to decision makers and other stakeholders. The Causality: School Libraries and Student Success II (CLASS II) project is aimed at establishing the foundation for comparison and groundwork for causal research. In this article, the authors share the CLASS research agenda and progress to date and demonstrate how this effort to chart the future of school librarianship research has the potential to guide and strengthen professional growth and implementation. The resulting knowledge is to help school librarians create meaningful, authentic learning experiences that impact and influence the next generation of learners.
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- 2018
377. iCommons: A Future-Focused International School in Mumbai, India
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Johnson, Craig, Subbian, Arun, Bhojwani, Heeru, and Bishop, Rachel
- Abstract
Social, professional, and learning networks have altered the way humans deal with the volume of information that bombards them daily. Traditionally, the library has served as a center of information in our schools. Because the availability and access to information has changed, many institutions, in both business and education, have chosen to rethink the role of the library and its place in schools, communities, and in the world. The American School of Bombay (ASB) understands that libraries are essential to student learning. Their school library's mission is to inspire and support their users towards creative and intellectual achievement while responsibly and ethically learning the value of information, its acquisition, and its use. Committed to student learning, they chose to reinvent their library to best reflect the spirit and the mission of their school. In the process, they discovered a way to both make school libraries relevant in today's technology-driven world and deliver the highest level of teaching and support the highest level of learning for their students. They did this by implementing the iCommons (Information Commons) model which entails designing a physical space that would optimize students' learning. This article describes how ASB decentralized their entire library collection and created elementary school grade-level and secondary school iCommons spaces.
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- 2018
378. Futuring for Future Ready Librarians
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Figueroa, Miguel A.
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Futurists and foresight professionals offer several guiding principles for thinking about the future. These principles can help people to think about the future and become more powerful players in shaping the preferred futures they want for themselves and their communities. The principles also fit in well as strategies to support the Future Ready Librarians Framework. This article presents ideas on how librarians can think like a futurist using the eight focal components of the Future Ready Librarians Framework.
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- 2018
379. School Libraries Addressing the Needs of ELL Students: Enhancing Language Acquisition, Confidence, and Cultural Fluency in ELL Students by Developing a Targeted Collection and Enriching Your Makerspace
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Murphy, Peggy Henderson
- Abstract
English Language Learner (ELL) students are sometimes a small constituency. Many resources already in the library can be used to enhance their language acquisition, confidence, and cultural fluency--resources such as graphic novels, hi-lo books, and makerspace materials. This article discusses enhancing language acquisition, confidence, and cultural fluency in ELL students by developing a targeted collection and enriching the Makerspace.
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- 2018
380. Library Services for the Poor: Theoretical Framework for Library Social Responsibility
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Racelis, Aliza
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Organizations are being called upon to take responsibility for the ways their operations impact societies especially the marginalized sectors. Libraries are not exempt from such social responsibility. The paper proposes a theoretical framework for Library Social Responsibility. The paper briefly traces the history of library services for the poor. Then, through such literature review, it identifies the common characteristics of the inclusive services and puts these together in a conceptual framework. The approach is, thus, inductive. The paper's proposed theoretical framework for workable and potentially successful library services for the poor includes the following elements: 1) Planning process and Critical discourse; 2) Informational justice (as part of social justice), and 3) Assistive technologies and Inclusive education. It is hoped that all--librarians and library users alike--may take inspiration from this work so that they may do all they can to provide services to the poor, keeping especially in mind the success factors of the existing libraries' work for the poor and marginalized, as set forth in this paper.
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- 2018
381. Crossing the Studio Art Threshold: Information Literacy and Creative Populations
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Carter, Sarah, Koopmans, Heather, and Whiteside, Alice
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Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries' (ACRL) "Framework for Information Literacy for Higher Education" provides librarians an opportunity to further engage with studio art students in critical information literacy practices. Future pedagogical practices and assessment techniques are considered, and new approaches to studio art and design instruction are discussed.
- Published
- 2018
382. Speaking up for Equity Takes Courage--But the Standards Have Your Back
- Author
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Lechtenberg, Kate and Phillips, Jeanie
- Abstract
The National School Library Standards require school librarians to make equity a value that permeates the entire school library community. Creating displays to celebrate diversity is not enough. We cannot allow ourselves to approach diversity as a "social good," in which isolated programs serve marginalized students without challenging the overall structures of oppression (Watt 2015, 9). Instead, the AASL Standards challenge us to embrace the systemic value of diversity as we work to remedy structural barriers to equity. This focus on systemic equity is also in line with efforts to include school library communities, collections, and curricula in the Every Student Succeeds Act (ESSA). This 2015 reauthorization and expansion of long-standing education policy and civil rights law renew our focus on equitable opportunities for all students, and libraries are part of this vital work. The AASL Standards are organized into six Shared Foundations; the authors explore each through the lens of equity, providing a rationale for action and examples of school library practice.
- Published
- 2018
383. A Major Making Undertaking: A New Librarian Transforms A Middle School Library into a Makerspace Aligned to High School Career Endorsements
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Baker, Sheila F. and Alexander, Bonnie
- Abstract
Learning in makerspaces involves doing, playing, thinking, experimenting, creating, collaborating, mentoring, inquiring, problem-solving, producing, inventing, designing, building, and sharing (Loertscher, Preddy, and Derry 2013). Whatever the character of a makerspace, all makerspaces have the same goal: to actively engage students in open-ended exploration and learning. To encompass this learning, makerspaces have taken on many different personas in school libraries. Some librarians have begun their makerspaces in a small area of the library that consists of a table or two with shoeboxes of Legos, electrical circuitry, and play dough. Other makerspaces are embedded throughout the library and focus on STEM activities including coding, gaming, power tools, laser-cutting, and 3-D printers. Still others include makerspaces that spill beyond the library into the school's classrooms and include STEM, art, music, crafts, and, yes, those shoeboxes full of Legos and modeling clay and dough. One makerspace is not necessarily better than the other--they are just different. This article provides insight into the transformation of a traditional middle school library into a makerspace that focuses on high school endorsements. This particular makerspace was created from the perspective of--and is the brainchild of--a new librarian in her first year of practice.
- Published
- 2018
384. Cultural Intelligence: Ability to Adapt to New Cultural Settings
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Villagran, Michele A. L.
- Abstract
Schools and school libraries are becoming more diverse. What cultural barriers do you face in your position? Have you come across challenges in how you handle cultural situations with students, teachers, or administrators? If so, have you considered skills that can help you facilitate conversations more effectively? How would you rate your organization's effectiveness managing cultural situations? This article discusses how the use of cultural intelligence can address these concerns and help make school library professionals more effective. We each have a cultural intelligence level (CQ) that measures how successful we are when dealing with cultural settings. Cultural intelligence is the capability to adapt and function effectively in new cultural situations. The cultural intelligence model as illustrated by the Cultural Intelligence Center (2017) contains four factors that you can apply in your own work: (1) drive; (2) knowledge; (3) action; and (4) strategy. Using all four factors is essential to employing cultural intelligence effectively. This article discusses how standards, guidelines, and statements within the school library profession offer some insights about cultural competency and its role in learning.
- Published
- 2018
385. Exploring the Future of the Teaching Materials Center at Illinois State University: From E-Textbooks to Makerspaces
- Author
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Shelley, Anne, Derden, Julia M., and Gibson, Sally
- Abstract
In this project, co-investigators explored how college and university curriculum centers are addressing challenges with K-12 electronic textbooks (particularly acquisition, cataloging, and access) and implementing technology-focused services for pre-service teachers. The results of this research have provided guidance for planning the future of the curriculum center in Milner Library at Illinois State University, which comprises 2.5% of the library's holdings and accounts for almost 25% of the library's circulation. We identified service gaps and opportunities for improvement and are in the process of acting upon our findings, such as leveraging campus partnerships, integrating makerspace technologies, and exploring different models for ordering and processing the collection.
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- 2018
386. Bringing Women's Studies to Life: Integrating a Human Library into Augustana's Women's Studies Curriculum
- Author
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Blizzard, Kara, Becker, Yvonne, and Goebel, Nancy
- Abstract
A human library is an event in which "readers" listen to "human books" tell personal stories about specific topics related to prejudice and discrimination. At the Augustana Campus of the University of Alberta, the research team designed an assignment and collected associated data on the integration of the Augustana human library into an undergraduate Introduction to Women's Studies course. The assignment challenged students to consider both oral narratives and scholarly journal articles as information sources. Results showed that the human library assignment contributed to increased empathy, critical thinking, and engagement with course topics.
- Published
- 2018
387. Advocacy--It's a Marathon, Not a Sprint
- Author
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Cline, Allison, Norton, Sylvia Knight, and Merola, Marci
- Abstract
The passage of the Every Student Succeeds Act (ESSA) offered a significant opportunity for school librarians; it also created opportunities to partner with school librarians on their efforts to be included in their states' educational plans. This three-part article explores the development and rollout of the American Association of School Librarians' (AASLs') ESSA State Workshops; how these workshops spurred additional state advocacy efforts from the California School Library Association (CSLA); and the AASL Vision for Implementing ESSA Task Force's continuing efforts to track state ESSA plans and provide advocacy tools and resources for school librarians.
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- 2018
388. Two Future Ready Librarians Explore Advocacy in and outside of the Library
- Author
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Miller, Shannon McClintock and Ray, Mark
- Abstract
As part of the national Future Ready Librarians initiative at the Alliance for Excellent Education, Mark Ray and Shannon McClintock Miller serve as national advocates for school library programs and librarians. Mark and Shannon began their library advocacy careers in school libraries. For eight years, Shannon was the district librarian in Van Meter, Iowa, Community School District, working with all grades K-12. For twenty years, Mark was a public school librarian in Vancouver, Washington, working in elementary, middle school, and high school libraries. For the last five years, he has been a district administrator serving in a variety of roles. In this exchange between Shannon McClintock Miller and Mark Ray, they explore the topic of advocacy and lessons learned both in and outside of the library.
- Published
- 2018
389. Documenting Evidence of Practice: The Power of Formative Assessment
- Author
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Stefl-Mabry, Joette
- Abstract
The field of school librarianship has long called for stronger evidence related to school libraries and student achievement (Stefl-Mabry and Raddick 2017; Stefl-Mabry et al. 2016; Morris and Cahill 2017). This article outlines a systematic method for school librarians to document student learning and provide tangible confirmation of their practice--evidence of student learning. Well-written learning objectives make core capabilities visible to school librarians, students, parents, and administrators. Systematically documenting evidence of practice by using formative assessment provides tangible evidence of what and how school librarians contribute to student achievement.
- Published
- 2018
390. Using LibGuides to Deliver Communication-Based Resources: A behind the Scenes Partnership between a Writing and Communication Center and a University Library
- Author
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Dvorak, Kevin
- Abstract
In January 2018, Nova Southeastern University opened the NSU Writing and Communication Center (WCC), an innovative academic work environment that offers writing and communication assistance to all 20,000-plus NSU students. A key component of the WCC is its online writing and communication resources. These resources are made available to all NSU students and faculty through a collaboration between the WCC and the university's main library, the Alvin Sherman Library, Research, and Information Technology Center. While the WCC is ultimately responsible for developing and publishing its own web content, the library provides its LibGuides platform as a host for the WCC's resources--and Alvin Sherman librarians help maintain, assess, and contribute to these resources. This article examines the LibGuide-based collaborative relationship between the center and the library, discussing how and why it formed, how it operates, and how it conducts assessment.
- Published
- 2018
391. Stronger Together: Nonsummativity and the Grand Valley State University Knowledge Market
- Author
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Brown, Carl J., Torreano, Jennifer, Lane, Jeannine, and Gregory-Hatch, Skye
- Abstract
This article discusses the history, purpose, and services that make up the Grand Valley State University Knowledge Market. The Knowledge Market is made up of faculty and staff directors leading four unique groups of specialized student-consultants who collaborate with their peers. While each service has a unique specialty, The Knowledge Market unites to guide students through the collective academic processes of researching, writing, speaking, and developing visual aids. The Knowledge Market is partnered with the university library in mission, service, and location. It provides a unique and replicable model that can be applied at a variety of campuses who have a need and desire for the communication center to synergize with the similar campus services and the bedrock of campus communities--the university library.
- Published
- 2018
392. Application of Web 2.0 Tools for the Provision of Library Services for Teaching, Learning and Research in Polytechnics
- Author
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Oni, Osaheni, Momoh, Aminu U., and Amugo, Jane Elera
- Abstract
This study investigated the application of web 2.0 tools for the provision of library services for teaching, learning and research in Polytechnics. The researchers employed a descriptive survey method and a questionnaire was used as instrument for data collection. The population of the study consisted of ninety one (91) library staff in polytechnic libraries in Edo and Rivers states. However, eighty four (84) library staff was found in their respective offices during the period of this study and were subsequently selected as the sample for the study using convenience sampling techniques. The data obtained from the copies of questionnaires retrieved from respondents were analyzed using frequency counts and percentages and mean to answer the research questions. Any item with a mean score of 2.5 and above was considered as an acceptable standard for judgment/ decision making in this study. The results indicated that social networking sites and instant messaging are the most used Web 2.0 applications utilized by the library staff. It was discovered in the study that the library staff in the polytechnic libraries in Edo and Rivers states did not use web 2.0 applications for the provision of library services to users rather for personal purpose to dissemination of information, for communication and for entertainment. The study therefore recommended that government and polytechnic management should be committed to library development by providing the necessary infrastructure and facilities to enable polytechnic libraries render 21st century services to their patrons and the entire polytechnic community.
- Published
- 2018
393. Innovating Together: Enabling Libraries, Archives, and Museums for Sustainable Development. Selected Materials of the Annual Conference of the Pacific Islands Association of Libraries, Archives, and Museums (PIALA) (27th, Kolonia, Pohnpei State, Federated States of Micronesia, November 13-17, 2017)
- Author
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Pacific Islands Association of Libraries, Archives and Museums and Drake, Paul B.
- Abstract
This publication follows the tradition of publishing selected papers from the Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 27th annual conference was held in Kolonia, Pohnpei State, Federated States of Micronesia, November 13-17, 2017. This volume includes a listing PIALA Officers and Executive Board, Conference schedule, Abstracts of Presentation and short biography of opening speaker and presenters. Presentations include: (1) The Role of Libraries in the United Nations Sustainable Development Goals by Wai Yi Ma; (2) Successful Early Eco-Development Literacy by Shra Renton and Edison Robert; (3) Innovating Together: Google Analytics for Libraries by Jefrey L. Libao; (4) Using Technology in Information Literacy Assessment: RFK Library, University of Guam by Roland A. San Nicolas; (5) 2017 HLA Conference Report Dr. Karen Peacock Memorial Scholarship Recipient by Erlinda C. Naputi; (6) Working Together to Find Innovative Ways to Promote our Resources by Paul B. Drake; (7) The State Of Libraries, Archives and Museums on Guam by Dante O. Perez;. (8) Culturally Relevant Resources For Micronesian Students and Communities by Jacqueline Hazen; (9) Entity Report: Territory of Guam by Dante O. Perez; (10) Entity Report: Kosrae State; (11) Entity Report: Pohnpei State by Jennifer Helieisar; (12) Entity Report: Republic of Palau by Reilly Hideos; (13) Entity Report: Republic of the Marshall Islands by Suciana Mark; (14) Highlights of Annual Membership Meeting; (15) PIALA Strategic Plan Update by Jefrey Libao, Roland A. San Nicolas, Atarino Helieisar. Appended are: Appendix 1: Chronology of Conferences with links to Proceedings; Appendix 2: Call for Papers; Appendix 3: Registration Form; Appendix 4: Invitation Letter; Appendix 5: Preconference Invitation Letter; Appendix 6: Accommodations; Appendix 7: PIALA brochure; and Appendix 8: Conference Highlights Briefs Volume 2 Issue #1 December 2017. [Individual papers contain references.]
- Published
- 2018
394. Defending Intellectual Freedom: LGBTQ+ Materials in School Libraries
- Author
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American Library Association (ALA), American Association of School Librarians (AASL)
- Abstract
Stemming from an American Association of School Librarians (AASL) Chapters concern, the 2018 American Library Association (ALA) Emerging Leaders team was charged with creating a guide for AASL to support school librarians in addressing challenges related to censorship and patron privacy issues, particularly with LGBTQ+ materials. "Defending Intellectual Freedom: LGBTQ+ Materials in School Libraries" is more than a collection of resources. This guide offers ways to use the Shared Foundations from the AASL Standards -- "Inquire," "Include," "Collaborate," "Curate," "Explore," and "Engage" -- to build LGBTQ+-inclusive library instruction, collections, and spaces. Activities in each section make this a valuable tool for professional development. This guide is a great example to any practitioner about how they can use the AASL Standards as a lens to address ANY school library issue!
- Published
- 2018
395. Houston Community College Fact Book, 2017-2018
- Author
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Houston Community College System, Office of Institutional Research
- Abstract
The Houston Community College (HCC) 2017-2018 Fact Book provides statistical information about the college district. Data presented in this publication may differ slightly from statistics found in other reports. Such variances may result from differences in methodology including the source of information used, the reporting period covered (semester, academic year, fiscal year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. The Glossary of Terms provide definitions of key attributes.
- Published
- 2018
396. Education and Training of Librarians for National Integration and Development in Nigeria
- Author
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Ekanem B. E. Eyo, Godwin B. Afebende, and William O. Nkanu
- Abstract
Librarians are continuously expected to update their job knowledge and renew their job related skills to enable them compete effectively in our changing society. These professionals are also expected to acquire extensive education and training to enable them function properly and be productive in their organisations. Agreeably, for librarians to integrate and develop a nation like Nigeria, sustained efforts must be made by pulling acquired knowledge and skills into practice for quality service delivery, which is now the hall-mark of international best practices. This paper assesses the educating and training of librarians for national integration and development. It discussed the concept education and training. It further highlighted programmes as well as course contents for the educating and training of librarians. It concluded that the performance index of librarians through education and training will enable them to acquire the competencies needed to render appropriate and quality services in libraries in Nigeria. The paper recommended that education and training of librarians should be more of practicum and that librarians must acquire computer and internet literacy.
- Published
- 2018
397. Convenience and Compliance: Case Studies on Persistent Identifiers in European Research Information Management. OCLC Research Report
- Author
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OCLC Online Computer Library Center, Inc., Bryant, Rebecca, Dortmund, Annette, and Malpas, Constance
- Abstract
This report provides university and research library leaders with useful insights on emerging practices and infrastructures in European research information management (RIM), on the current and future role of persistent person and organization identifiers, and, more specifically, on incentives and barriers to adoption in three different national settings--Finland, Germany, and the Netherlands--in order to better understand the decision-making dynamics in this space. Through research and semi-structured interviews with practitioners and stakeholders within universities, national libraries, and collaborative information and communications technology (ICT) organizations in Finland, Germany, and the Netherlands, the authors explore local institutional RIM practices and examine the role--perhaps even the necessity--of persistent identifiers for the facilitation of group-scale RIM activity and data aggregation. This work was part of a joint research collaboration with LIBER (Ligue des Bibliothèques Européennes de Recherche -- Association of European Research Libraries). This report documents a rapidly changing RIM landscape, as CRIS systems aggregate more types of data, harvest publications from a growing number of external sources, and serve as an important node interoperating within a large, complex scholarly communications landscape.
- Published
- 2017
398. 2017 Brick & Click: An Academic Conference (17th, Maryville, Missouri, November 3, 2017)
- Author
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Northwest Missouri State University, Baudino, Frank, Hart, Kathy, and Johnson, Carolyn
- Abstract
Eighteen scholarly papers and fifteen abstracts comprise the content of the seventeenth annual Brick and Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2017 paper and abstract titles include: (1) Making Room: Digitizing Your Scholarly Output (Jocelyn Wehr); (2) State-It: Connecting Students to the Archives (Kayla Siddell and Katie Sutrina-Haney); (3) Using LibWizard to Create Active Virtual Learning (Andrew J. Cano); (4) Meeting Your Students Where They Are: Making the Most of Your School's LMS (Bernadette Mirro and Hongqiang Mason Yang); (5) Does a NextGen Catalog Imply a NextGen Library? (James Shaw); (6) "There's a Module for That": Developing Information Literacy Modules at MU Libraries (Kimberly Moeller, Navadeep Khanal and Timothy Perry); (7) Maximizing Classroom Dynamics Through Teaching Methods (Stephen Woody, Andrea Thimesch and Gwen Wilson); (8) Collaborative Approaches to Digital Projects: Enhancing Collections Through Effective Access and Promotion (Yumi Ohira and Amy C. Schindler); (9) Purposeful Instruction Through Scaffolding (Carolyn Johnson and Lori Mardis); (10) More Than Fake News: Fostering Critical Information and Media Literacy Across Campus (Karna Younger and Callie Wiygul Branstiter); (11) Moving from Collection to User Centric Operations: The University Library in the Knowledge Economy (Dr. Alan Bearman, Sean C. Bird and Sean Stacey); (12) Academic Library Safety and Security--Administrators and Staff Need to Be on the Lookout (Susan Breakenridge Fink); (13) Strategies for Building Diverse Library Collections (Steve Alleman and Tom Burns); (14) Making the Complex Simple: Managing the Analysis of Large-Scale Evaluation of Library Instruction (Carol A. Leibiger and Alan W. Aldrich); (15) Ghosted by Faculty: When You Build It and They Don't Come (Meghan Salsbury, Heidi Blackburn and Tammi Owens); (16) Putting Constructivist Learning Theory into Practice: Using Educational Technology to Engage Students and Assess Their Learning (Amanda B. Albert and Jamie L. Emery); (17) Information Literacy: A Cure for Infomania (Karna Younger and Carmen Orth-Alfie); (18) Launching a Web Archives Program at a Public University (Blake Graham, Jennifer L. Thoegersen and Mary Ellen Ducey); (19) Stop Lecturing, Start Teaching: An Activities-Based Approach to Library Instruction (Kendra Spahr); (20) Committing to Customer Service: Valuing and Measuring Reference Customer Satisfaction (Mardi Mahaffy and Julie Hartwell); (21) From Trapped and Bored to Interested and Informed: Library Instruction That Engages Students in Active Learning (Nancy M. Crabtree); (22) Best Practices for Creating a Welcoming Environment for Transgender and Gender Non-Conforming Individuals in Libraries (Holling Smith-Borne); (23) Making Dibner Library a Happy Place: What Disney Taught Us about Improving Library Services (Gavin Paul and Ana Torres); (24) More Than Just a Job: Student and Supervisor Perspectives on Mentoring (Anna Hulseberg, Jeff Jenson and Michelle Twait); (25) What Do We Need? Information Criticality! When Do We Need It? Now! (Jamie L. Emery and Sarah E. Fancher); (26) What Do Your Library Chats Say?: How to Analyze Webchat Transcripts for Sentiment and Topic Extraction (Ellie Kohler); (27) From the Inside Out: Creating an Emotionally Intelligent and Inclusive Culture (Lisa Martin and Mea Warren); (28) Beyond "If You Build It…": Iterative Design for an Academic Library MakerSpace (Ashley Creek); (29) Collections Decoded: Reflections and Strategies for Anti-Racist Collection Development (Aisha Conner-Gaten, Kristyn Caragher, and Tracy Drake); (30) Where the Old Meets the New: What Does the Next Generation Really Expect from Librarians? (Cheryl L. Blevens and Valentine K. Muyumba); (31) Bite Sized is the Right Size: Strategies for the Brief Information Session (Tracey Boswell); (32) On Point: Collaborating with Students from Various Academic Disciplines and Organizations to Revitalize Library Spaces and Services (Blair Stapleton); and (33) Using 360-Degree Cameras for Self-Assessment in Skills-Based Courses (Ayyoub Ajmi). An author/title index is also included. (Individual papers contain references.) [For the 2016 proceedings, see ED573156.]
- Published
- 2017
399. Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices. Occasional Paper #31
- Author
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National Institute for Learning Outcomes Assessment, Malenfant, Kara J., and Brown, Karen
- Abstract
Meaningful and sustained assessment is best achieved when a campus unit takes a collaborative leadership role to work with other departments, offices, and groups. Simply developing and implementing assessment in isolation and for the unit itself is not enough. While the value of collaboration among diverse campus constituents is widely recognized, it is not easily achieved. This occasional paper synthesizes the results of the program Assessment in Action: Academic Libraries and Student Success (AiA) by the Association of College and Research Libraries, which involved over 200 campus teams led by librarians. Five particularly compelling AiA findings are the positive connections documented between various functions of the library and aspects of student learning and success: (1) Students benefit from library instruction in their initial coursework; (2) Library use increases student success; (3) Collaborative academic programs and services involving the library enhance student learning; (4) Information literacy instruction strengthens general education outcomes; and (5) Library research consultations boost student learning. These findings emerged from an assessment process grounded in collaborative planning, decision-making, and implementation. In this paper, we describe the collaborative practices advanced by the AiA program and explain how these practices promote assessment aligned with institutional priorities, encourage common understanding among stakeholder groups about attributes of academic success, produce meaningful measures of student learning, create a unified campus message about student learning and success, and focus on transformative and sustainable change. This paper asserts that the AiA experience serves as a framework for designing assessment approaches that build partnerships and generate results for improving student learning and success through action research, and that the program results demonstrate how libraries contribute to fostering broad student outcomes essential to contemporary postsecondary education. The assessment practices that emerged from the AiA projects can be implemented in a variety of institutional settings and with varying campus priorities. [Foreword by Lisa Janicke Hinchliffe.]
- Published
- 2017
400. Library Strategy and Collaboration across the College Ecosystem: Results from a National Survey of Community College Library Directors. Research Report
- Author
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Ithaka S+R, Blankstein, Melissa, and Wolff-Eisenberg, Christine
- Abstract
Over the past three years, the Institute of Museum and Library Services (IMLS)-funded Community College Academic and Student Support Ecosystem (CCASSE) initiative has aimed to provide the higher education community with insight into the organization of student-facing support services and how the library can best position itself to enhance student success, especially in collaborating with other departments. This report summarizes the findings from the latest phase the project, a national survey of community college library directors and leaders. 321 community college library directors were surveyed in February 2021 to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change. [For part 1, "Organizing Support for Success: Community College Academic and Student Support Ecosystems. Report," see ED625667. For part 2, "Student Focused: Fostering Cross-Unit Collaboration to Meet the Changing Needs of Community College Students. Research Report," see ED625623.]
- Published
- 2021
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