Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1632215
J. Iwu-James, Yacob Haliso, Goodluck Ifijeh
Abstract Academic libraries are increasingly becoming affected by intrusive and disruptive technologies, changing user needs, and alternative information providers who offer similar services as the library. The dilemma of academic libraries is evident, based on the declining support from parent institutions and decreasing patronage. In the face of stiff competition, their response has to be rapid in order to preserve their position. Academic librarians cannot effectively prepare for the future or position themselves until they understand the nature of their competitors and what draws the customers to them. To remain relevant, librarians must re-strategize their marketing techniques using competitive intelligence (CI). The article explores practical application of CI principles and strategies to the marketing mix variables of academic libraries. It identifies competitive strategies that could give library marketing a competitive edge. The article also identifies possible challenges in implementing competitive intelligence strategies in marketing for academic libraries and makes recommendations. The article concludes that it is expedient for academic libraries to adopt competitive intelligence to guide their marketing efforts so as to guarantee the survival and continuous growth of academic libraries.
{"title":"Leveraging Competitive Intelligence for Successful Marketing of Academic Library Services","authors":"J. Iwu-James, Yacob Haliso, Goodluck Ifijeh","doi":"10.1080/13614533.2019.1632215","DOIUrl":"https://doi.org/10.1080/13614533.2019.1632215","url":null,"abstract":"Abstract Academic libraries are increasingly becoming affected by intrusive and disruptive technologies, changing user needs, and alternative information providers who offer similar services as the library. The dilemma of academic libraries is evident, based on the declining support from parent institutions and decreasing patronage. In the face of stiff competition, their response has to be rapid in order to preserve their position. Academic librarians cannot effectively prepare for the future or position themselves until they understand the nature of their competitors and what draws the customers to them. To remain relevant, librarians must re-strategize their marketing techniques using competitive intelligence (CI). The article explores practical application of CI principles and strategies to the marketing mix variables of academic libraries. It identifies competitive strategies that could give library marketing a competitive edge. The article also identifies possible challenges in implementing competitive intelligence strategies in marketing for academic libraries and makes recommendations. The article concludes that it is expedient for academic libraries to adopt competitive intelligence to guide their marketing efforts so as to guarantee the survival and continuous growth of academic libraries.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"151 - 164"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1632215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2018.1564336
A. Hays
Abstract This article explores how self-identified lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students use the library located within a culture center on campus serving LGBTQ students, compared to the ways those students use the main campus library. In particular, this study asks how LGBTQ students’ needs of library collections may differ based on where those collections are located. While much has been written about pluralism, diversity, and multiculturalism in the library, there have been strikingly few studies by librarians attempting to work with minority student cultural centers on campus. Through an in-depth survey, this study directly asks LGBTQ students who frequent the LGBTQ Resource Center about their needs and usage habits in each library collection. By learning from the students directly, one can make claims about best practices for outreach, collection development, and information literacy practices specific to LGBTQ students who may have different needs for collections in different spaces.
{"title":"A Question of Space: Surveying Student Usage of LGBTQ Resources in the LGBTQ Student Center Library and the Campus Library","authors":"A. Hays","doi":"10.1080/13614533.2018.1564336","DOIUrl":"https://doi.org/10.1080/13614533.2018.1564336","url":null,"abstract":"Abstract This article explores how self-identified lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students use the library located within a culture center on campus serving LGBTQ students, compared to the ways those students use the main campus library. In particular, this study asks how LGBTQ students’ needs of library collections may differ based on where those collections are located. While much has been written about pluralism, diversity, and multiculturalism in the library, there have been strikingly few studies by librarians attempting to work with minority student cultural centers on campus. Through an in-depth survey, this study directly asks LGBTQ students who frequent the LGBTQ Resource Center about their needs and usage habits in each library collection. By learning from the students directly, one can make claims about best practices for outreach, collection development, and information literacy practices specific to LGBTQ students who may have different needs for collections in different spaces.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"110 - 132"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2018.1564336","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1681483
M. Delaney, Ann Cleary, P. Cohen, B. Devlin
Abstract In 2016 the National Forum for the Enhancement of Teaching and Learning in Higher Education funded three Irish academic libraries to review, implement and evaluate a new National Professional Development Framework for All Staff who Teach in Higher Education over two years. The Framework situates professional development as a process that starts with the ‘self’ in teaching and learning, but also emphasises communication and dialogue, and can be formal or informal. Its flexible, inclusive design encourages all staff who contribute to student learning to tailor it to their individual and group needs throughout their careers. The present study explains how project participants used reflective practice, action research, communities of practice, seminars and workshops to interrogate and apply the Framework, and reflects on what they learned from their experiences, and how it has influenced library practice in Ireland. Project outcomes include a website hosting reusable learning objects, an open access book evidencing reflection and scholarly communication skills, and insights into the identity of librarians as teachers and the role of personal, professional and organisational values and philosophy in professional development.
{"title":"Library Staff Learning to Support Learners Learning: Reflections from a Two-Year Professional Development Project","authors":"M. Delaney, Ann Cleary, P. Cohen, B. Devlin","doi":"10.1080/13614533.2019.1681483","DOIUrl":"https://doi.org/10.1080/13614533.2019.1681483","url":null,"abstract":"Abstract In 2016 the National Forum for the Enhancement of Teaching and Learning in Higher Education funded three Irish academic libraries to review, implement and evaluate a new National Professional Development Framework for All Staff who Teach in Higher Education over two years. The Framework situates professional development as a process that starts with the ‘self’ in teaching and learning, but also emphasises communication and dialogue, and can be formal or informal. Its flexible, inclusive design encourages all staff who contribute to student learning to tailor it to their individual and group needs throughout their careers. The present study explains how project participants used reflective practice, action research, communities of practice, seminars and workshops to interrogate and apply the Framework, and reflects on what they learned from their experiences, and how it has influenced library practice in Ireland. Project outcomes include a website hosting reusable learning objects, an open access book evidencing reflection and scholarly communication skills, and insights into the identity of librarians as teachers and the role of personal, professional and organisational values and philosophy in professional development.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"56 - 78"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1681483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41471812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1632216
P. Kankam
Abstract Research approaches are general techniques that researchers follow when conducting a study. Employing research approaches in information research is noted to vary from one researcher to another based on the investigator’s choice as well as the nature of the topic under investigation. The differences in the use of research approaches in information research do not rely on data gathering alone, but also on the practical consequences of the inquiry and the interpretation of the findings. The study looked into the three most major research approaches, qualitative, quantitative, and mixed methods, and discussed how the adoption of these approaches fit into information research. It was found that application of research approaches in information research is beneficial. However, information researchers are advised to be cautious of the weaknesses of the approaches they would adopt for a study.
{"title":"Approaches in Information Research","authors":"P. Kankam","doi":"10.1080/13614533.2019.1632216","DOIUrl":"https://doi.org/10.1080/13614533.2019.1632216","url":null,"abstract":"Abstract Research approaches are general techniques that researchers follow when conducting a study. Employing research approaches in information research is noted to vary from one researcher to another based on the investigator’s choice as well as the nature of the topic under investigation. The differences in the use of research approaches in information research do not rely on data gathering alone, but also on the practical consequences of the inquiry and the interpretation of the findings. The study looked into the three most major research approaches, qualitative, quantitative, and mixed methods, and discussed how the adoption of these approaches fit into information research. It was found that application of research approaches in information research is beneficial. However, information researchers are advised to be cautious of the weaknesses of the approaches they would adopt for a study.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"165 - 183"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1632216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44847374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1628078
Mary K. Oberlies, K. Buxton, Annie Zeidman-Karpinski
Abstract To improve the quality of our instruction and to contribute to student success, we designed an instructional development program using peer mentoring and observation grounded in evidence-based practices. We identified three methods of peer observation and mentoring to create an innovative progressively in-depth program that helps librarians understand what is happening in the classroom, and works within a community of practice to identify ways to improve the quality of our instruction. These tools, used in higher education, were then customized to work for information literacy instruction: Teaching Squares, the Teaching Practices Inventory - Information Literacy Instruction, and the Classroom Observation Protocol for Information Literacy. The customized tools help librarians identify evidence-based practices, enable them to understand what occurred in their classrooms, and lead to student-focused teaching. This article discusses the development of these tools and initial findings.
{"title":"Adapting Evidence-Based Practices to Improve Library Instruction: Using Customized Tools to Support Peer Mentoring and Observation","authors":"Mary K. Oberlies, K. Buxton, Annie Zeidman-Karpinski","doi":"10.1080/13614533.2019.1628078","DOIUrl":"https://doi.org/10.1080/13614533.2019.1628078","url":null,"abstract":"Abstract To improve the quality of our instruction and to contribute to student success, we designed an instructional development program using peer mentoring and observation grounded in evidence-based practices. We identified three methods of peer observation and mentoring to create an innovative progressively in-depth program that helps librarians understand what is happening in the classroom, and works within a community of practice to identify ways to improve the quality of our instruction. These tools, used in higher education, were then customized to work for information literacy instruction: Teaching Squares, the Teaching Practices Inventory - Information Literacy Instruction, and the Classroom Observation Protocol for Information Literacy. The customized tools help librarians identify evidence-based practices, enable them to understand what occurred in their classrooms, and lead to student-focused teaching. This article discusses the development of these tools and initial findings.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"30 - 6"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1628078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43630633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2018.1524390
Barbara A. Blummer, Jeffrey M. Kenton
Abstract This article presents a systematic review of E-book user studies from 2001 to 2017. It focused on qualitative and quantitative studies that examined academic user groups’ attitudes and interactions with E-books. The review aimed to reveal users’ knowledge of the E-book format, their ability to define an E-book, their awareness of E-books’ availabilities from the institutions’ libraries, as well as their appreciation of E-books’ advantages. The authors also considered respondents’ usage of E-books such as the devices that fostered E-book access, internet avenues individuals’ utilized to locate the materials, printing and downloading of E-books, and the time individuals’ spent reading E-books online and the frequency of their access. The literature illustrated the importance of E-books to all members of the academic community for research and coursework. Still, studies pointed to a lack of awareness or familiarity among students, faculty, and staff of their institution’s E-books especially with the format’s features and the various collections owned by the university. To that end, it is especially critical that librarians promote E-books to all potential users.
{"title":"A Systematic Review of E-Books in Academic Libraries: Access, Advantages, and Usage","authors":"Barbara A. Blummer, Jeffrey M. Kenton","doi":"10.1080/13614533.2018.1524390","DOIUrl":"https://doi.org/10.1080/13614533.2018.1524390","url":null,"abstract":"Abstract This article presents a systematic review of E-book user studies from 2001 to 2017. It focused on qualitative and quantitative studies that examined academic user groups’ attitudes and interactions with E-books. The review aimed to reveal users’ knowledge of the E-book format, their ability to define an E-book, their awareness of E-books’ availabilities from the institutions’ libraries, as well as their appreciation of E-books’ advantages. The authors also considered respondents’ usage of E-books such as the devices that fostered E-book access, internet avenues individuals’ utilized to locate the materials, printing and downloading of E-books, and the time individuals’ spent reading E-books online and the frequency of their access. The literature illustrated the importance of E-books to all members of the academic community for research and coursework. Still, studies pointed to a lack of awareness or familiarity among students, faculty, and staff of their institution’s E-books especially with the format’s features and the various collections owned by the university. To that end, it is especially critical that librarians promote E-books to all potential users.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"109 - 79"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2018.1524390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1587483
Soo-yeon Hwang, Susan A. Elkins, Mitchell Hanson, T. Shotwell, Molly Thompson
Abstract Promoting an institutional repository (IR) to both faculty and end-users can be challenging. We surveyed academic libraries with an IR in Texas, and asked both library administrators and IR managers about their efforts to promote and grow their IR in both size and downloads. In addition, we studied the websites of Association of Research Libraries and Texas academic libraries to see how other institutions place links to their IRs on the websites and name them in different ways to draw attention. We probed and discuss findings regarding active marketing to faculty in order to grow the IR size, and passive promotion efforts such as linking on the library website, custom branding to help people find and remember the IR, and so on. We found that most marketing was geared toward faculty, and a minimal amount of active marketing efforts were made to the end-users.
向教师和最终用户推广机构存储库(IR)可能具有挑战性。我们调查了德克萨斯州拥有IR的学术图书馆，并询问了图书馆管理员和IR经理他们在推广和扩大IR规模和下载量方面所做的努力。此外，我们还研究了美国研究图书馆协会(Association of Research Libraries)和德克萨斯州学术图书馆(Texas academic Libraries)的网站，以了解其他机构如何在网站上放置指向其IRs的链接，并以不同的方式命名它们，以吸引人们的注意。我们调查并讨论了对教师进行主动营销以扩大IR规模的发现，以及被动推广工作，如图书馆网站链接，定制品牌以帮助人们找到并记住IR，等等。我们发现，大多数市场营销都是针对教师的，而针对最终用户的积极营销努力却很少。
{"title":"Institutional Repository Promotion: Current Practices and Opinions in Texas Academia","authors":"Soo-yeon Hwang, Susan A. Elkins, Mitchell Hanson, T. Shotwell, Molly Thompson","doi":"10.1080/13614533.2019.1587483","DOIUrl":"https://doi.org/10.1080/13614533.2019.1587483","url":null,"abstract":"Abstract Promoting an institutional repository (IR) to both faculty and end-users can be challenging. We surveyed academic libraries with an IR in Texas, and asked both library administrators and IR managers about their efforts to promote and grow their IR in both size and downloads. In addition, we studied the websites of Association of Research Libraries and Texas academic libraries to see how other institutions place links to their IRs on the websites and name them in different ways to draw attention. We probed and discuss findings regarding active marketing to faculty in order to grow the IR size, and passive promotion efforts such as linking on the library website, custom branding to help people find and remember the IR, and so on. We found that most marketing was geared toward faculty, and a minimal amount of active marketing efforts were made to the end-users.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"133 - 150"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1587483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42708703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13614533.2019.1630450
Tamasine Ashcroft, Lisa Bird, S. Bull, P. Harper, A. James, Catherine Robertson
Abstract In summer 2017, the University of Birmingham reconfigured from a subject librarian model of academic library support to a functional or task-based model, including the creation of a dedicated Engagement Team. Using case studies from the new team, an internal survey of staff across the University alongside a survey of librarians from other institutions, the article highlights the many perspectives on the debate: the Library management impetus for consistency and strategic engagement, academic perspectives on how well the Engagement Team works for them, and views of Library staff. The case studies demonstrate the team’s contribution to the institutional teaching and learning agenda, particularly around academic skills enhancements, creating connections with staff and students, and through improved processes of collection development. This article adds to the relatively small body of literature on the impact and value of a functional model configuration that includes a dedicated Engagement Team.
{"title":"Engagement With Impact: Enhancing the Student Learning Experience During Year One of a Functional Library Model","authors":"Tamasine Ashcroft, Lisa Bird, S. Bull, P. Harper, A. James, Catherine Robertson","doi":"10.1080/13614533.2019.1630450","DOIUrl":"https://doi.org/10.1080/13614533.2019.1630450","url":null,"abstract":"Abstract In summer 2017, the University of Birmingham reconfigured from a subject librarian model of academic library support to a functional or task-based model, including the creation of a dedicated Engagement Team. Using case studies from the new team, an internal survey of staff across the University alongside a survey of librarians from other institutions, the article highlights the many perspectives on the debate: the Library management impetus for consistency and strategic engagement, academic perspectives on how well the Engagement Team works for them, and views of Library staff. The case studies demonstrate the team’s contribution to the institutional teaching and learning agenda, particularly around academic skills enhancements, creating connections with staff and students, and through improved processes of collection development. This article adds to the relatively small body of literature on the impact and value of a functional model configuration that includes a dedicated Engagement Team.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"31 - 55"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1630450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46619436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-24DOI: 10.1080/13614533.2019.1703767
J. Garnett
Abstract Academic libraries have been subjected to disruptive events throughout history. Academic literature primarily provides case study examples of incidents, guidance on developing an emergency management plan or advice on recovering or restoring items, particularly related to Special Collections, which require specific handling expertise. Increasingly, however, academic libraries may require a changed approach to traditional risk management thinking, increasing consideration towards resilience-building measures. In addition, many academic libraries are unaware of how efforts to protect items of cultural or historical significance held in Special Collections, are contributing to international frameworks in disaster risk reduction. This paper will review findings from a literature review, providing examples of disruptive events within academic libraries, and consider how academic libraries may build resilience against disruptive events in order to contribute to international efforts to protect cultural heritage within international disaster risk reduction frameworks.
{"title":"Academic Libraries – Changing the Approach: Resilience Building against Disruptive Events and the Contribution to Disaster Risk Reduction Frameworks","authors":"J. Garnett","doi":"10.1080/13614533.2019.1703767","DOIUrl":"https://doi.org/10.1080/13614533.2019.1703767","url":null,"abstract":"Abstract Academic libraries have been subjected to disruptive events throughout history. Academic literature primarily provides case study examples of incidents, guidance on developing an emergency management plan or advice on recovering or restoring items, particularly related to Special Collections, which require specific handling expertise. Increasingly, however, academic libraries may require a changed approach to traditional risk management thinking, increasing consideration towards resilience-building measures. In addition, many academic libraries are unaware of how efforts to protect items of cultural or historical significance held in Special Collections, are contributing to international frameworks in disaster risk reduction. This paper will review findings from a literature review, providing examples of disruptive events within academic libraries, and consider how academic libraries may build resilience against disruptive events in order to contribute to international efforts to protect cultural heritage within international disaster risk reduction frameworks.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"113 - 129"},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1703767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-18DOI: 10.1080/13614533.2019.1699838
D. Ingalls
Abstract In 2017, the Macdonald Campus Seed Library was launched at the Macdonald Campus Library of McGill University. This seed library, the first in an academic library in Quebec and the third in Canada, is an unusual, innovative program, and has generated a great deal of interest and enthusiasm from the university community. It has proven to be an effective tool for outreach, offering many opportunities for community engagement and library promotion. This article defines seed libraries and discusses their history and educational significance, and details the process of conceptualizing, creating, and operating a seed library in an academic library.
{"title":"From Seed to Harvest: Growing the Macdonald Campus Seed Library","authors":"D. Ingalls","doi":"10.1080/13614533.2019.1699838","DOIUrl":"https://doi.org/10.1080/13614533.2019.1699838","url":null,"abstract":"Abstract In 2017, the Macdonald Campus Seed Library was launched at the Macdonald Campus Library of McGill University. This seed library, the first in an academic library in Quebec and the third in Canada, is an unusual, innovative program, and has generated a great deal of interest and enthusiasm from the university community. It has proven to be an effective tool for outreach, offering many opportunities for community engagement and library promotion. This article defines seed libraries and discusses their history and educational significance, and details the process of conceptualizing, creating, and operating a seed library in an academic library.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"97 - 112"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1699838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48304171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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