Pub Date : 2019-01-02DOI: 10.1080/10691316.2018.1535923
Jared Andrew Rex, J. Whelan
Abstract Since the mid-nineteenth century, student worker programs have been an integral component of academic libraries, and the evolution of the profession has put more students, even undergraduates, into positions with greater responsibility, raising questions about the level of expertise of which undergraduate students are capable. The authors address these questions through the lens of the collaborative redevelopment of two distinct library student worker programs at a small liberal arts college. Included is a discussion of successes and challenges, as well as a consideration of the benefits of a “cross-library” support system in developing such a program.
{"title":"The undergraduate that could: Crafting a collaborative student training program","authors":"Jared Andrew Rex, J. Whelan","doi":"10.1080/10691316.2018.1535923","DOIUrl":"https://doi.org/10.1080/10691316.2018.1535923","url":null,"abstract":"Abstract Since the mid-nineteenth century, student worker programs have been an integral component of academic libraries, and the evolution of the profession has put more students, even undergraduates, into positions with greater responsibility, raising questions about the level of expertise of which undergraduate students are capable. The authors address these questions through the lens of the collaborative redevelopment of two distinct library student worker programs at a small liberal arts college. Included is a discussion of successes and challenges, as well as a consideration of the benefits of a “cross-library” support system in developing such a program.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"26 1","pages":"19 - 34"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1535923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42839942","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 : 2019-01-02DOI: 10.1080/10691316.2019.1602490
Christopher W. Boyd
Abstract While some academics still maintain that an academic library is no place for leisure reading, many are in favor of maintaining at least a small distinct collection of such books. Strategically located and attractively displayed, current popular titles have the potential to generate traffic to the library and improve circulation statistics. Having taken the leap at Florida Gulf Coast University Library, a close statistical analysis of this new collection’s circulation over time has revealed not only that we all use it, but also that there are diverse but consistent patterns and preferences at play. Could the collection’s circulation rate be increased by tailoring it to an academic population? This study was designed to find out.
{"title":"Inside the front door: Tailoring a leisure reading collection to attract an academic population","authors":"Christopher W. Boyd","doi":"10.1080/10691316.2019.1602490","DOIUrl":"https://doi.org/10.1080/10691316.2019.1602490","url":null,"abstract":"Abstract While some academics still maintain that an academic library is no place for leisure reading, many are in favor of maintaining at least a small distinct collection of such books. Strategically located and attractively displayed, current popular titles have the potential to generate traffic to the library and improve circulation statistics. Having taken the leap at Florida Gulf Coast University Library, a close statistical analysis of this new collection’s circulation over time has revealed not only that we all use it, but also that there are diverse but consistent patterns and preferences at play. Could the collection’s circulation rate be increased by tailoring it to an academic population? This study was designed to find out.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"26 1","pages":"108 - 88"},"PeriodicalIF":0.8,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2019.1602490","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44629359","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 : 2018-12-29DOI: 10.1080/10691316.2018.1518209
Giovanna Badia
Abstract There are different types of questions that can be used to determine whether students learned what they were taught in an information literacy (IL) session. This article summarizes best practices from the education literature for constructing short-answer, alternative-response, matching, multiple-choice, interpretative, and essay questions, as well as includes question examples from the author’s own experience delivering IL instruction.
{"title":"Put your instruction to the test: Half a dozen question types for evaluating students","authors":"Giovanna Badia","doi":"10.1080/10691316.2018.1518209","DOIUrl":"https://doi.org/10.1080/10691316.2018.1518209","url":null,"abstract":"Abstract There are different types of questions that can be used to determine whether students learned what they were taught in an information literacy (IL) session. This article summarizes best practices from the education literature for constructing short-answer, alternative-response, matching, multiple-choice, interpretative, and essay questions, as well as includes question examples from the author’s own experience delivering IL instruction.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"26 1","pages":"1 - 10"},"PeriodicalIF":0.8,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1518209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42925035","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 : 2018-10-02DOI: 10.1080/10691316.2018.1533201
S. Benson
Abstract This article delves into a few areas of copyright law that academic authors often overlook: joint author’s rights and the work made for hire doctrine. Scholarly publications produced by university professors often include more than one author. The default copyright laws apply to any such works if there is no specific written agreement to the contrary. Thus, it is important to understand what those default rules are in order to determine whether it is appropriate to deviate from them in an author agreement. Similarly, the work made for hire doctrine would normally apply to make all work produced by professors owned by the university. Luckily, many universities do not wish to own such work and give it back to professors through university statutes and other governing documents. However, it is crucial to understand whether the default rules apply or the university permits professors to negotiate their own author agreements with publishers. Finally, if authors own their own scholarly works, publishers can expect that they will negotiate their rights in the publishing agreements to benefit the terms most favorable to the author. And yet, many faculty members simply sign a standard authorship agreement without asking for concessions on the part of the publisher. Thus, this article empowers professors to exercise their copyright rights to the full extent of the law and to negotiate their author’s agreements to benefit themselves and society as a whole through open access and the use of Creative Commons licenses.
{"title":"“I own it, don’t I?” The Rules of Academic Copyright Ownership and You","authors":"S. Benson","doi":"10.1080/10691316.2018.1533201","DOIUrl":"https://doi.org/10.1080/10691316.2018.1533201","url":null,"abstract":"Abstract This article delves into a few areas of copyright law that academic authors often overlook: joint author’s rights and the work made for hire doctrine. Scholarly publications produced by university professors often include more than one author. The default copyright laws apply to any such works if there is no specific written agreement to the contrary. Thus, it is important to understand what those default rules are in order to determine whether it is appropriate to deviate from them in an author agreement. Similarly, the work made for hire doctrine would normally apply to make all work produced by professors owned by the university. Luckily, many universities do not wish to own such work and give it back to professors through university statutes and other governing documents. However, it is crucial to understand whether the default rules apply or the university permits professors to negotiate their own author agreements with publishers. Finally, if authors own their own scholarly works, publishers can expect that they will negotiate their rights in the publishing agreements to benefit the terms most favorable to the author. And yet, many faculty members simply sign a standard authorship agreement without asking for concessions on the part of the publisher. Thus, this article empowers professors to exercise their copyright rights to the full extent of the law and to negotiate their author’s agreements to benefit themselves and society as a whole through open access and the use of Creative Commons licenses.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"317 - 327"},"PeriodicalIF":0.8,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1533201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46999222","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 : 2018-10-02DOI: 10.1080/10691316.2018.1527268
Jacalyn E. Bryan, Darla Asher, Elana Karshmer
Abstract It is essential that the tool used to evaluate librarians’ teaching is appropriate to the type of teaching and methodologies being utilized. In many cases, academic librarians are evaluated using the same tool as their nonlibrary counterparts. The purpose of this study was to determine whether academic libraries have specific methods and/or forms for evaluating librarians’ teaching of one-shot sessions. The goal of this research was to create an evaluation form specific to one-shot library instruction. This new assessment tool was informed by the data collected and also reflects professional guidelines and best practices.
{"title":"Assessing librarians’ teaching of one-shot sessions: A new model for evaluating instructional performance","authors":"Jacalyn E. Bryan, Darla Asher, Elana Karshmer","doi":"10.1080/10691316.2018.1527268","DOIUrl":"https://doi.org/10.1080/10691316.2018.1527268","url":null,"abstract":"Abstract It is essential that the tool used to evaluate librarians’ teaching is appropriate to the type of teaching and methodologies being utilized. In many cases, academic librarians are evaluated using the same tool as their nonlibrary counterparts. The purpose of this study was to determine whether academic libraries have specific methods and/or forms for evaluating librarians’ teaching of one-shot sessions. The goal of this research was to create an evaluation form specific to one-shot library instruction. This new assessment tool was informed by the data collected and also reflects professional guidelines and best practices.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"350 - 371"},"PeriodicalIF":0.8,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1527268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45914085","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 : 2018-10-02DOI: 10.1080/10691316.2018.1539366
Cara Berg
Abstract Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.
{"title":"No assignment? Just flip it: The flipped classroom in first-year library instruction","authors":"Cara Berg","doi":"10.1080/10691316.2018.1539366","DOIUrl":"https://doi.org/10.1080/10691316.2018.1539366","url":null,"abstract":"Abstract Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"372 - 387"},"PeriodicalIF":0.8,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1539366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302062","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 : 2018-10-02DOI: 10.1080/10691316.2018.1530626
L. Pretorius
Abstract In our modern digital and information-rich educational contexts, students are increasingly faced with conflicts between popular media and scholarly content. As a result, discerning source reliability can be considered as a key threshold concept in tertiary information literacy curricula. In this study, the author describes the development of an online tutorial designed to teach this threshold concept using experiential and self-discovery learning. Evaluation of students’ learning journeys as they progressed through the tutorial provided insight into students understanding of the concept of discerning source reliability. Therefore, the author proposes that this online tutorial is an effective pedagogical tool to help students develop their personal epistemology regarding source reliability.
{"title":"Experiential and self-discovery learning in digital literacy: Developing the discernment to evaluate source reliability","authors":"L. Pretorius","doi":"10.1080/10691316.2018.1530626","DOIUrl":"https://doi.org/10.1080/10691316.2018.1530626","url":null,"abstract":"Abstract In our modern digital and information-rich educational contexts, students are increasingly faced with conflicts between popular media and scholarly content. As a result, discerning source reliability can be considered as a key threshold concept in tertiary information literacy curricula. In this study, the author describes the development of an online tutorial designed to teach this threshold concept using experiential and self-discovery learning. Evaluation of students’ learning journeys as they progressed through the tutorial provided insight into students understanding of the concept of discerning source reliability. Therefore, the author proposes that this online tutorial is an effective pedagogical tool to help students develop their personal epistemology regarding source reliability.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"388 - 405"},"PeriodicalIF":0.8,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1530626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876013","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 : 2018-09-25DOI: 10.1080/10691316.2018.1514285
Gerald R. Natal, Thomas Atwood
Abstract The number of military veterans taking advantage of post-911 educational benefits has increased significantly, and institutions of higher education have responded by creating veteran-friendly campuses. Accordingly, academic librarians have engaged in proactive, ongoing conversations about providing services to this unique student population. The authors went on reconnaissance to assess the needs of student veterans and their response to a recently created veterans lounge space in the library. The information gathered from this survey can help provide insight and possible strategies to improve library outreach and services.
{"title":"Cover Me, I’m going in: Exploring the needs of student veterans","authors":"Gerald R. Natal, Thomas Atwood","doi":"10.1080/10691316.2018.1514285","DOIUrl":"https://doi.org/10.1080/10691316.2018.1514285","url":null,"abstract":"Abstract The number of military veterans taking advantage of post-911 educational benefits has increased significantly, and institutions of higher education have responded by creating veteran-friendly campuses. Accordingly, academic librarians have engaged in proactive, ongoing conversations about providing services to this unique student population. The authors went on reconnaissance to assess the needs of student veterans and their response to a recently created veterans lounge space in the library. The information gathered from this survey can help provide insight and possible strategies to improve library outreach and services.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"335 - 349"},"PeriodicalIF":0.8,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1514285","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41548510","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 : 2018-09-25DOI: 10.1080/10691316.2018.1517433
E. Ramsey, Mary C. Aagard
Abstract Colleges and universities have come to realize that student wellness is a factor in student retention and success. While academic libraries have not generally been included in wellness initiatives they are strategically placed on college campuses to play an essential role. By parlaying their reputations as trusted information providers and community centers, academic libraries can partner with more traditional campus health providers to be active and effective participants in this essential form of outreach.
{"title":"Academic libraries as active contributors to student wellness","authors":"E. Ramsey, Mary C. Aagard","doi":"10.1080/10691316.2018.1517433","DOIUrl":"https://doi.org/10.1080/10691316.2018.1517433","url":null,"abstract":"Abstract Colleges and universities have come to realize that student wellness is a factor in student retention and success. While academic libraries have not generally been included in wellness initiatives they are strategically placed on college campuses to play an essential role. By parlaying their reputations as trusted information providers and community centers, academic libraries can partner with more traditional campus health providers to be active and effective participants in this essential form of outreach.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"328 - 334"},"PeriodicalIF":0.8,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1517433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41508444","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 : 2018-07-03DOI: 10.1080/10691316.2018.1499265
J. Kane
{"title":"Rising like a glorious turkey from the ashes of burnout","authors":"J. Kane","doi":"10.1080/10691316.2018.1499265","DOIUrl":"https://doi.org/10.1080/10691316.2018.1499265","url":null,"abstract":"","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"25 1","pages":"205 - 210"},"PeriodicalIF":0.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2018.1499265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42532528","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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