Pub Date : 2021-10-11DOI: 10.1080/10691316.2021.1921089
Scott Rice, William J. Cummings
Abstract Belk Library and Information Commons at Appalachian State University began circulating technology in the early 2000s with a small set of laptops and MacBooks. This collection was augmented with the addition of approximately two dozen video and still cameras in 2006 and by 2019, the technology collection for circulation had grown to 550 devices composed of 33 types, including laptops, tablets, audio and video recorders, DSLR cameras, and headphones. Over this time, the team developed a set of guidelines to govern the development of the collection. The team developed some policies that follow traditional collection development guidelines, but many are unique to the challenges required to maintaining a useful and functioning circulation collection of technology equipment.
{"title":"Development guidelines for circulating technology collections","authors":"Scott Rice, William J. Cummings","doi":"10.1080/10691316.2021.1921089","DOIUrl":"https://doi.org/10.1080/10691316.2021.1921089","url":null,"abstract":"Abstract Belk Library and Information Commons at Appalachian State University began circulating technology in the early 2000s with a small set of laptops and MacBooks. This collection was augmented with the addition of approximately two dozen video and still cameras in 2006 and by 2019, the technology collection for circulation had grown to 550 devices composed of 33 types, including laptops, tablets, audio and video recorders, DSLR cameras, and headphones. Over this time, the team developed a set of guidelines to govern the development of the collection. The team developed some policies that follow traditional collection development guidelines, but many are unique to the challenges required to maintaining a useful and functioning circulation collection of technology equipment.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"56 - 74"},"PeriodicalIF":0.8,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48295131","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 : 2021-10-05DOI: 10.1080/10691316.2021.1923603
Matt Cook, Zack Lischer-Katz
Abstract Today’s virtual reality (VR) technologies enable students to traverse immersive learning environments populated with highly engaging course content that closely resembles real-world artifacts and sites, scientific specimens, and otherwise inaccessible training scenarios. The relative affordability of the latest generation of VR hardware has further increased the uptake of VR across academic, but careful consideration must be given to how the technology is deployed for classroom use. This paper draws on a range published research literature, and the authors’ experiences implementing VR in an academic library, to present guidelines and case studies that can be used by library practitioners to craft effective VR course assignments.
{"title":"Practical steps for an effective virtual reality course integration","authors":"Matt Cook, Zack Lischer-Katz","doi":"10.1080/10691316.2021.1923603","DOIUrl":"https://doi.org/10.1080/10691316.2021.1923603","url":null,"abstract":"Abstract Today’s virtual reality (VR) technologies enable students to traverse immersive learning environments populated with highly engaging course content that closely resembles real-world artifacts and sites, scientific specimens, and otherwise inaccessible training scenarios. The relative affordability of the latest generation of VR hardware has further increased the uptake of VR across academic, but careful consideration must be given to how the technology is deployed for classroom use. This paper draws on a range published research literature, and the authors’ experiences implementing VR in an academic library, to present guidelines and case studies that can be used by library practitioners to craft effective VR course assignments.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"210 - 226"},"PeriodicalIF":0.8,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646180","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 : 2021-09-29DOI: 10.1080/10691316.2021.1984355
Tricia Lantzy, Talitha R. Matlin
ABSTRACT Science library internships at academic libraries serving diverse student populations may increase the visibility of science librarianship as a career path for undergraduates in the sciences and may help to attract students from diverse backgrounds to the profession. While internships are a “high-impact practice,” there is little direct assessment of student learning in the literature that measures both perceived and demonstrated learning during an internship. The aim of this case study is to describe how librarians at one university library used multiple direct and indirect learning assessments to evaluate and make curricular changes to a science library internship program.
{"title":"Using direct and indirect assessments of student learning to refine a science library internship for undergraduates: A case study","authors":"Tricia Lantzy, Talitha R. Matlin","doi":"10.1080/10691316.2021.1984355","DOIUrl":"https://doi.org/10.1080/10691316.2021.1984355","url":null,"abstract":"ABSTRACT Science library internships at academic libraries serving diverse student populations may increase the visibility of science librarianship as a career path for undergraduates in the sciences and may help to attract students from diverse backgrounds to the profession. While internships are a “high-impact practice,” there is little direct assessment of student learning in the literature that measures both perceived and demonstrated learning during an internship. The aim of this case study is to describe how librarians at one university library used multiple direct and indirect learning assessments to evaluate and make curricular changes to a science library internship program.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"365 - 387"},"PeriodicalIF":0.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48167334","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 : 2021-09-29DOI: 10.1080/10691316.2021.1981183
Shelley Elizabeth Carr
ABSTRACT In this case study, the University of Idaho Library describes how advance planning, research, creativity, and collaboration enabled them to reopen to students during the summer of 2020 during the global COVID-19 pandemic and with reduced staff. By creating staging plans for computer labs and tables, a system for regular cleaning, backup staffing plans, eye-catching signage, quarantine protocols for library materials, and enforcing safety measures, the library was able to continue to provide services while keeping staff and patrons safe.
{"title":"In the library, with a mask, and some plexi-glass: Reopening a small academic library during COVID-19","authors":"Shelley Elizabeth Carr","doi":"10.1080/10691316.2021.1981183","DOIUrl":"https://doi.org/10.1080/10691316.2021.1981183","url":null,"abstract":"ABSTRACT In this case study, the University of Idaho Library describes how advance planning, research, creativity, and collaboration enabled them to reopen to students during the summer of 2020 during the global COVID-19 pandemic and with reduced staff. By creating staging plans for computer labs and tables, a system for regular cleaning, backup staffing plans, eye-catching signage, quarantine protocols for library materials, and enforcing safety measures, the library was able to continue to provide services while keeping staff and patrons safe.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"314 - 331"},"PeriodicalIF":0.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44761963","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 : 2021-09-29DOI: 10.1080/10691316.2021.1983911
M. E. Johnson, Thomas C. Weeks, Josette M. Kubicki
Abstract In 2015, the University System of Georgia began a 3-year collaboration with the Gardner Institute’s Gateways to Completion (G2C) program to help redesign high-enrollment courses to promote student success. One institution selected their English 1102 course for this initiative, and the department partnered with the library to include a mandatory information literacy component. Finding, evaluating, and using sources are integral parts of this course’s learning objectives which connects with the ACRL’s Framework for Information Literacy in Higher Education. This article details the design, development, and data collected during implementation of a flipped information literacy module in a department-wide course integration.
{"title":"Composition and collaboration: Partnering with an academic department to promote information literacy","authors":"M. E. Johnson, Thomas C. Weeks, Josette M. Kubicki","doi":"10.1080/10691316.2021.1983911","DOIUrl":"https://doi.org/10.1080/10691316.2021.1983911","url":null,"abstract":"Abstract In 2015, the University System of Georgia began a 3-year collaboration with the Gardner Institute’s Gateways to Completion (G2C) program to help redesign high-enrollment courses to promote student success. One institution selected their English 1102 course for this initiative, and the department partnered with the library to include a mandatory information literacy component. Finding, evaluating, and using sources are integral parts of this course’s learning objectives which connects with the ACRL’s Framework for Information Literacy in Higher Education. This article details the design, development, and data collected during implementation of a flipped information literacy module in a department-wide course integration.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"346 - 364"},"PeriodicalIF":0.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316478","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 : 2021-09-24DOI: 10.1080/10691316.2021.1982434
Joshua C. Waltman
ABSTRACT The development and implementation of a student employee training program creates a unique opportunity for librarians and library staff to contribute to the career preparation of students. The Jerry Falwell Library Learning Commons developed its training program around the creation of three learning outcomes that reframed the student employee position as an educational experience. Through experience and reflection, the training program components direct students to develop transferable skills relevant across many career paths. The replicable model developed using these learning outcomes represents a means of aligning the interests of both the library and the student in order to promote a more transformational instructor-student exchange.
{"title":"The library student employee as student: Using learning outcomes to develop an instructional approach to training","authors":"Joshua C. Waltman","doi":"10.1080/10691316.2021.1982434","DOIUrl":"https://doi.org/10.1080/10691316.2021.1982434","url":null,"abstract":"ABSTRACT The development and implementation of a student employee training program creates a unique opportunity for librarians and library staff to contribute to the career preparation of students. The Jerry Falwell Library Learning Commons developed its training program around the creation of three learning outcomes that reframed the student employee position as an educational experience. Through experience and reflection, the training program components direct students to develop transferable skills relevant across many career paths. The replicable model developed using these learning outcomes represents a means of aligning the interests of both the library and the student in order to promote a more transformational instructor-student exchange.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"332 - 345"},"PeriodicalIF":0.8,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035573","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 : 2021-09-17DOI: 10.1080/10691316.2021.1976341
George P. Germek
ABSTRACT Despite curtailed budgets, academic libraries can create new or augmented instructional platforms and expand their institutional offerings with low-cost collections acquisitions obtained from commercial internet auction sites, flea markets, and retail sites. Using these low cost acquisitions, librarians can create numerous interactive, primary research exercises that result in enhanced special collections use and improved student engagement.
{"title":"“Quick, that auction ends soon!” finding low-cost teaching materials for special collections librarians","authors":"George P. Germek","doi":"10.1080/10691316.2021.1976341","DOIUrl":"https://doi.org/10.1080/10691316.2021.1976341","url":null,"abstract":"ABSTRACT Despite curtailed budgets, academic libraries can create new or augmented instructional platforms and expand their institutional offerings with low-cost collections acquisitions obtained from commercial internet auction sites, flea markets, and retail sites. Using these low cost acquisitions, librarians can create numerous interactive, primary research exercises that result in enhanced special collections use and improved student engagement.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"296 - 313"},"PeriodicalIF":0.8,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534546","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 : 2021-09-13DOI: 10.1080/10691316.2021.1975341
C. Kretz, C. Payne, Dana Reijerkerk
ABSTRACT In Summer 2020, Stony Brook University Libraries had to envision an online library orientation strategy for incoming students due to COVID-19. As part of a virtual welcome program, librarians and staff collaborated across departmental lines to design and create a virtual library escape room called “Study Room Time Machine” (SRTM), a time travel narrative using Google products that incorporated different library resources and Special Collections and University Archival materials. This case study details the development of the game, the thinking behind it, and an overview of the game’s initial eight weeks. Included is an assessment of the game’s use by the targeted audience and lessons learned about implementing this type of game within a library setting.
{"title":"Study room time machine: Creating a virtual library escape game during COVID","authors":"C. Kretz, C. Payne, Dana Reijerkerk","doi":"10.1080/10691316.2021.1975341","DOIUrl":"https://doi.org/10.1080/10691316.2021.1975341","url":null,"abstract":"ABSTRACT In Summer 2020, Stony Brook University Libraries had to envision an online library orientation strategy for incoming students due to COVID-19. As part of a virtual welcome program, librarians and staff collaborated across departmental lines to design and create a virtual library escape room called “Study Room Time Machine” (SRTM), a time travel narrative using Google products that incorporated different library resources and Special Collections and University Archival materials. This case study details the development of the game, the thinking behind it, and an overview of the game’s initial eight weeks. Included is an assessment of the game’s use by the targeted audience and lessons learned about implementing this type of game within a library setting.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"273 - 295"},"PeriodicalIF":0.8,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49568104","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 : 2021-09-13DOI: 10.1080/10691316.2021.1969713
Hailley M. Fargo, Ally Mastrangelo
ABSTRACT Student engagement opportunities allow undergraduate students to pursue their interests, grow into engaged citizens, and connect their disciplinary knowledge in an applied context. Academic libraries are still investigating the ways they can support, enhance, and provide these opportunities. This exploratory, qualitative research project used semi-structured, in-depth interviews to learn more about undergraduate student engagement experiences and the student’s perception of the role of the library in these opportunities. The authors explore and amplify how students see the library and provide suggestions on how libraries can continue to contextualize their work in student engagement opportunities.
{"title":"Mapping the student engagement journey: Understanding & envisioning the library’s role","authors":"Hailley M. Fargo, Ally Mastrangelo","doi":"10.1080/10691316.2021.1969713","DOIUrl":"https://doi.org/10.1080/10691316.2021.1969713","url":null,"abstract":"ABSTRACT Student engagement opportunities allow undergraduate students to pursue their interests, grow into engaged citizens, and connect their disciplinary knowledge in an applied context. Academic libraries are still investigating the ways they can support, enhance, and provide these opportunities. This exploratory, qualitative research project used semi-structured, in-depth interviews to learn more about undergraduate student engagement experiences and the student’s perception of the role of the library in these opportunities. The authors explore and amplify how students see the library and provide suggestions on how libraries can continue to contextualize their work in student engagement opportunities.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"253 - 272"},"PeriodicalIF":0.8,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42040016","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 : 2021-08-04DOI: 10.1080/10691316.2021.1915221
Y. Rachman
Abstract The use of social networking sites has been significant among academic libraries. Although various studies have investigated the use of social media platforms, studies that analyze the use of Instagram by academic libraries are still limited. This study investigates and analyzes academic libraries’ Instagram posts and presents a categorization scheme to group these posts. The Cronbach α was also used as a measure to test the reliability of the categorization scheme proposed in this study. Results showed that posts of library news and information were the largest category at 29%.
{"title":"Examining academic libraries’ use of instagram","authors":"Y. Rachman","doi":"10.1080/10691316.2021.1915221","DOIUrl":"https://doi.org/10.1080/10691316.2021.1915221","url":null,"abstract":"Abstract The use of social networking sites has been significant among academic libraries. Although various studies have investigated the use of social media platforms, studies that analyze the use of Instagram by academic libraries are still limited. This study investigates and analyzes academic libraries’ Instagram posts and presents a categorization scheme to group these posts. The Cronbach α was also used as a measure to test the reliability of the categorization scheme proposed in this study. Results showed that posts of library news and information were the largest category at 29%.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"462 - 473"},"PeriodicalIF":0.8,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2021.1915221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41488647","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：