Pub Date : 2020-11-26DOI: 10.1080/10691316.2020.1850384
Laura Sare, Stephen Bales, Tina Budzise-Weaver
Abstract This research paper reports the findings of a grounded theory analysis of undergraduate perceptions of academic libraries serving their university community. The qualitative researchers employed long interviews to interview forty-one participants at various stages in their undergraduate career in order to determine how they perceive the academic library as an institution. Three theoretical categories emerged from the data analysis: (1) Constructing the Academic Library as Geographic Space, (2) Constructing the Academic Library as Idea, and (3) Constructing the Library Worker. The researchers found that participants may simultaneously view the academic library as physical geography and idealistic abstraction, and that the physical navigation of the library may remain hindered despite normative perceptions of the academic library.
{"title":"The quiet agora: Undergraduate perceptions of the academic library","authors":"Laura Sare, Stephen Bales, Tina Budzise-Weaver","doi":"10.1080/10691316.2020.1850384","DOIUrl":"https://doi.org/10.1080/10691316.2020.1850384","url":null,"abstract":"Abstract This research paper reports the findings of a grounded theory analysis of undergraduate perceptions of academic libraries serving their university community. The qualitative researchers employed long interviews to interview forty-one participants at various stages in their undergraduate career in order to determine how they perceive the academic library as an institution. Three theoretical categories emerged from the data analysis: (1) Constructing the Academic Library as Geographic Space, (2) Constructing the Academic Library as Idea, and (3) Constructing the Library Worker. The researchers found that participants may simultaneously view the academic library as physical geography and idealistic abstraction, and that the physical navigation of the library may remain hindered despite normative perceptions of the academic library.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"18 - 36"},"PeriodicalIF":0.8,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1850384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45728684","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 : 2020-11-02DOI: 10.1080/10691316.2020.1830907
D. Bennedbaek, S. Clark, D. George
Abstract This study explores the impact of librarian-student interaction on the perception of the librarian as competent and available, using library services, and information literacy competence in small universities and colleges. A sample of 261 students attending a small liberal-arts university in central Alberta completed a 64-item questionnaire that assessed these items. Results found that librarian-student contact (whether individual consultation, responses to questions, or presentation of an information literacy session to a class) was significantly associated with (a) increased perception of librarian competence, (b) heightened impression of librarian availability, (c) increased use of library resources, and (d) the library viewed as an inviting place. Each of these four were associated with enhanced information literacy competence.
{"title":"The impact of librarian-student contact on students’ information literacy competence in small colleges and universities","authors":"D. Bennedbaek, S. Clark, D. George","doi":"10.1080/10691316.2020.1830907","DOIUrl":"https://doi.org/10.1080/10691316.2020.1830907","url":null,"abstract":"Abstract This study explores the impact of librarian-student interaction on the perception of the librarian as competent and available, using library services, and information literacy competence in small universities and colleges. A sample of 261 students attending a small liberal-arts university in central Alberta completed a 64-item questionnaire that assessed these items. Results found that librarian-student contact (whether individual consultation, responses to questions, or presentation of an information literacy session to a class) was significantly associated with (a) increased perception of librarian competence, (b) heightened impression of librarian availability, (c) increased use of library resources, and (d) the library viewed as an inviting place. Each of these four were associated with enhanced information literacy competence.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"1 - 17"},"PeriodicalIF":0.8,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1830907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42598762","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 : 2020-10-28DOI: 10.1080/10691316.2020.1837046
Adam Olsen
Abstract The Summon Discovery tool is a widely used tool in academic libraries. This research explores how users interact with the Summon search interface in a laptop and mobile-simulation setting. The study was conducted using a combination of screen and audio recordings of the sessions, combined with real-time data recording of the participant’s responses. The data was also checked against the recordings when there was ambiguity or uncertainty in the responses as they were recorded. Participants were given a set of five tasks and nine questions to complete, with there being multiple ways to complete each task. The Summon interface was changed to include links to additional resources. The results show that generally users preferred more information for the resources, as well as more links available in the navigation.
{"title":"Summon user experience: A study of the summon laptop and mobile interface","authors":"Adam Olsen","doi":"10.1080/10691316.2020.1837046","DOIUrl":"https://doi.org/10.1080/10691316.2020.1837046","url":null,"abstract":"Abstract The Summon Discovery tool is a widely used tool in academic libraries. This research explores how users interact with the Summon search interface in a laptop and mobile-simulation setting. The study was conducted using a combination of screen and audio recordings of the sessions, combined with real-time data recording of the participant’s responses. The data was also checked against the recordings when there was ambiguity or uncertainty in the responses as they were recorded. Participants were given a set of five tasks and nine questions to complete, with there being multiple ways to complete each task. The Summon interface was changed to include links to additional resources. The results show that generally users preferred more information for the resources, as well as more links available in the navigation.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"420 - 434"},"PeriodicalIF":0.8,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1837046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49070338","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 : 2020-10-08DOI: 10.1080/10691316.2020.1830908
Marcela Y. Isuster
Abstract The research paper, an established method of assessment, is not always the best choice of assignments. Its structured format can stifle creativity and inhibit other methods of constructing knowledge. To address these concerns, a liaison librarian partnered with faculty to have students create Scalar projects. Scalar is a free and open-source publishing platform that facilitates the creation of multimedia digital scholarship, making it a great platform to produce engaging interactive visual essays that can transcend academia and foster student content creation. This case study describes several iterations of Scalar assignments that were implemented in seven courses in six disciplines, with four different instruction methods. Variations in the effectiveness of these methods demonstrated the need for interactive in-class instruction and the benefits of the librarian-faculty collaboration.
{"title":"From students to authors: Fostering student content creation with Scalar","authors":"Marcela Y. Isuster","doi":"10.1080/10691316.2020.1830908","DOIUrl":"https://doi.org/10.1080/10691316.2020.1830908","url":null,"abstract":"Abstract The research paper, an established method of assessment, is not always the best choice of assignments. Its structured format can stifle creativity and inhibit other methods of constructing knowledge. To address these concerns, a liaison librarian partnered with faculty to have students create Scalar projects. Scalar is a free and open-source publishing platform that facilitates the creation of multimedia digital scholarship, making it a great platform to produce engaging interactive visual essays that can transcend academia and foster student content creation. This case study describes several iterations of Scalar assignments that were implemented in seven courses in six disciplines, with four different instruction methods. Variations in the effectiveness of these methods demonstrated the need for interactive in-class instruction and the benefits of the librarian-faculty collaboration.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"133 - 148"},"PeriodicalIF":0.8,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1830908","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49547173","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 : 2020-10-01DOI: 10.1080/10691316.2020.1952776
Tabatha A. Farney
Abstract Library technology is a broad concept that encompasses infrastructure and spaces, services, access and more. This special issue of College & Undergraduate Libraries is entitled Library Technology: Innovating Technologies, Services, and Practices and reflects the range of technology services and practices in academic libraries. These articles were grouped into narrower technology themes: innovative services, immersive technologies, makerspaces, web and application (re)design, and research practices. May these articles inspire another wave of innovation.
{"title":"Library technology: Innovating technologies, services, and practices","authors":"Tabatha A. Farney","doi":"10.1080/10691316.2020.1952776","DOIUrl":"https://doi.org/10.1080/10691316.2020.1952776","url":null,"abstract":"Abstract Library technology is a broad concept that encompasses infrastructure and spaces, services, access and more. This special issue of College & Undergraduate Libraries is entitled Library Technology: Innovating Technologies, Services, and Practices and reflects the range of technology services and practices in academic libraries. These articles were grouped into narrower technology themes: innovative services, immersive technologies, makerspaces, web and application (re)design, and research practices. May these articles inspire another wave of innovation.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"51 - 55"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41362410","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 : 2020-10-01DOI: 10.1080/10691316.2021.1892559
M. Harden, Lauren Ajamie
Abstract This article presents a case study in which one library designated Product Owners to steer a website redesign project. The Product Owner, commonly used in agile approaches to software development, plays an important leadership role in the development process. In the case described here, two faculty librarians were selected to co-lead the project. This article outlines the benefits of using Product Owners and the factors that led to the two librarians being put on the project. The authors explore the challenges related to faculty librarians becoming Product Owners—a recognized leadership role without formal management responsibilities.
{"title":"Product ownership and the library website redesign process","authors":"M. Harden, Lauren Ajamie","doi":"10.1080/10691316.2021.1892559","DOIUrl":"https://doi.org/10.1080/10691316.2021.1892559","url":null,"abstract":"Abstract This article presents a case study in which one library designated Product Owners to steer a website redesign project. The Product Owner, commonly used in agile approaches to software development, plays an important leadership role in the development process. In the case described here, two faculty librarians were selected to co-lead the project. This article outlines the benefits of using Product Owners and the factors that led to the two librarians being put on the project. The authors explore the challenges related to faculty librarians becoming Product Owners—a recognized leadership role without formal management responsibilities.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"385 - 396"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170568","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 : 2020-09-02DOI: 10.1080/10691316.2020.1796879
C. Hurrell, J. Baker
Abstract Virtual reality technology has applications across many academic disciplines and has the potential to contribute to student centered, experiential learning opportunities. Some academic libraries have begun to offer access to this technology as part of their mission to provide broad access to information and learning resources. The virtual reality studio in the Taylor Family Digital Library, the central library at the University of Calgary, was introduced in the summer of 2016, five years after the building first opened. Since the launch of the virtual reality studio, it has experienced a diverse range of uses encompassing teaching, learning, and research across many disciplines. Due to its success, VR offerings have been expanded to include a semi-mobile VR cart, a VR development room, and loanable VR equipment. This article will describe the configuration, access policies, and outreach activities around the library’s VR services and spaces, and discuss in more detail how they have been used in undergraduate classes including kinesiology, dance, literatures, and art history.
{"title":"Immersive learning: Applications of virtual reality for undergraduate education","authors":"C. Hurrell, J. Baker","doi":"10.1080/10691316.2020.1796879","DOIUrl":"https://doi.org/10.1080/10691316.2020.1796879","url":null,"abstract":"Abstract Virtual reality technology has applications across many academic disciplines and has the potential to contribute to student centered, experiential learning opportunities. Some academic libraries have begun to offer access to this technology as part of their mission to provide broad access to information and learning resources. The virtual reality studio in the Taylor Family Digital Library, the central library at the University of Calgary, was introduced in the summer of 2016, five years after the building first opened. Since the launch of the virtual reality studio, it has experienced a diverse range of uses encompassing teaching, learning, and research across many disciplines. Due to its success, VR offerings have been expanded to include a semi-mobile VR cart, a VR development room, and loanable VR equipment. This article will describe the configuration, access policies, and outreach activities around the library’s VR services and spaces, and discuss in more detail how they have been used in undergraduate classes including kinesiology, dance, literatures, and art history.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"197 - 209"},"PeriodicalIF":0.8,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1796879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45680398","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 : 2020-03-23DOI: 10.1080/10691316.2020.1739585
Constance B. Williams, J. Thayer
Abstract Traditionally, college archives have been viewed as a place where papers, documents, photos, and materials are preserved for “someday” use. Alternatively, college archives tend to be specialized spaces reserved for academic scholars or advanced student researchers. Using a case study from the College Archives at Queensborough Community College, this paper argues that including archives as a component of undergraduate curriculum can foster an essential fit between students and primary sources. Further, this paper argues for the particular value of incorporating archival research for first-year researchers, specifically community college students. Using hands-on experience and active learning pedagogy to connect community college students to primary sources can foster unique collaborative participation and develop transferable skills that have applications for curriculum across the community college campus.
{"title":"Connecting community college students to primary sources in the archives","authors":"Constance B. Williams, J. Thayer","doi":"10.1080/10691316.2020.1739585","DOIUrl":"https://doi.org/10.1080/10691316.2020.1739585","url":null,"abstract":"Abstract Traditionally, college archives have been viewed as a place where papers, documents, photos, and materials are preserved for “someday” use. Alternatively, college archives tend to be specialized spaces reserved for academic scholars or advanced student researchers. Using a case study from the College Archives at Queensborough Community College, this paper argues that including archives as a component of undergraduate curriculum can foster an essential fit between students and primary sources. Further, this paper argues for the particular value of incorporating archival research for first-year researchers, specifically community college students. Using hands-on experience and active learning pedagogy to connect community college students to primary sources can foster unique collaborative participation and develop transferable skills that have applications for curriculum across the community college campus.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"28 1","pages":"119 - 127"},"PeriodicalIF":0.8,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1739585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42758911","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: 10.1080/10691316.2020.1714526
Rachael Lewitzky
Abstract This literature review aims to answer three questions: (1) Why is teaching important in the role of an academic librarian? (2) What teaching-related initiatives have been used by academic librarians to acquire teaching competencies? (3) How does teaching in academic libraries relate to the community of practice formed by educators across disciplines at a higher education institution? A review of the literature highlights the importance of teaching in academic libraries. Findings suggest that onboarding processes at academic libraries should accommodate the pedagogical and andragogical gaps of new librarians by implementing mentorship programs and providing ongoing feedback. Establishing such protocols would establish a framework for supporting a community of practice with regard to academic librarianship and teaching.
{"title":"Educating, learning, and growing: A review of the teaching role in academic librarianship","authors":"Rachael Lewitzky","doi":"10.1080/10691316.2020.1714526","DOIUrl":"https://doi.org/10.1080/10691316.2020.1714526","url":null,"abstract":"Abstract This literature review aims to answer three questions: (1) Why is teaching important in the role of an academic librarian? (2) What teaching-related initiatives have been used by academic librarians to acquire teaching competencies? (3) How does teaching in academic libraries relate to the community of practice formed by educators across disciplines at a higher education institution? A review of the literature highlights the importance of teaching in academic libraries. Findings suggest that onboarding processes at academic libraries should accommodate the pedagogical and andragogical gaps of new librarians by implementing mentorship programs and providing ongoing feedback. Establishing such protocols would establish a framework for supporting a community of practice with regard to academic librarianship and teaching.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"32 - 40"},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1714526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530409","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: 10.1080/10691316.2020.1737910
M. Rose
Abstract This article summarizes the experience of a multi-campus urban community college library developing and managing a social media presence. The author describes the organization of social media efforts, institutional rules that affect implementation of social media, developing themes for content, and other considerations.
{"title":"Social media for the community college library","authors":"M. Rose","doi":"10.1080/10691316.2020.1737910","DOIUrl":"https://doi.org/10.1080/10691316.2020.1737910","url":null,"abstract":"Abstract This article summarizes the experience of a multi-campus urban community college library developing and managing a social media presence. The author describes the organization of social media efforts, institutional rules that affect implementation of social media, developing themes for content, and other considerations.","PeriodicalId":44684,"journal":{"name":"College & Undergraduate Libraries","volume":"27 1","pages":"45 - 49"},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691316.2020.1737910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43402364","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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