Pub Date : 2023-02-02DOI: 10.1108/rsr-09-2022-0037
Amanda J. Wilson, C. Staley, B. Davis, B. Anton
PurposeProgress toward health equity is necessary to reduce health disparities, and health literacy is key to achieving this goal. Because libraries provide access to knowledge and insights about their communities, they are effective partners in advancing health equity and implementing programs to reduce health disparities. A literature review on library programs and activities that focus on promoting health equity was conducted.Design/methodology/approachA literature review on library programs and activities concerning health equity and social determinants of health was conducted. Relevant literature was identified from searches of databases, library publications and grey literature.FindingsThe authors found 224 eligible sources and many types of libraries advancing health equity. Libraries frame their role in advancing health equity through external programs in three ways: (1) providing access to high-quality health information, (2) delivering health literacy training and resources and (3) connecting their communities with community health services. Libraries also advance health equity by focusing on internal library operations and providing research services focused on cultural humility and competence as they apply to health care.Originality/valueThis literature review will help the National Library of Medicine (NLM) develop a strategy to support libraries advancing health equity through information made available by programs and activities of NLM and the Network of the National Library of Medicine.
{"title":"Libraries advancing health equity:a literature review","authors":"Amanda J. Wilson, C. Staley, B. Davis, B. Anton","doi":"10.1108/rsr-09-2022-0037","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0037","url":null,"abstract":"PurposeProgress toward health equity is necessary to reduce health disparities, and health literacy is key to achieving this goal. Because libraries provide access to knowledge and insights about their communities, they are effective partners in advancing health equity and implementing programs to reduce health disparities. A literature review on library programs and activities that focus on promoting health equity was conducted.Design/methodology/approachA literature review on library programs and activities concerning health equity and social determinants of health was conducted. Relevant literature was identified from searches of databases, library publications and grey literature.FindingsThe authors found 224 eligible sources and many types of libraries advancing health equity. Libraries frame their role in advancing health equity through external programs in three ways: (1) providing access to high-quality health information, (2) delivering health literacy training and resources and (3) connecting their communities with community health services. Libraries also advance health equity by focusing on internal library operations and providing research services focused on cultural humility and competence as they apply to health care.Originality/valueThis literature review will help the National Library of Medicine (NLM) develop a strategy to support libraries advancing health equity through information made available by programs and activities of NLM and the Network of the National Library of Medicine.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47941681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1108/rsr-09-2022-0043
Megan Graewingholt, Jonathan Cornforth, Sarah Parramore
PurposeImplementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.Design/methodology/approachThis article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.FindingsProject data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.Originality/valueExploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.
{"title":"Better together: experiential learning in peer-led research services","authors":"Megan Graewingholt, Jonathan Cornforth, Sarah Parramore","doi":"10.1108/rsr-09-2022-0043","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0043","url":null,"abstract":"PurposeImplementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.Design/methodology/approachThis article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.FindingsProject data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.Originality/valueExploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1108/rsr-09-2022-0042
Karlene Clark, Avery Breiland
PurposeThis paper describes the benefits found in undergraduate students working to provide research assistance to their peers. The discussion includes how soft skills are built, along with how the position has aided in both educational and building towards their future careers. The paper is submitted for the special issue on “The future of peer-led research services.”Design/methodology/approachThe authors provide a viewpoint from both a peer research supervisor and a student currently working as a PRC. The paper covers the requirements and implementations at the beginning of the program along with the changes that have occurred to better streamline the process of hiring and training. The viewpoint of the PRC was a key factor in the process.FindingsSoft skills are a key component of the program. The undergraduate PRCs develop confidence, leadership and communication skills through interactions with their peers. The campus community is responding to the peer model because the PRCs are currently taking the same classes or have recently taken them, and the campus is now asking for the peer mentors that assist librarians in teaching introductory classes.Practical implicationsFor libraries considering the development of their own programs, the benefits presented can lend to their proposals on real-world application beyond the college experience, as well as how it benefits the busy schedules of librarians.Social implicationsThe training the PRCs are provided by librarians provides credibility and trust, which encourages their peers to utilize the services. Soft skills are also one of the most requested needs for businesses beyond college. The PRC program is providing these skills, which the peer mentors use both in career readiness and their daily interactions.Originality/valueThis paper views a program only a few years old on how it managed through a pandemic, as well as how the supervisor adjusted training to reflect a renovation that brought about a changing desk model. With a current undergraduate PRC as the co-author, a unique perspective is brought to the writing by showing what they personally are taking away from working in the program.
{"title":"“I want my PRC”: engagement of undergraduates with and assessment of the peer research consultant program","authors":"Karlene Clark, Avery Breiland","doi":"10.1108/rsr-09-2022-0042","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0042","url":null,"abstract":"PurposeThis paper describes the benefits found in undergraduate students working to provide research assistance to their peers. The discussion includes how soft skills are built, along with how the position has aided in both educational and building towards their future careers. The paper is submitted for the special issue on “The future of peer-led research services.”Design/methodology/approachThe authors provide a viewpoint from both a peer research supervisor and a student currently working as a PRC. The paper covers the requirements and implementations at the beginning of the program along with the changes that have occurred to better streamline the process of hiring and training. The viewpoint of the PRC was a key factor in the process.FindingsSoft skills are a key component of the program. The undergraduate PRCs develop confidence, leadership and communication skills through interactions with their peers. The campus community is responding to the peer model because the PRCs are currently taking the same classes or have recently taken them, and the campus is now asking for the peer mentors that assist librarians in teaching introductory classes.Practical implicationsFor libraries considering the development of their own programs, the benefits presented can lend to their proposals on real-world application beyond the college experience, as well as how it benefits the busy schedules of librarians.Social implicationsThe training the PRCs are provided by librarians provides credibility and trust, which encourages their peers to utilize the services. Soft skills are also one of the most requested needs for businesses beyond college. The PRC program is providing these skills, which the peer mentors use both in career readiness and their daily interactions.Originality/valueThis paper views a program only a few years old on how it managed through a pandemic, as well as how the supervisor adjusted training to reflect a renovation that brought about a changing desk model. With a current undergraduate PRC as the co-author, a unique perspective is brought to the writing by showing what they personally are taking away from working in the program.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-13DOI: 10.1108/rsr-09-2022-0049
Matthew Weirick Johnson, Estéfani Bowline, D. King, Antonia Osuna-Garcia, S. Page, Alohie Tadesse, Maggie Tarmey, M. Vest
PurposePrior to 2020, University of California, Los Angeles (UCLA) Library's research services spanned multiple service points. Multiple locations were staffed by Library Student Research Assistants (LSRAs) and each location was supervised independently. While efforts to increase collaboration had been underway, much of the work and services remained siloed and often duplicated training and service hours.Design/methodology/approachWith the onset of coronavirus disease 2019 (COVID-19), UCLA Library rapidly transitioned from entirely in-person to entirely online services. With multiple service points pivoting, UCLA was redundant to have multiple online desks providing Zoom appointments and that quickly became apparent. Moreover, transitioning in-person student work to remote work was paramount to providing both normal services to users and allowing LSRAs to keep jobs during a time of uncertainty and insecurity.FindingsWhile the authors' original consolidation of services and implementation of shared supervision was a result of the pandemic and primarily involved online services, the authors have maintained this shared approach and collaborative vision in returning to in-person services. For the past year, the authors have offered shared in-person (at two library locations) and online services. As subject-specific library locations begin to reopen their desks, the authors continue to identify ways to leverage shared supervision and a robust referral model for those on-site services while negotiating student staffing and the need for both general and subject-specific services.Originality/valueThe authors present a novel approach to peer-to-peer teaching and learning and research services and shared student worker supervision with services coordinated across multiple locations and disciplines within a large academic library serving a large student population.
{"title":"Collaborative research services: a peer-led cohort approach","authors":"Matthew Weirick Johnson, Estéfani Bowline, D. King, Antonia Osuna-Garcia, S. Page, Alohie Tadesse, Maggie Tarmey, M. Vest","doi":"10.1108/rsr-09-2022-0049","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0049","url":null,"abstract":"PurposePrior to 2020, University of California, Los Angeles (UCLA) Library's research services spanned multiple service points. Multiple locations were staffed by Library Student Research Assistants (LSRAs) and each location was supervised independently. While efforts to increase collaboration had been underway, much of the work and services remained siloed and often duplicated training and service hours.Design/methodology/approachWith the onset of coronavirus disease 2019 (COVID-19), UCLA Library rapidly transitioned from entirely in-person to entirely online services. With multiple service points pivoting, UCLA was redundant to have multiple online desks providing Zoom appointments and that quickly became apparent. Moreover, transitioning in-person student work to remote work was paramount to providing both normal services to users and allowing LSRAs to keep jobs during a time of uncertainty and insecurity.FindingsWhile the authors' original consolidation of services and implementation of shared supervision was a result of the pandemic and primarily involved online services, the authors have maintained this shared approach and collaborative vision in returning to in-person services. For the past year, the authors have offered shared in-person (at two library locations) and online services. As subject-specific library locations begin to reopen their desks, the authors continue to identify ways to leverage shared supervision and a robust referral model for those on-site services while negotiating student staffing and the need for both general and subject-specific services.Originality/valueThe authors present a novel approach to peer-to-peer teaching and learning and research services and shared student worker supervision with services coordinated across multiple locations and disciplines within a large academic library serving a large student population.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41797861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1108/rsr-09-2022-0047
Julia Maxwell, Faith Rusk, Jordan Nielsen, Andrea Guidara, Elizabeth Borges, Jamie Lamberti
PurposeThis article shares an academic library's transition from traditional reference services to a peer support model during a campus reopening post-COVID-19 closure. It examines the conception, implementation and implications of the Peer Mentor program amidst shifts in campus priorities, Library research and reference paradigms and the Library workforce, from the perspectives of library faculty and staff, alongside feedback from student workers.Design/methodology/approachThe article uses a case study approach to detail the Library's Peer Mentor Program by authors involved in various stages of the program's lifespan and discusses the beginnings, implementations and challenges of the program and introduces the unique curriculum used to train student Peer Mentors.FindingsThe authors chronicle their own experience after two semesters of the Peer Mentor program alongside qualitative feedback from the first cohort of Peer Mentors. The Peer Mentor feedback points to positive impacts in other academic pursuits and in gaining a greater understanding of the information landscape and the library field.Originality/valueThe case study presented is a valuable example for academic librarians considering beginning peer-to-peer learning models within their own research and reference services units, especially those who may be creating these peer learning networks in the wake of library service disruption or restructure (such as due to the COVID-19 pandemic).
{"title":"Pursuing student success in the library: a case study in peer mentor program transition, training and engagement","authors":"Julia Maxwell, Faith Rusk, Jordan Nielsen, Andrea Guidara, Elizabeth Borges, Jamie Lamberti","doi":"10.1108/rsr-09-2022-0047","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0047","url":null,"abstract":"PurposeThis article shares an academic library's transition from traditional reference services to a peer support model during a campus reopening post-COVID-19 closure. It examines the conception, implementation and implications of the Peer Mentor program amidst shifts in campus priorities, Library research and reference paradigms and the Library workforce, from the perspectives of library faculty and staff, alongside feedback from student workers.Design/methodology/approachThe article uses a case study approach to detail the Library's Peer Mentor Program by authors involved in various stages of the program's lifespan and discusses the beginnings, implementations and challenges of the program and introduces the unique curriculum used to train student Peer Mentors.FindingsThe authors chronicle their own experience after two semesters of the Peer Mentor program alongside qualitative feedback from the first cohort of Peer Mentors. The Peer Mentor feedback points to positive impacts in other academic pursuits and in gaining a greater understanding of the information landscape and the library field.Originality/valueThe case study presented is a valuable example for academic librarians considering beginning peer-to-peer learning models within their own research and reference services units, especially those who may be creating these peer learning networks in the wake of library service disruption or restructure (such as due to the COVID-19 pandemic).","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46892018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1108/rsr-09-2022-0053
Elise Ferer
PurposeThis paper describes the process of developing training for student employees at a reference desk in which students assist peers and others in the community with research help.Design/methodology/approachThis case study details the process as well as the challenges in developing training that is helpful for student employees in performing day-to-day tasks at a reference desk and incorporates diversity, equity, inclusion and accessibility (DEIA) and high-impact practices (HIPs).FindingsTraining for student employees that prepares them for library work and incorporates DEIA and HIPs can be developed. These ideas can be incorporated into training for all library employees, not just students.Practical implicationsThis article aims to assist others in developing training for front-line student employees that incorporates DEIA and recognizes the importance of HIPs.Originality/valueDEIA and HIPs are considered throughout the development and implementation of training for student employees. Librarians have been training student employees to assist their peers with research for many years. This approach goes beyond the training that is needed to do a job and takes DEIA and student development through HIPs into account.
{"title":"Putting DEIA into practice: incorporating diversity, equity, inclusion and accessibility into student employee training","authors":"Elise Ferer","doi":"10.1108/rsr-09-2022-0053","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0053","url":null,"abstract":"PurposeThis paper describes the process of developing training for student employees at a reference desk in which students assist peers and others in the community with research help.Design/methodology/approachThis case study details the process as well as the challenges in developing training that is helpful for student employees in performing day-to-day tasks at a reference desk and incorporates diversity, equity, inclusion and accessibility (DEIA) and high-impact practices (HIPs).FindingsTraining for student employees that prepares them for library work and incorporates DEIA and HIPs can be developed. These ideas can be incorporated into training for all library employees, not just students.Practical implicationsThis article aims to assist others in developing training for front-line student employees that incorporates DEIA and recognizes the importance of HIPs.Originality/valueDEIA and HIPs are considered throughout the development and implementation of training for student employees. Librarians have been training student employees to assist their peers with research for many years. This approach goes beyond the training that is needed to do a job and takes DEIA and student development through HIPs into account.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45043077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1108/rsr-09-2022-0045
Brett B. Bodemer
PurposeThis article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United States of America and recent experiences of a peer program with prospective and actual out-of-the-building experiences.Design/methodology/approachA 30,000-foot historical view of the dispositions of space in academic library buildings, collections, spaces, technology and reference provision is integrated with a description of the responses and insights of a peer reference program during the program's prospective and actual out-of-the-building experiences. These components are then analyzed to extrapolate keys to peer reference provision in any learning environment.FindingsPeer reference is a natural extension of the Learning Commons model as developed in many academic libraries. To find optimal success in leveraging the benefits of peer-to-peer learning, program coordinators should keep in mind the social aspects of peer learning and intentionally articulate a framework for service delivery that best matches the modalities of providers, patrons and the information environment. In reviewing training and service practices, coordinators should be particularly on guard for any bias due to traditional reliance on the affordances of a library building and/or physical service point.Originality/valueThis article founds its conclusions in regard to the future of peer reference by contextualizing the evolution and future of such programs in the wider historical context of academic library dispositions of space in support of learning. It proposes a conceptual framework for intentionally matching the modalities of providers, patrons and the information environment.
{"title":"Peer reference and the out-of-the-building experience","authors":"Brett B. Bodemer","doi":"10.1108/rsr-09-2022-0045","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0045","url":null,"abstract":"PurposeThis article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United States of America and recent experiences of a peer program with prospective and actual out-of-the-building experiences.Design/methodology/approachA 30,000-foot historical view of the dispositions of space in academic library buildings, collections, spaces, technology and reference provision is integrated with a description of the responses and insights of a peer reference program during the program's prospective and actual out-of-the-building experiences. These components are then analyzed to extrapolate keys to peer reference provision in any learning environment.FindingsPeer reference is a natural extension of the Learning Commons model as developed in many academic libraries. To find optimal success in leveraging the benefits of peer-to-peer learning, program coordinators should keep in mind the social aspects of peer learning and intentionally articulate a framework for service delivery that best matches the modalities of providers, patrons and the information environment. In reviewing training and service practices, coordinators should be particularly on guard for any bias due to traditional reliance on the affordances of a library building and/or physical service point.Originality/valueThis article founds its conclusions in regard to the future of peer reference by contextualizing the evolution and future of such programs in the wider historical context of academic library dispositions of space in support of learning. It proposes a conceptual framework for intentionally matching the modalities of providers, patrons and the information environment.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1108/rsr-08-2022-0031
Peggy Keeran
PurposeThe tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the sudden reliance on digital primary source collections during the 2020 pandemic lockdown provided a catalyst to examine her digital primary source instruction as a research project. In this case study, the author aims to examine library instruction for a required course for third-year history majors.Design/methodology/approachThe author collaborated with a history professor to identify “bottlenecks” related to digital primary source research, and to design two new library instruction sessions with in-class activities and assignments to address these bottlenecks. The professor and author then evaluated the assignments to determine if students had understood and incorporated the methods modeled during the research instruction classes.FindingsTeaching undergraduate history majors digital primary source research skills that will lead to the habits of mind of historians cannot be done in one academic quarter, for it takes time to develop disciplinary ways of thinking. Providing select core concepts more systematically earlier in the history major curriculum could make the enculturation into the discipline less fraught and confusing later, so that students begin learning foundational skills in their third year to carry them forward into their senior year when they write their theses.Originality/valueLittle has been written on digital primary source library instruction, which intersects with a variety of other research literacies. Assessing library instruction through the lens of SoTL is relatively new for academic librarians and has not been used in evaluating student learning in the digital primary source environment.
{"title":"“We turn the lens … on ourselves:” assessing digital primary source library instruction through the lens of scholarship of teaching and learning","authors":"Peggy Keeran","doi":"10.1108/rsr-08-2022-0031","DOIUrl":"https://doi.org/10.1108/rsr-08-2022-0031","url":null,"abstract":"PurposeThe tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the sudden reliance on digital primary source collections during the 2020 pandemic lockdown provided a catalyst to examine her digital primary source instruction as a research project. In this case study, the author aims to examine library instruction for a required course for third-year history majors.Design/methodology/approachThe author collaborated with a history professor to identify “bottlenecks” related to digital primary source research, and to design two new library instruction sessions with in-class activities and assignments to address these bottlenecks. The professor and author then evaluated the assignments to determine if students had understood and incorporated the methods modeled during the research instruction classes.FindingsTeaching undergraduate history majors digital primary source research skills that will lead to the habits of mind of historians cannot be done in one academic quarter, for it takes time to develop disciplinary ways of thinking. Providing select core concepts more systematically earlier in the history major curriculum could make the enculturation into the discipline less fraught and confusing later, so that students begin learning foundational skills in their third year to carry them forward into their senior year when they write their theses.Originality/valueLittle has been written on digital primary source library instruction, which intersects with a variety of other research literacies. Assessing library instruction through the lens of SoTL is relatively new for academic librarians and has not been used in evaluating student learning in the digital primary source environment.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1108/rsr-08-2022-0030
Tiffanie L. Ford-Baxter, Kendall Faulkner
PurposeThis article reviews current librarian instructional approaches for poster and oral presentation assignments and showcases a new approach using the Pixar Pitch outline.Design/methodology/approachThe authors adapted the Pixar Pitch framework to aid students in synthesizing complex information and improving their communication strategies.FindingsLibrarians are frequently involved in teaching strategic searching and topic development in instruction sessions for students preparing to communicate research through posters and presentations. Students need to understand how to communicate effectively and prepare information for various audiences, skills closely linked to several threshold concepts in the ACRL Framework for Information Literacy. However, this area remains less taught by librarians. This article presents one approach for librarians to become involved in this instruction.Originality/valueThere is currently minimal research on using the Pixar Pitch within higher education; most use appears in publications in the communications field.
{"title":"Teaching undergraduates to develop concise and compelling scholarly communication through storytelling","authors":"Tiffanie L. Ford-Baxter, Kendall Faulkner","doi":"10.1108/rsr-08-2022-0030","DOIUrl":"https://doi.org/10.1108/rsr-08-2022-0030","url":null,"abstract":"PurposeThis article reviews current librarian instructional approaches for poster and oral presentation assignments and showcases a new approach using the Pixar Pitch outline.Design/methodology/approachThe authors adapted the Pixar Pitch framework to aid students in synthesizing complex information and improving their communication strategies.FindingsLibrarians are frequently involved in teaching strategic searching and topic development in instruction sessions for students preparing to communicate research through posters and presentations. Students need to understand how to communicate effectively and prepare information for various audiences, skills closely linked to several threshold concepts in the ACRL Framework for Information Literacy. However, this area remains less taught by librarians. This article presents one approach for librarians to become involved in this instruction.Originality/valueThere is currently minimal research on using the Pixar Pitch within higher education; most use appears in publications in the communications field.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47744023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Learn something new: explore the possibilities","authors":"S. Watstein, Elizabeth M. Johns","doi":"10.1108/rsr-11-2022-114","DOIUrl":"https://doi.org/10.1108/rsr-11-2022-114","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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