Pub Date : 2022-10-25DOI: 10.1108/rsr-03-2022-0011
Michael D. Current
PurposeThis paper presents a novel approach to associating patron interactions with specific student learning objectives (SLOs) incorporated into reference transactions in an environment where learning, as opposed to usage or user satisfaction data, is considered a benchmark of success.Design/methodology/approachAs part of the routine process of recording reference transactions into a tracking database, reference librarians associated each of their patron interactions with library programmatic SLOs they perceived addressed through the teaching they incorporated into the interaction. Reporting functions of the transaction database software were utilized to uncover notable patterns of teaching.FindingsThe most and least addressed programmatic SLOs were identified. The distribution pattern of SLOs addressed was found to be consistent over time. A correlation was found between the length of interactions and which SLOs were addressed in the interaction. Citation assistance was found to be often incorporated into complex research questions. SLOs addressed varied slightly by day of the week. The distribution patterns of SLOs addressed were found to vary greatly by the librarian.Research limitations/implicationsIt is difficult to verify the quality of tagging data. Strategies for addressing such concerns include ensuring participating librarians agree on the importance of creating reliable data and ensuring they have solid and similar understandings of the program's SLOs.Originality/valueThis project demonstrates that actionable findings can be derived from tracking the specific programmatic SLOs being addressed in reference interactions. Formal assessment projects and other targeted efforts to improve learning in reference interactions in response to such findings are suggested as positive contributions to the overall reorientation of academic libraries toward measuring successful librarianship in terms of student learning.
{"title":"Tracking student learning outcome engagement at the reference desk to facilitate assessment","authors":"Michael D. Current","doi":"10.1108/rsr-03-2022-0011","DOIUrl":"https://doi.org/10.1108/rsr-03-2022-0011","url":null,"abstract":"PurposeThis paper presents a novel approach to associating patron interactions with specific student learning objectives (SLOs) incorporated into reference transactions in an environment where learning, as opposed to usage or user satisfaction data, is considered a benchmark of success.Design/methodology/approachAs part of the routine process of recording reference transactions into a tracking database, reference librarians associated each of their patron interactions with library programmatic SLOs they perceived addressed through the teaching they incorporated into the interaction. Reporting functions of the transaction database software were utilized to uncover notable patterns of teaching.FindingsThe most and least addressed programmatic SLOs were identified. The distribution pattern of SLOs addressed was found to be consistent over time. A correlation was found between the length of interactions and which SLOs were addressed in the interaction. Citation assistance was found to be often incorporated into complex research questions. SLOs addressed varied slightly by day of the week. The distribution patterns of SLOs addressed were found to vary greatly by the librarian.Research limitations/implicationsIt is difficult to verify the quality of tagging data. Strategies for addressing such concerns include ensuring participating librarians agree on the importance of creating reliable data and ensuring they have solid and similar understandings of the program's SLOs.Originality/valueThis project demonstrates that actionable findings can be derived from tracking the specific programmatic SLOs being addressed in reference interactions. Formal assessment projects and other targeted efforts to improve learning in reference interactions in response to such findings are suggested as positive contributions to the overall reorientation of academic libraries toward measuring successful librarianship in terms of student learning.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463276","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 : 2022-10-24DOI: 10.1108/rsr-05-2022-0020
Sharesly Rodriguez, C. Mune
PurposeThis paper aims to detail how a university library developed an AI chatbot to meet a growing need for virtual reference services. This chatbot was developed using Google's free Dialogflow bot platform and embedded in the library's website. With the onset of COVID-19 and a greater reliance on virtual services, chatbots have become of increasing interest to libraries as a tool to provide enhanced services during non-staffed hours and to perform basic information triage when virtual chat transactions reach an overwhelming number of available staff.Design/methodology/approachUsing in-depth research into current practices and readily available tools, a small non-technical team at a university library designed and piloted an AI chatbot that employs natural language processing and AI training. This article describes the chatbot development and implementation process. Results of chatbot interactions after one academic year of usage are also reviewed.FindingsThis study reveals that a university library chatbot may be developed and deployed with minimal coding knowledge using existing tools. Chatbot content can be populated through current library information sources and trained to address typical information inquiries. However, additional development and testing is needed to increase user engagement.Originality/valueThis study indicates that libraries can develop and deploy chatbots to meet user information inquiries without onerous technical training or IT resources. It describes best practices for chatbots and the steps necessary to deploy a chatbot on a library website.
{"title":"Uncoding library chatbots: deploying a new virtual reference tool at the San Jose State University library","authors":"Sharesly Rodriguez, C. Mune","doi":"10.1108/rsr-05-2022-0020","DOIUrl":"https://doi.org/10.1108/rsr-05-2022-0020","url":null,"abstract":"PurposeThis paper aims to detail how a university library developed an AI chatbot to meet a growing need for virtual reference services. This chatbot was developed using Google's free Dialogflow bot platform and embedded in the library's website. With the onset of COVID-19 and a greater reliance on virtual services, chatbots have become of increasing interest to libraries as a tool to provide enhanced services during non-staffed hours and to perform basic information triage when virtual chat transactions reach an overwhelming number of available staff.Design/methodology/approachUsing in-depth research into current practices and readily available tools, a small non-technical team at a university library designed and piloted an AI chatbot that employs natural language processing and AI training. This article describes the chatbot development and implementation process. Results of chatbot interactions after one academic year of usage are also reviewed.FindingsThis study reveals that a university library chatbot may be developed and deployed with minimal coding knowledge using existing tools. Chatbot content can be populated through current library information sources and trained to address typical information inquiries. However, additional development and testing is needed to increase user engagement.Originality/valueThis study indicates that libraries can develop and deploy chatbots to meet user information inquiries without onerous technical training or IT resources. It describes best practices for chatbots and the steps necessary to deploy a chatbot on a library website.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"19 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41276153","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 : 2022-10-20DOI: 10.1108/rsr-06-2022-0024
Harold Goss, E. Decker
PurposeThis article aims to detail the incorporation of student assistants into a newly implemented chat service. It details the approaches used for training students and developing the chat repertoire.Design/methodology/approachThis article reviews the existing literature on the topics of student assistants participating in library reference services and peer-to-peer engagement. It then details the first step of the transition process used for moving primary chat monitoring responsibility to library student assistants and away from staff and librarians as it existed previously.FindingsIncorporating student assistants into the chat rotation was beneficial to the libraries and to the students participating in the chat service. While librarians and staff enjoyed help in covering the hours, student assistants learned research skills on the job that would potentially assist them in completing their course assignments.Originality/valueUtilizing student assistants in library chat services is becoming increasingly popular with budget cuts and the scheduling demands that continue to grow for librarians and library staff. This article provides context for incorporating students and shows the value that the students receive via their participation in a chat service.
{"title":"Replacing staff with students to monitor LibChat service: transition process and lessons learned","authors":"Harold Goss, E. Decker","doi":"10.1108/rsr-06-2022-0024","DOIUrl":"https://doi.org/10.1108/rsr-06-2022-0024","url":null,"abstract":"PurposeThis article aims to detail the incorporation of student assistants into a newly implemented chat service. It details the approaches used for training students and developing the chat repertoire.Design/methodology/approachThis article reviews the existing literature on the topics of student assistants participating in library reference services and peer-to-peer engagement. It then details the first step of the transition process used for moving primary chat monitoring responsibility to library student assistants and away from staff and librarians as it existed previously.FindingsIncorporating student assistants into the chat rotation was beneficial to the libraries and to the students participating in the chat service. While librarians and staff enjoyed help in covering the hours, student assistants learned research skills on the job that would potentially assist them in completing their course assignments.Originality/valueUtilizing student assistants in library chat services is becoming increasingly popular with budget cuts and the scheduling demands that continue to grow for librarians and library staff. This article provides context for incorporating students and shows the value that the students receive via their participation in a chat service.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42146387","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 : 2022-09-15DOI: 10.1108/rsr-07-2022-0025
Carl A. Lehnen, Glenda M. Insua
PurposeThe wide adoption of web-scale discovery tools calls into question the usefulness and viability of traditional subject indexes. This study examines this question of usefulness in the context of the discipline of literary studies. To what extent can researchers rely on the primary database devoted to language and literature study to discover relevant scholarship, and how does the database's performance compare to other common search tools?Design/methodology/approachThe study uses a random sample of citations from articles published in the flagship journal, PMLA, to see how well the sources cited by literature scholars are covered in various search tools, including the MLA International Bibliography.FindingsOf the search tools investigated, Google Scholar found the largest number of citations, even when limiting to literary scholarship. However, the eclecticism of citations suggests that scholars benefit from using a variety of search tools and methods.Originality/valueAlthough other studies have looked at discoverability in certain subject areas, this one focuses on literary studies. An understanding of the relative coverage of different search tools can inform librarian practices and recommendations.
目的网络规模发现工具的广泛采用对传统主题索引的有用性和可行性提出了质疑。本研究在文学研究学科的背景下考察了这个有用性问题。研究人员在多大程度上可以依靠致力于语言和文学研究的主要数据库来发现相关的学术成果?与其他常见的搜索工具相比，该数据库的性能如何?设计/方法/方法本研究随机抽取了旗舰期刊《PMLA》上发表的文章的引用样本，以了解文学学者引用的来源在各种搜索工具(包括MLA International Bibliography)中的覆盖程度。在调查的搜索工具中，b谷歌Scholar发现了最多的引用，即使仅限于文学奖学金。然而，引文的折衷主义表明，学者受益于使用各种搜索工具和方法。原创性/价值虽然其他研究也关注了某些学科领域的可发现性，但本研究关注的是文学研究。了解不同搜索工具的相对覆盖范围可以为图书管理员提供实践和建议。
{"title":"Search tools and scholarly citation practices in literary studies","authors":"Carl A. Lehnen, Glenda M. Insua","doi":"10.1108/rsr-07-2022-0025","DOIUrl":"https://doi.org/10.1108/rsr-07-2022-0025","url":null,"abstract":"PurposeThe wide adoption of web-scale discovery tools calls into question the usefulness and viability of traditional subject indexes. This study examines this question of usefulness in the context of the discipline of literary studies. To what extent can researchers rely on the primary database devoted to language and literature study to discover relevant scholarship, and how does the database's performance compare to other common search tools?Design/methodology/approachThe study uses a random sample of citations from articles published in the flagship journal, PMLA, to see how well the sources cited by literature scholars are covered in various search tools, including the MLA International Bibliography.FindingsOf the search tools investigated, Google Scholar found the largest number of citations, even when limiting to literary scholarship. However, the eclecticism of citations suggests that scholars benefit from using a variety of search tools and methods.Originality/valueAlthough other studies have looked at discoverability in certain subject areas, this one focuses on literary studies. An understanding of the relative coverage of different search tools can inform librarian practices and recommendations.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41424927","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 : 2022-04-25DOI: 10.1108/rsr-01-2022-0005
P. Kiszl, Bea Winkler
PurposeThe recent financial crises and the economic problems caused by the pandemic highlight the importance of financial literacy (FL). Libraries have an essential role in developing informational literacy and promoting access to information. In this study the authors seek to identify, based on the published literature, in which areas and in what roles libraries engage in the development of FL, and what options are available for those who intend to set out in this direction in the near future.Design/methodology/approachThe basis of the research is a review of the literature, as comprehensive as possible, achieved by keyword- and discipline-focused searches run in the Library, Information Science and Technology Abstracts (LISTA), the Web of Science (WoS) and the Scopus database. At the beginning of the study, the initial list of results had 765 publications, but this number decreased significantly after removing duplicates and sorting the results. Finally, 138 publications were included in the analysis.FindingsLibraries engage in the development of FL mostly through their collections, with recommendations, through education, by organizing programs and through information service. Most successful methods do not require any specialized FL knowledge from librarians. Necessary competences are more related to organizational skills, cooperation with partners and creativity.Research limitations/implicationsThe study is based on publications which include the term financial culture, any of its synonyms, or broader or more specific terms and which are related to libraries in the manner described in the search strategy. The international literature databases chosen for the searches limited the scope of the articles available for inclusion.Originality/valueThe study summarizes the results in libraries related to FL from the past 10 years. There has been no other similar summary published recently applicable in practice.
{"title":"Libraries and financial literacy","authors":"P. Kiszl, Bea Winkler","doi":"10.1108/rsr-01-2022-0005","DOIUrl":"https://doi.org/10.1108/rsr-01-2022-0005","url":null,"abstract":"PurposeThe recent financial crises and the economic problems caused by the pandemic highlight the importance of financial literacy (FL). Libraries have an essential role in developing informational literacy and promoting access to information. In this study the authors seek to identify, based on the published literature, in which areas and in what roles libraries engage in the development of FL, and what options are available for those who intend to set out in this direction in the near future.Design/methodology/approachThe basis of the research is a review of the literature, as comprehensive as possible, achieved by keyword- and discipline-focused searches run in the Library, Information Science and Technology Abstracts (LISTA), the Web of Science (WoS) and the Scopus database. At the beginning of the study, the initial list of results had 765 publications, but this number decreased significantly after removing duplicates and sorting the results. Finally, 138 publications were included in the analysis.FindingsLibraries engage in the development of FL mostly through their collections, with recommendations, through education, by organizing programs and through information service. Most successful methods do not require any specialized FL knowledge from librarians. Necessary competences are more related to organizational skills, cooperation with partners and creativity.Research limitations/implicationsThe study is based on publications which include the term financial culture, any of its synonyms, or broader or more specific terms and which are related to libraries in the manner described in the search strategy. The international literature databases chosen for the searches limited the scope of the articles available for inclusion.Originality/valueThe study summarizes the results in libraries related to FL from the past 10 years. There has been no other similar summary published recently applicable in practice.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46374444","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 : 2022-03-28DOI: 10.1108/rsr-09-2021-0053
Elizabeth Kline
PurposeInvestment in graduate education is costly in various ways so completion success is a big concern for universities and stakeholders. Largely the graduate educational landscape moves along a commonly structured path from acceptance to graduation. Despite many having successfully attained the award, the research literacies that signal doctoral achievement remain obscure and scholars continue to struggle with developing clear and tangible measures for the competencies that represent attainment of the degree. Feedback gathered from faculty at a large research institution through a series of semi-structured interviews illustrated the challenge departments have to effectively communicate what it takes to get through graduate education. As a result students still have a difficult time understanding the complexity of graduate training. This study views graduate education from the lens of intellectual journeys, as opposed to the research lifecycle, as a way of uncovering distinct disciplinary discourse practices and offering libraries critical points to align services using this framework.Design/methodology/approachThe methodology is highly flexible and adaptable to many contexts besides graduate education. This study takes a different approach from previous studies in its framing of discussions with academic faculty, using journey maps, to focus on the intellectual journeys of graduate students. Faculty from different disciplines participated in one-on-one, hour-long interviews. Discussions were audio recorded, transcribed, and then coded into NVivo. Iterative review on the data continued until themes emerged. The data gathered were used to compile a detailed map of the processes and requirements that make up graduate education. This approach to the data helped to identify what faculty perceive as the greatest struggles for graduate students and provide evidence of the key places within the intellectual journeys of graduate students.FindingsThis paper provides a discussion of graduate student personas revealed through intellectual journeys, assesses the issues students encounter, shares critical time points and key places within these intellectual journeys where significant development occur, and suggests how libraries can and should connect with graduate committee members to establish missing support structures. Practical suggestions for library support are given for the areas where students struggle most. These critical services can be aligned to key developmental phases that will not only positively impact the time to completion but also retention.Originality/valueFirst, the methodology discussed is highly flexible and adaptable to many contexts besides graduate education. Second, librarians adopting this methodology can generate their own editable journey maps not only to offer the most critical services but these tools also double as visual communication and negotiation tools for graduate students and their mentors during graduate training. T
{"title":"Graduate student intellectual journeys: a functional method to identify library service gaps","authors":"Elizabeth Kline","doi":"10.1108/rsr-09-2021-0053","DOIUrl":"https://doi.org/10.1108/rsr-09-2021-0053","url":null,"abstract":"PurposeInvestment in graduate education is costly in various ways so completion success is a big concern for universities and stakeholders. Largely the graduate educational landscape moves along a commonly structured path from acceptance to graduation. Despite many having successfully attained the award, the research literacies that signal doctoral achievement remain obscure and scholars continue to struggle with developing clear and tangible measures for the competencies that represent attainment of the degree. Feedback gathered from faculty at a large research institution through a series of semi-structured interviews illustrated the challenge departments have to effectively communicate what it takes to get through graduate education. As a result students still have a difficult time understanding the complexity of graduate training. This study views graduate education from the lens of intellectual journeys, as opposed to the research lifecycle, as a way of uncovering distinct disciplinary discourse practices and offering libraries critical points to align services using this framework.Design/methodology/approachThe methodology is highly flexible and adaptable to many contexts besides graduate education. This study takes a different approach from previous studies in its framing of discussions with academic faculty, using journey maps, to focus on the intellectual journeys of graduate students. Faculty from different disciplines participated in one-on-one, hour-long interviews. Discussions were audio recorded, transcribed, and then coded into NVivo. Iterative review on the data continued until themes emerged. The data gathered were used to compile a detailed map of the processes and requirements that make up graduate education. This approach to the data helped to identify what faculty perceive as the greatest struggles for graduate students and provide evidence of the key places within the intellectual journeys of graduate students.FindingsThis paper provides a discussion of graduate student personas revealed through intellectual journeys, assesses the issues students encounter, shares critical time points and key places within these intellectual journeys where significant development occur, and suggests how libraries can and should connect with graduate committee members to establish missing support structures. Practical suggestions for library support are given for the areas where students struggle most. These critical services can be aligned to key developmental phases that will not only positively impact the time to completion but also retention.Originality/valueFirst, the methodology discussed is highly flexible and adaptable to many contexts besides graduate education. Second, librarians adopting this methodology can generate their own editable journey maps not only to offer the most critical services but these tools also double as visual communication and negotiation tools for graduate students and their mentors during graduate training. T","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42573428","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: “Yes, We are […] actively working against racism”","authors":"S. Watstein, Elizabeth M. Johns","doi":"10.1108/rsr-02-2022-111","DOIUrl":"https://doi.org/10.1108/rsr-02-2022-111","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44587783","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":"Guest editorial: Anti-racist scholarship and practice in library and information science","authors":"Mark A. Puente, J. Hahn","doi":"10.1108/rsr-02-2022-112","DOIUrl":"https://doi.org/10.1108/rsr-02-2022-112","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600594","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 : 2022-02-16DOI: 10.1108/rsr-10-2021-0060
Irene Korber
PurposeThis article provides a case study on changes to an academic library's public services policies in order to support a community undergoing the ramifications of a natural disaster.Design/methodology/approachThis paper describes a case study on how the Meriam Library at California State University, Chico responded to the 2018 Camp Fire by making changes to public services policies. A literature review of disaster response and planning materials is included.FindingsThis case study demonstrates the need for flexibility in public services policies when experiencing natural disasters, and provides examples of how academic libraries can respond to natural disasters in order to support surrounding communities. Many library disaster response plans and literature do not include information on continuity of public services, or how public services policies can/should be temporarily altered in response to a disaster.Practical implicationsThis article provides practical examples of how an academic library can implement changes to support a local community experiencing a disaster.Originality/valueThe public services response by Meriam Library offers lessons in supporting a community in the wake of a natural disaster. While articles detailing library responses to natural disasters are fairly ubiquitous, these primarily focus on salvaging collections. Few resources exist on how an academic library can ensure continuity of public services to support communities experiencing the aftermath of natural disasters, and this article is a contribution to that area of research.
{"title":"Responding to the Camp Fire: a case study on an academic library's public services policy changes","authors":"Irene Korber","doi":"10.1108/rsr-10-2021-0060","DOIUrl":"https://doi.org/10.1108/rsr-10-2021-0060","url":null,"abstract":"PurposeThis article provides a case study on changes to an academic library's public services policies in order to support a community undergoing the ramifications of a natural disaster.Design/methodology/approachThis paper describes a case study on how the Meriam Library at California State University, Chico responded to the 2018 Camp Fire by making changes to public services policies. A literature review of disaster response and planning materials is included.FindingsThis case study demonstrates the need for flexibility in public services policies when experiencing natural disasters, and provides examples of how academic libraries can respond to natural disasters in order to support surrounding communities. Many library disaster response plans and literature do not include information on continuity of public services, or how public services policies can/should be temporarily altered in response to a disaster.Practical implicationsThis article provides practical examples of how an academic library can implement changes to support a local community experiencing a disaster.Originality/valueThe public services response by Meriam Library offers lessons in supporting a community in the wake of a natural disaster. While articles detailing library responses to natural disasters are fairly ubiquitous, these primarily focus on salvaging collections. Few resources exist on how an academic library can ensure continuity of public services to support communities experiencing the aftermath of natural disasters, and this article is a contribution to that area of research.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42987864","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 : 2022-02-10DOI: 10.1108/rsr-07-2021-0032
Emily P. Jones, N. Mani, Rebecca Carlson, Carolyn G. Welker, Michelle Cawley, Fei Yu
PurposeThe objective of this study is to establish the current state of library and information science (LIS) scholarship pertaining to anti-racism, equity, inclusion and social justice initiatives.Design/methodology/approachUsing comprehensive search strategies, three LIS databases were searched for relevant literature published in the last 10 years and results were exported and de-duplicated using Endnote. Citations were screened by two blinded, independent reviewers based on pre-defined eligibility criteria. Citations in the final data set were then hand coded by three reviewers using deductive coding. Subject terms for all citations were categorized and consolidated to identify major themes across the corpus of included publications. Results were analyzed using bibliometrics and thematic analysis.FindingsA total of 691 unique citations were included in this analysis based on inclusion criteria. Publication productivity has generally increased from 2011 to 2020; findings show publications from 170 source titles and 944 authors representing 33 countries. Prevalent themes included access to information, multiculturalism and social justice. Various populations groups, areas of LIS practice, library types and social justice topics have been addressed in the literature. Over 15% of citations focused on anti-racism efforts in LIS.Originality/valueThis study applied both bibliometric and thematic approaches to analyzing LIS literature at macro and micro levels regarding anti-racism, equity, inclusion and social justice.
{"title":"Analysis of anti-racism, equity, inclusion and social justice initiatives in library and information science literature","authors":"Emily P. Jones, N. Mani, Rebecca Carlson, Carolyn G. Welker, Michelle Cawley, Fei Yu","doi":"10.1108/rsr-07-2021-0032","DOIUrl":"https://doi.org/10.1108/rsr-07-2021-0032","url":null,"abstract":"PurposeThe objective of this study is to establish the current state of library and information science (LIS) scholarship pertaining to anti-racism, equity, inclusion and social justice initiatives.Design/methodology/approachUsing comprehensive search strategies, three LIS databases were searched for relevant literature published in the last 10 years and results were exported and de-duplicated using Endnote. Citations were screened by two blinded, independent reviewers based on pre-defined eligibility criteria. Citations in the final data set were then hand coded by three reviewers using deductive coding. Subject terms for all citations were categorized and consolidated to identify major themes across the corpus of included publications. Results were analyzed using bibliometrics and thematic analysis.FindingsA total of 691 unique citations were included in this analysis based on inclusion criteria. Publication productivity has generally increased from 2011 to 2020; findings show publications from 170 source titles and 944 authors representing 33 countries. Prevalent themes included access to information, multiculturalism and social justice. Various populations groups, areas of LIS practice, library types and social justice topics have been addressed in the literature. Over 15% of citations focused on anti-racism efforts in LIS.Originality/valueThis study applied both bibliometric and thematic approaches to analyzing LIS literature at macro and micro levels regarding anti-racism, equity, inclusion and social justice.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48238437","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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