Pub Date : 2021-07-06DOI: 10.1108/RSR-04-2021-0011
D. Flynn
PurposeResearch consultations are a long-established means of providing support to students undertaking research activities (Stapleton et al., 2020). The literature on research consultations consistently reports high levels of satisfaction and that students value the individual, bespoke advice received via one-on-one librarian tuition. However, research consultations are resource-intensive and maximising the learning potential of consultations is a priority to justify the expenditure of time and ensure the sustainability of services. This study reports on the outcomes of a service development where students attending research consultations were offered a screencast recording of their appointment to support retention and application of information literacy skills and research processes covered in the research consultation. The study explored student use and perceptions of the service and how the recording of the appointment was integrated into research practices.Design/methodology/approachThe study used a mixed-method approach including a questionnaire and interviews. Quantitative elements explored if and how students engaged with recordings made during research consultations while qualitative elements investigated students' perceptions of the service and how content from the recordings was used to complete research activities.FindingsFindings indicated a high degree of positive feedback on the service and reveal complex user behaviours when using appointment recordings. The study demonstrates that the addition of multimedia recording during individual research consultations (IRCs) may offer significant benefits to students by improving knowledge retention and application and for librarians by reducing follow-up enquiries and increased engagement with the service.Practical implicationsThe findings of this study give an evidential basis for library and reference services interesting in incorporating synchronous recording into a research consultation service.Originality/valueThis study is believed to be the first to investigate the perceptions and use of synchronous recording of research consultations between librarians and students.
{"title":"Evaluating a recorded appointment service for individual research consultations between librarians and allied health students","authors":"D. Flynn","doi":"10.1108/RSR-04-2021-0011","DOIUrl":"https://doi.org/10.1108/RSR-04-2021-0011","url":null,"abstract":"PurposeResearch consultations are a long-established means of providing support to students undertaking research activities (Stapleton et al., 2020). The literature on research consultations consistently reports high levels of satisfaction and that students value the individual, bespoke advice received via one-on-one librarian tuition. However, research consultations are resource-intensive and maximising the learning potential of consultations is a priority to justify the expenditure of time and ensure the sustainability of services. This study reports on the outcomes of a service development where students attending research consultations were offered a screencast recording of their appointment to support retention and application of information literacy skills and research processes covered in the research consultation. The study explored student use and perceptions of the service and how the recording of the appointment was integrated into research practices.Design/methodology/approachThe study used a mixed-method approach including a questionnaire and interviews. Quantitative elements explored if and how students engaged with recordings made during research consultations while qualitative elements investigated students' perceptions of the service and how content from the recordings was used to complete research activities.FindingsFindings indicated a high degree of positive feedback on the service and reveal complex user behaviours when using appointment recordings. The study demonstrates that the addition of multimedia recording during individual research consultations (IRCs) may offer significant benefits to students by improving knowledge retention and application and for librarians by reducing follow-up enquiries and increased engagement with the service.Practical implicationsThe findings of this study give an evidential basis for library and reference services interesting in incorporating synchronous recording into a research consultation service.Originality/valueThis study is believed to be the first to investigate the perceptions and use of synchronous recording of research consultations between librarians and students.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48158045","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 : 2021-07-06DOI: 10.1108/rsr-04-2021-0012
Diane Mizrachi, A. Salaz, S. Kurbanoglu, Joumana Boustany
PurposeThis paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.Design/methodology/approachA total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.FindingsMajorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.Originality/valueARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.
{"title":"The Academic Reading Format International Study (ARFIS): final results of a comparative survey analysis of 21,265 students in 33 countries","authors":"Diane Mizrachi, A. Salaz, S. Kurbanoglu, Joumana Boustany","doi":"10.1108/rsr-04-2021-0012","DOIUrl":"https://doi.org/10.1108/rsr-04-2021-0012","url":null,"abstract":"PurposeThis paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.Design/methodology/approachA total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.FindingsMajorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.Originality/valueARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828340","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","authors":"S. Watstein, Elizabeth M. Johns","doi":"10.1108/rsr-06-2021-109","DOIUrl":"https://doi.org/10.1108/rsr-06-2021-109","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45536125","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 : 2021-06-09DOI: 10.1108/RSR-03-2021-0007
Jaci Wilkinson, Alyssa Denneler, Leanne Nay, A. Johnson
PurposeUsing chat transcripts from Indiana University Libraries, the authors examined a subset of transcripts involving citations. From this analysis, they propose improvements for citation assistance as a holistic service.Design/methodology/approachTwo years of chat transcripts were examined and questions containing citation-related keywords were segregated for further examination. The authors used a test data set to create a coding scheme for the questions and responses. This scheme was then applied to all the citation-related transcripts.Findings390 of 11,553 transcripts included interactions about citations. In 42% of the transcripts, no specific citation style was mentioned. American Psychological Association and Modern Language Association were the most frequently mentioned citation styles by chat users. Business reports (company data and market research), periodicals (journal, newspaper or magazine articles), websites and government documents were the most often asked about formats, but there was a wide variety of other unusual formats. Questions about EndNote were more common than other types of citation management software. Chat staff utilized a variety of responses including guiding the student by example, directing to an online resource for more information (85% of the responses) or referring to a citation management expert. An unexpected amount of hedging words in the responses indicates the presence of anxiety on the part of chat staff in responding to these types of questions.Originality/valueThis paper goes beyond most existing studies of chat transcripts by using chat transcripts as data to guide service improvements for a commonly asked but not typically discussed set of questions.
{"title":"Constructing citations: reviewing chat transcripts to improve citation assistance as a service","authors":"Jaci Wilkinson, Alyssa Denneler, Leanne Nay, A. Johnson","doi":"10.1108/RSR-03-2021-0007","DOIUrl":"https://doi.org/10.1108/RSR-03-2021-0007","url":null,"abstract":"PurposeUsing chat transcripts from Indiana University Libraries, the authors examined a subset of transcripts involving citations. From this analysis, they propose improvements for citation assistance as a holistic service.Design/methodology/approachTwo years of chat transcripts were examined and questions containing citation-related keywords were segregated for further examination. The authors used a test data set to create a coding scheme for the questions and responses. This scheme was then applied to all the citation-related transcripts.Findings390 of 11,553 transcripts included interactions about citations. In 42% of the transcripts, no specific citation style was mentioned. American Psychological Association and Modern Language Association were the most frequently mentioned citation styles by chat users. Business reports (company data and market research), periodicals (journal, newspaper or magazine articles), websites and government documents were the most often asked about formats, but there was a wide variety of other unusual formats. Questions about EndNote were more common than other types of citation management software. Chat staff utilized a variety of responses including guiding the student by example, directing to an online resource for more information (85% of the responses) or referring to a citation management expert. An unexpected amount of hedging words in the responses indicates the presence of anxiety on the part of chat staff in responding to these types of questions.Originality/valueThis paper goes beyond most existing studies of chat transcripts by using chat transcripts as data to guide service improvements for a commonly asked but not typically discussed set of questions.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567335","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 : 2021-06-08DOI: 10.1108/RSR-03-2021-0009
Bill Marino
PurposeThe integration of third-party resources on library websites may be inadvertently contributing to surveillance technologies without user knowledge. This study set out to determine the prevalence of third-party tracking cookies on Association of Research Libraries (ARL) member homepages, the entities that are tracking users and for what purpose and what control users have over their cookie preferences.Design/methodology/approachHomepages from the 124 ARL member libraries were visited. Evidence of a privacy or cookie statement was collected and cookie logs were captured. This data were compared against the Disconnect list of known trackers and analyzed to determine the extent to which third-party tracking cookies were used across ARL sites, who was setting the cookies and for what purpose, and whether this use differed with regards to a library's identifying features.FindingsIt was determined that many ARL libraries do contribute to the ability to track a user's activity across the web, with one-third containing third-party tracking cookies. A user's contact with tracking cookies is influenced by various traits defining the institution. Users are given very little control over the cookies logged on their machines.Originality/valueThis study explores library efforts to protect user privacy, adopting an introspective approach that focuses on library websites. It will provide discussion points for librarians to question not only what third-party tracking cookies are present on their sites and why, but also how to educate their users about privacy issues.
{"title":"Privacy concerns and the prevalence of third-party tracking cookies on ARL library homepages","authors":"Bill Marino","doi":"10.1108/RSR-03-2021-0009","DOIUrl":"https://doi.org/10.1108/RSR-03-2021-0009","url":null,"abstract":"PurposeThe integration of third-party resources on library websites may be inadvertently contributing to surveillance technologies without user knowledge. This study set out to determine the prevalence of third-party tracking cookies on Association of Research Libraries (ARL) member homepages, the entities that are tracking users and for what purpose and what control users have over their cookie preferences.Design/methodology/approachHomepages from the 124 ARL member libraries were visited. Evidence of a privacy or cookie statement was collected and cookie logs were captured. This data were compared against the Disconnect list of known trackers and analyzed to determine the extent to which third-party tracking cookies were used across ARL sites, who was setting the cookies and for what purpose, and whether this use differed with regards to a library's identifying features.FindingsIt was determined that many ARL libraries do contribute to the ability to track a user's activity across the web, with one-third containing third-party tracking cookies. A user's contact with tracking cookies is influenced by various traits defining the institution. Users are given very little control over the cookies logged on their machines.Originality/valueThis study explores library efforts to protect user privacy, adopting an introspective approach that focuses on library websites. It will provide discussion points for librarians to question not only what third-party tracking cookies are present on their sites and why, but also how to educate their users about privacy issues.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46658542","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 : 2021-06-02DOI: 10.1108/RSR-01-2021-0005
Maureen Garvey
Purpose This case study was conducted to assess and make changes to the consortial virtual reference service for the remainder of the period of fully virtual reference (campus closure);a second objective was to consider implications for service design and delivery upon the eventual return to the physical campus. Design/methodology/approach This paper begins by introducing the institution, reference practices prior to the pandemic and the changes to reference service necessitated by the campus closure. After a literature review of material related to reference and the pandemic, several years of virtual reference service data are analyzed. Findings The use of consortial virtual reference service has significantly increased in the pandemic, as demonstrated by questions asked by users and questions answered by librarians. Changes to work practices based on these data have been made. Originality/value This work is original in that it relates to the physical closure of the campus due to the pandemic, about which, to date, little has been published specifically concerning the design and delivery of reference services.
{"title":"Virtual reference amid COVID-19 campus closure: a case study and assessment","authors":"Maureen Garvey","doi":"10.1108/RSR-01-2021-0005","DOIUrl":"https://doi.org/10.1108/RSR-01-2021-0005","url":null,"abstract":"Purpose This case study was conducted to assess and make changes to the consortial virtual reference service for the remainder of the period of fully virtual reference (campus closure);a second objective was to consider implications for service design and delivery upon the eventual return to the physical campus. Design/methodology/approach This paper begins by introducing the institution, reference practices prior to the pandemic and the changes to reference service necessitated by the campus closure. After a literature review of material related to reference and the pandemic, several years of virtual reference service data are analyzed. Findings The use of consortial virtual reference service has significantly increased in the pandemic, as demonstrated by questions asked by users and questions answered by librarians. Changes to work practices based on these data have been made. Originality/value This work is original in that it relates to the physical closure of the campus due to the pandemic, about which, to date, little has been published specifically concerning the design and delivery of reference services.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"1 1","pages":"19"},"PeriodicalIF":1.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49376196","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 : 2021-05-24DOI: 10.1108/RSR-01-2021-0004
Rachel Wishkoski, Katie Strand, A. Sundt, Deanna Allred, Diana J. Meter
PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.
{"title":"Case studies in the classroom: assessing a pilot information literacy curriculum for English composition","authors":"Rachel Wishkoski, Katie Strand, A. Sundt, Deanna Allred, Diana J. Meter","doi":"10.1108/RSR-01-2021-0004","DOIUrl":"https://doi.org/10.1108/RSR-01-2021-0004","url":null,"abstract":"PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"49 1","pages":"176-193"},"PeriodicalIF":1.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757614","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 : 2021-05-06DOI: 10.1108/RSR-11-2020-0067
Kimberly T. Foster
Purpose Student engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement. Design/methodology/approach Students were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum. Findings The results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues. Originality/value While the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.
{"title":"Engagement in an online library class: using extra credit activities to encourage student interaction","authors":"Kimberly T. Foster","doi":"10.1108/RSR-11-2020-0067","DOIUrl":"https://doi.org/10.1108/RSR-11-2020-0067","url":null,"abstract":"\u0000Purpose\u0000Student engagement can be a difficult thing to nurture in an online, asynchronous course. This paper aims to try to encourage a student interaction in such a course, one that additionally is not a requirement for any major or general education plan, the author argues that using extra credit activities can increase student interaction and engagement.\u0000\u0000\u0000Design/methodology/approach\u0000Students were given the opportunity to complete extra credit activities of several different types for a small number of extra credit points, the total of which was 5% of the students’ grade in the course. Activities included solo activities, such as playing short online information literacy games and collaborative activities that included posting and responding in a discussion forum.\u0000\u0000\u0000Findings\u0000The results were disappointing; only 2 out of 17 students in the sample completed extra credit activities, and those that did so would have received high grades whether or not they completed extra credit. This may be due to the low number of extra credit points available per activity, lack of motivation and other issues. Further study on this topic could help resolve these issues.\u0000\u0000\u0000Originality/value\u0000While the results of this study were not what was hoped for, the results and methods may be useful for other instructors of online, for-credit library classes looking for new ways to engage with students.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415923","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 : 2021-04-11DOI: 10.1108/RSR-11-2020-0069
Qiandong Zhu
Purpose Focusing on two particularly challenging issues facing Chinese academic libraries – space constraints and the trending of digital scholarship services, this paper aims to explore which spaces students and faculty wanted and how to leverage low-use spaces and growing digital scholarship services to build the Center for Digital Scholarship (CDS) to meet their demands. Design/methodology/approach The participant observation method was used in the launch stage of the space redesign from May 2016 to October 2018. The usage analysis method was used to reveal the use of the renovated spaces and assess the success of the space redesign when CDS was open to users between October 1, 2017 and September 30, 2018. The usage was gathered from the space reservation system. Findings A hybrid academic service center combining information commons, a collaborative workplace, social spaces and digital scholarship services, the CDS is able to meet the complexity and diversity of users’ needs and fulfill the mission of its university in the context of insufficient funds, space and specialists. While it approaches the goal of the space redesign project, some deficiencies remain to be addressed in the future design and service plan, including separating quiet and noisy areas, flexible arrangements and business process reengineering. Practical implications This study shows a hybrid academic service center can meet the complexity and diversity of users’ needs, despite insufficient funds, space and specialists. To ensure sustainability, digital scholarship services should adapt to local users’ needs and expectations. While the author’s patent service and subject development analysis are local and popular with the users and sectors in his university, they make their services somewhat different from those of the Association of Research Libraries (ARL) members. Originality/value This is one of the few, recent studies on space redesign incorporating digital scholarship services in a well-known academic library in China.
{"title":"Reflection on the center for digital scholarship in China: a case study on space redesign","authors":"Qiandong Zhu","doi":"10.1108/RSR-11-2020-0069","DOIUrl":"https://doi.org/10.1108/RSR-11-2020-0069","url":null,"abstract":"\u0000Purpose\u0000Focusing on two particularly challenging issues facing Chinese academic libraries – space constraints and the trending of digital scholarship services, this paper aims to explore which spaces students and faculty wanted and how to leverage low-use spaces and growing digital scholarship services to build the Center for Digital Scholarship (CDS) to meet their demands.\u0000\u0000\u0000Design/methodology/approach\u0000The participant observation method was used in the launch stage of the space redesign from May 2016 to October 2018. The usage analysis method was used to reveal the use of the renovated spaces and assess the success of the space redesign when CDS was open to users between October 1, 2017 and September 30, 2018. The usage was gathered from the space reservation system.\u0000\u0000\u0000Findings\u0000A hybrid academic service center combining information commons, a collaborative workplace, social spaces and digital scholarship services, the CDS is able to meet the complexity and diversity of users’ needs and fulfill the mission of its university in the context of insufficient funds, space and specialists. While it approaches the goal of the space redesign project, some deficiencies remain to be addressed in the future design and service plan, including separating quiet and noisy areas, flexible arrangements and business process reengineering.\u0000\u0000\u0000Practical implications\u0000This study shows a hybrid academic service center can meet the complexity and diversity of users’ needs, despite insufficient funds, space and specialists. To ensure sustainability, digital scholarship services should adapt to local users’ needs and expectations. While the author’s patent service and subject development analysis are local and popular with the users and sectors in his university, they make their services somewhat different from those of the Association of Research Libraries (ARL) members.\u0000\u0000\u0000Originality/value\u0000This is one of the few, recent studies on space redesign incorporating digital scholarship services in a well-known academic library in China.\u0000","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815488","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 : 2021-02-10DOI: 10.1108/RSR-07-2020-0047
C. Senteio, Kaitlin E. Montague, S. Brody, Kristen Matteucci
PurposeThis paper aims to describe how public librarians can better address complex information needs First, librarians should classify the degree of complexity of the need by using Warner’s classification model;then they can use Popper’s three world theory to anticipate and respond to complex information needs by following specific steps Design/methodology/approachAfter examining the information science literature, appropriate models were selected to support public librarians Our information science scholarship, coupled with our practical experience, informed our search and selection FindingsThis paper details specific steps that public librarians can take to anticipate and respond to individual information needs Doing so is imperative as the information needs of the public continue to become increasingly complex Originality/valueThis paper improves information practice because it offers specific steps to aid public librarians to anticipate and respond to complex information needs It draws upon an existing model and theoretical framework This paper also highlights selected examples of how public librarians across the USA have anticipated information needs, and developed partnerships with organizations external to the public library to address complex information needs
{"title":"Fulfilling information needs by classifying complex patron needs","authors":"C. Senteio, Kaitlin E. Montague, S. Brody, Kristen Matteucci","doi":"10.1108/RSR-07-2020-0047","DOIUrl":"https://doi.org/10.1108/RSR-07-2020-0047","url":null,"abstract":"PurposeThis paper aims to describe how public librarians can better address complex information needs First, librarians should classify the degree of complexity of the need by using Warner’s classification model;then they can use Popper’s three world theory to anticipate and respond to complex information needs by following specific steps Design/methodology/approachAfter examining the information science literature, appropriate models were selected to support public librarians Our information science scholarship, coupled with our practical experience, informed our search and selection FindingsThis paper details specific steps that public librarians can take to anticipate and respond to individual information needs Doing so is imperative as the information needs of the public continue to become increasingly complex Originality/valueThis paper improves information practice because it offers specific steps to aid public librarians to anticipate and respond to complex information needs It draws upon an existing model and theoretical framework This paper also highlights selected examples of how public librarians across the USA have anticipated information needs, and developed partnerships with organizations external to the public library to address complex information needs","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485527","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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