Browsing by Subject "librarianship"

Now showing 1 - 4 of 4
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    Hunting for Knowledge: Using a Scavenger Hunt to Orient Graduate Veterinary Students
    (2015) Pike, Caitlin; Alpi, Kristine
    Active participation in orientation is thought to increase understanding and use of library resources and services beyond the effect of tours or welcome lectures. Timed scavenger hunts have been used to orient undergraduate and medical students to academic libraries. This report describes the planning, execution and evaluation of an un-timed iPod-documented scavenger hunt in 2012 for first-year graduate veterinary students, and the modification and execution of the hunt for new students in 2013. Findings in terms of student participation, staff experiences, and student and staff perceptions of the hunt’s utility as a learning opportunity suggest the characteristics of a scavenger hunt that facilitates hands-on learning in the library while placing reasonable demands on library staff.
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    Library and Information Science Research Literature is Chiefly Descriptive and Relies Heavily on Survey and Content Analysis Methods
    (Evidence Based Library and Information Practice, 2015-12-17) Coates, Heather L.
    Objective – To compare the research articles produced by library and information science (LIS) practitioners, LIS academics, and collaborations between practitioners and academics. Design – Content analysis. Setting – English-language LIS literature from 2008 through 2012. Subjects – Research articles published in 13 library and information science journals. Methods – Using a purposive sample of 769 articles from selected journals, the authors used content analysis to characterize the mix of authorship models, author status (practitioner, academic, or student), topic, research approach and methods, and data analysis techniques used by LIS practitioners and academics. Main Results – The authors screened 1,778 articles, 769 (43%) of which were determined to be research articles. Of these, 438 (57%) were written solely by practitioners, 110 (14%) collaboratively by practitioners and academics, 205 (27%) solely by academics, and 16 (2%) by others. The majority of the articles were descriptive (74%) and gathered quantitative data (69%). The range of topics was more varied; the most popular topics were libraries and librarianship (19%), library users/information seeking (13%), medical information/research (13%), and reference services (12%). Pearson’s chi-squared tests detected significant differences in research and statistical approaches by authorship groups. Conclusion – Further examination of practitioner research is a worthwhile effort as is establishing new funding to support practitioner and academic collaborations. The use of purposive sampling limits the generalizability of the results, particularly to international and non-English LIS literature. Future studies could explore motivators for practitioner-academic collaborations as well as the skills necessary for successful collaboration. Additional support for practitioner research could include mentorship for early career librarians to facilitate more rapid maturation of collaborative research skills and increase the methodological quality of published research.
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    So you’ve been rejected from MedEdPORTAL: Demystifying Open Access to Medical Educators
    (Library Publishing Coalition, 2020-07-02) Craven, Hannah J.; Hinrichs, Rachel J.
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    Where is the Diversity?
    (Library Administration & Management, 2007) Stanley, Mary J.
    This article relays the study done by one University Library on how minority students view the face of librarianship. The study focused on only African-American and Hispanic students and was conducted through focus groups. Focus groups sessons were also conducted with minority staff members and minority Library Science students. Interviews were also conducted with minority librarians in the University System. Results from all groups were similiar and conclusions were made that librarianship is not usually introduced to students as a potential career at either the high school or college level.