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Journal articles on the topic 'College of Library and Information Science'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Dongardive, Prakash. "Use of Electronic Information Resources at Mekelle University, Ethiopia." International Journal of Digital Literacy and Digital Competence 10, no. 3 (July 2019): 49–76. http://dx.doi.org/10.4018/ijdldc.2019070104.

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The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administered to a total of 1,516 on-duty teaching faculty of seven colleges. This is including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, the College of Dry Land Agriculture and Natural Resources as well as nine regular institutes including: the Ethiopian Institute of Technology, Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by Mekelle University Digital Library. Finally, the data has been interpreted, concluded and suggestions have been given for the improvement of electronic information resources at the library web portal.

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Contrada, Chelsea. "Information Literacy and Instruction: Reference and Information Literacy in the Community College Library." Reference & User Services Quarterly 59, no. 1 (December 11, 2019): 12. http://dx.doi.org/10.5860/rusq.59.1.7220.

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Library workers from libraries of all types can struggle with the challenges of juggling instructional responsibilities with other assigned duties. Library context can play a key role in the resources available to mitigate these challenges. In this article, Chelsea Contrada discusses information literacy instruction in a community college library context and how that context influences her approach to library instruction. She articulates some of the unique aspects of instruction in community colleges and how community college librarians take a different approach than many of their peers in four-year colleges and universities. Contrada makes a strong case for increased collaboration across library type and more robust opportunities for professional development and engagement for community college librarians.—Editor

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Dongardive, Prakash Bhagwan. "Challenges and Opportunities in Building a Successful Digital Library in Developing Countries." International Journal of ICT Research in Africa and the Middle East 9, no. 1 (January 2020): 24–49. http://dx.doi.org/10.4018/ijictrame.2020010102.

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The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administrated to total 1516 on duty teaching faculties of seven colleges. Including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, College Dry Land Agriculture and Natural Resources as well as nine regular institutes including; the Ethiopian Institute of Technology, the Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by the Mekelle University Digital Library. Finally, the data was interpreted, concluded, and suggestions have been given for improvement of electronic information resources at library web portal.

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4

Parimala, A., and Dr S. A. S. Sambathkumar. "Library and Information Services in College Library of Sri Sankara Arts and Science College: A User Survey." International Journal of Advanced Scientific Research & Development (IJASRD) 5, no. 8 (September 10, 2018): 12. http://dx.doi.org/10.26836/ijasrd/2018/v5/i8/50802.

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5

Selin, Helaine. "Science at Hampshire College:." Science & Technology Libraries 12, no. 3 (November 9, 1992): 11–22. http://dx.doi.org/10.1300/j122v12n03_03.

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Nelson, Elizabeth. "Information literacy needs of community college students in transition: a literature review." Reference Services Review 45, no. 2 (June 12, 2017): 278–85. http://dx.doi.org/10.1108/rsr-11-2016-0078.

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Purpose This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution. Design/methodology/approach Library science databases and online sources were reviewed for relevant information. Findings Community colleges are addressing the needs of their various student populations in a variety of ways. Originality/value The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.

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7

강미희. "An Investigation into the College Students’ Awareness of “Library and Information” in the Library and Information Science." Journal of Korean Library and Information Science Society 45, no. 3 (September 2014): 297–319. http://dx.doi.org/10.16981/kliss.45.3.201409.297.

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8

Lary, Marilyn Searson. "Education for Community College Library/Information Services." Community & Junior College Libraries 4, no. 4 (August 17, 1987): 65–67. http://dx.doi.org/10.1300/j107v04n04_09.

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9

Jayamma, K. V., and G. T. Mahesh. "Information Seeking Behaviour of Post Graduate Students of Government Science College, Bangalore: A Study." Asian Journal of Information Science and Technology 10, no. 1 (May 5, 2020): 1–5. http://dx.doi.org/10.51983/ajist-2020.10.1.303.

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This Study was designed to examine information seeking behaviour of PG Students at Government Science College Library, Bangalore. The study intended with an aim to explore the information usage among PG students. Closed ended questionnaire was used to collect the data from respondents. A total of 200 samples out of 319 students. Among the200 hundred questionnaires distributed, 127 were completely answered and returned. The findings of this study revealed the information needs of PG students in Government Science College. The majority of students who are visiting library are females; also, the majority of the PG students are visiting library once in a week. The main purpose of the visit to the library is for accessing exam related information for their study.

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10

Teuton, Luella Bosnian. "Marketing the college library." College & Research Libraries News 51, no. 11 (December 1, 1990): 1073–74. http://dx.doi.org/10.5860/crln.51.11.1073.

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11

Coté, Denise. "The Online College Library." Community & Junior College Libraries 10, no. 2 (December 2001): 61–77. http://dx.doi.org/10.1300/j107v10n02_08.

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Johnson, Wendell G. "Trinity College Library Dublin." Community & Junior College Libraries 15, no. 3 (July 20, 2009): 163–64. http://dx.doi.org/10.1080/02763910903021320.

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13

Ricker, Alison Scott. "The Kettering Library and Other Science Collections at Oberlin College:." Science & Technology Libraries 12, no. 3 (November 9, 1992): 71–85. http://dx.doi.org/10.1300/j122v12n03_08.

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14

McCracken, Peter. "The Presence of the Doctorate among Small College Library Directors." College & Research Libraries 61, no. 5 (September 1, 2000): 400–408. http://dx.doi.org/10.5860/crl.61.5.400.

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Although a doctorate provides a library director with little practical assistance toward fulfilling his or her job, many college and university administrators seem to expect library directors to have one. The presence of the doctorate has been studied extensively within ARL institutions, but not within small colleges. This article explores the presence of the doctorate among small college library directors, considering gender and tenure in addition to size of the library, the college, and the library staff. This research finds that 20 percent of library directors at Baccalaureate I institutions have doctorates, and 40 percent have second master’s degrees. Librarians with doctorates do not direct larger institutions than those without Ph.D.s. The value of the doctorate, and its future among female directors in particular, is considered.

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15

Roy, Loriene. "OKSALE: Building a Culturally Responsive Virtual Library of Education Resources for a Tribal College." Education Libraries 25, no. 2 (September 5, 2017): 26. http://dx.doi.org/10.26443/el.v25i2.176.

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In spring 2001 students at the Graduate School of Library and Information Science at The University of Texas at Austin created a Virtual Library of education resources for pre-service teachers at Northwest Indian College (NWIC) in Lummi, Washington, one of thirty-two tribal colleges in the United States. The Virtual Library includes pathfinders on topics such as emergent literacy and the impact of technology on indigenous peoples. In addition, the Virtual Library includes links to related sources in Information Literacy andlibrary instruction as well as handouts providing instruction on using applications such as PowerPoint Adobe Photoshop, and Flash.

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16

Massis, Bruce. "Secondary school students in college – the library’s role." New Library World 116, no. 1/2 (January 12, 2015): 104–7. http://dx.doi.org/10.1108/nlw-08-2014-0104.

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Purpose – The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program. Design/methodology/approach – This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners. Findings – Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process. Originality/value – The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.

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17

Henderson, Flor, Nelson Nunez-Rodriguez, and William Casari. "Enhancing Research Skills and Information Literacy in Community College Science Students." American Biology Teacher 73, no. 5 (May 1, 2011): 270–75. http://dx.doi.org/10.1525/abt.2011.73.5.5.

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Community college science majors were assigned a team-based research project in a course sequence of General Biology I and II and were followed over a two-semester sequence during three academic years. The project was intended to introduce key General Education principles such as global citizenship, scientific reasoning, communication skills, information literacy, and stewardship. Conducted in partnership with library faculty, the assignment used course-integrated workshops and one-on-one reference instruction to help students produce research papers, learn the mechanics of online library research, and practice public speaking. Assignments were designed to emphasize and refine skills such as information literacy, critical thinking, and writing, while supplementing course content with current global events. Pre- and post-surveys were conducted to analyze assimilation of skills during General Biology I and mastering of those skills the following semester.

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CLN, Attahiru Saminu,. "Electronic Healthcare Record Security and Management in Healthcare Department of Library and Information Science, College of Science and Technology Hassan Usman Katsina Polytechnic Katsina State, Nigerias." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (November 30, 2018): 136–44. http://dx.doi.org/10.31142/ijtsrd19124.

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19

Waugh, Kappa. ""Lascaux College Library Instruction Room"." Reference Librarian 24, no. 51-52 (July 20, 1995): 29. http://dx.doi.org/10.1300/j120v24n51_05.

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Bavakutty, M. "College library personnel in Kerala." International Library Review 18, no. 2 (April 1986): 187–93. http://dx.doi.org/10.1016/s0020-7837(86)80056-5.

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21

Smith, D. S. "Keeping community college faculty current in physiology through utilization of health science center expertise." Advances in Physiology Education 262, no. 6 (June 1992): S23. http://dx.doi.org/10.1152/advances.1992.262.6.s23.

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The maintenance of current knowledge in physiology in community colleges is very difficult to accomplish. The absence of a research environment, limited library facilities, and heavy teaching loads often result in the instructor utilizing the teaching textbook as the primary source of information. A cooperative program between The University of Texas Health Science Center at San Antonio and San Antonio Community College has been developed in which the Health Science Center faculty present updated seminars in physiology topics for the community college faculty. This program has been in existence for three years and has proved to be very effective in improving the quality of the physiology curriculum at the community college.

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22

DiPrince, Elizabeth, Amber Wilson, Chrissy Karafit, Amanda Bryant, and Chris Springer. "Don’t Panic! Managing Library Anxiety with a Library Survival Guide." Reference & User Services Quarterly 55, no. 4 (July 1, 2016): 283. http://dx.doi.org/10.5860/rusq.55n4.283.

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Many academic library users, particularly incoming college freshmen, are unsure about what the library offers, how it is useful, where they can receive assistance. A library guide or handbook, if designed to appear interesting and relevant to students, can address these issues. This article examines the creation, distribution, and assessment of a library survival guide given to incoming college freshmen. The goal of the guide was to decrease library anxiety and familiarize new students with library resources and services. Results and revisions of future editions of the guide are also discussed.

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23

Miranda, Cecilia, and Weldon Horton. "The Health Sciences Library in the Community College." Community & Junior College Libraries 4, no. 1 (July 7, 1986): 75–85. http://dx.doi.org/10.1300/j107v04n01_12.

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24

Bradley, Kate. "Science collections in community college libraries." College & Research Libraries News 50, no. 7 (July 1, 1989): 579–82. http://dx.doi.org/10.5860/crln.50.7.579.

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25

Deutch, Miriam. "Paging a library collection: the Brooklyn College Library experience." Collection Building 20, no. 1 (March 2001): 25–32. http://dx.doi.org/10.1108/01604950110382721.

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26

Sivakumaren, K. S., S. Swaminathan, B. Jeyaprakash, and G. Karthikeyan. "Barriers to Library and Information Science research." Brazilian Journal of Information Science 5, no. 2 (January 23, 2013): 65–76. http://dx.doi.org/10.36311/1981-1640.2011.v5n2.06.p57.

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The study examines the barriers related to Library and Information Science. A structured questionnaire was designed and directly administered to the LIS Research Scholars who are currently involved in the Research in the Universities/Colleges of Tamil Nadu (India). A total of 124 questionnaires were distributed and 109 respondents have replied. The majority of common barriers faced by the respondents are ‘High Expenditure’, ‘Lack of Statistical Skills’, and ‘Inadequate of infrastructures’ and ‘Poor response in data collection’. The study is also recommended that the Universities/Colleges offered the research programmes should consider to reduce the expenditure in terms of fee structures for the research and also the schools/departments which offer the research programme should redesign the syllabus to include the skills required to carry out the research. Further, it is emphasized that the LIS professionals should encourage and support the research scholars by means of providing the required data for the research.

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27

Bindhu, A., and R. Jayabal. "Users Opinion about the Library Collection and Services in the Arts and Science Colleges in Coimbatore, Tamil Nadu." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 129–33. http://dx.doi.org/10.51983/ijiss.2019.9.2.608.

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The aim of the present study is to assess the user opinion about the library collections and services in the arts and Science College in Coimbatore. The researcher has circulated three hundred questionnaires to selected respondents on the basis of the convent sampling method. Out of the three hundred questionnaires, two hundred and seventy questionnaires were received with the required information. The study found that the majority of the respondents gave a very good opinion about the library collection, services and facilities available in the selected arts and science colleges in Coimbatore.

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Stewart, Brenton, and Kaetrena Davis Kendrick. "“Hard to find”: information barriers among LGBT college students." Aslib Journal of Information Management 71, no. 5 (September 16, 2019): 601–17. http://dx.doi.org/10.1108/ajim-02-2019-0040.

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Purpose The purpose of this paper is to examine collegiate information barriers and perceptions of academic library climate among lesbian, gay, bisexual and transgender (LGBT) college students in the USA. Design/methodology/approach The primary method used for this investigation was an online crowdsourced survey of 105 participants who attended two and four-year colleges in the USA. The questionnaire used free word association where participants shared information barriers encountered on colleges’ campuses. Responses from each questionnaire were interpreted using open coding. Findings Information barriers around sexuality continue to be a challenge for non- heteronormative information seekers on college campuses. One-third of students had distinctive information needs around their sexuality and experienced information barriers from both the institution and social stigma. The study reveals an evolution in sexual minority students’ sense of self, which has moved beyond the binary identity of gay/lesbian explored in previous studies; students identified bisexuality as a salient information need, and described a campus environment that often erased bisexuality. The academic library was described as an information barrier due to inadequate sexual minority-related resources. Practical implications Academic librarians as well as higher education professionals, such as recruitment/admissions officers, student counseling services, student health and student affairs, can leverage the results of this study to help establish a more inclusive and welcoming information environment that empowers students for academic and personal success. Originality/value A limited number of studies in information science have focused on sexual minority college students’ information behaviors and even fewer on information barriers. This study presents new insight and deeper understanding of the collegiate information environment of LGBT identified students in the USA.

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McGinty, John W. "Marist College opens new library." College & Research Libraries News 61, no. 3 (March 1, 2000): 171. http://dx.doi.org/10.5860/crln.61.3.171.

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30

Ketcham, Lee C. "Internships in the College Library." College & Undergraduate Libraries 4, no. 1 (April 19, 1997): 103–5. http://dx.doi.org/10.1300/j106v04n01_11.

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31

Navarro, Leslie Anne. "The Learning-College Library Concept." Community & Junior College Libraries 13, no. 4 (May 31, 2007): 49–79. http://dx.doi.org/10.1300/j107v13n04_08.

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32

Harrison, Tiffany, Randall Ward, Sean Pace, and Andi Cornelius. "Rejuvenating a Career College Library." Community & Junior College Libraries 15, no. 3 (July 20, 2009): 136–41. http://dx.doi.org/10.1080/02763910902983959.

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33

Dickinson, Dennis W. "Casebook in college library administration." Journal of Academic Librarianship 19, no. 2 (May 1993): 98–99. http://dx.doi.org/10.1016/0099-1333(93)90083-h.

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34

Von Isenburg, Megan. "Undergraduate Student Use of the Physical and Virtual Library Varies according to Academic Discipline." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 129. http://dx.doi.org/10.18438/b83046.

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A Review of: Bridges, L.M. (2008). Who is not using the library? A comparison of undergraduate academic disciplines and library use. portal: Libraries and the Academy, 8(2), 187-196. Objective – To determine differences in undergraduate students' use of the physical library and virtual library by academic disciplines. Design – Online multiple-choice survey followed by focus groups and secondary online survey with open-ended questions. Setting – Oregon State University (OSU), a land-grant university with over 19,000 students located in Corvallis, Oregon, United States. Subjects – A random sample of 22% (n = 3,227) of the undergraduate population (n = 14,443), drawn by the registrar's office. Distance education and students at branch campuses were not included. From this pool, 949 usable survey responses (29% of the sample) were collected. The respondent demographics proved to be reasonably equivalent to those of the total undergraduate population in terms of class standing (freshman, sophomore, junior, or senior) and academic discipline. Methods – The study consisted of three phases. In phase one, an email invitation with a link to the four-item multiple choice online survey was sent to students in the sample population. Results were analyzed using Pearson chi-square tests to determine goodness of fit between the following variables: class standing and library visits, class standing and virtual library use, academic college and library visits, and academic college and virtual library use. When significant dependence was detected, researchers examined relationships between the specific groups (e.g., freshman and sophomore) and library use, and also compared each group to one another using odds ratios and by constructing 95% confidence intervals. Phase two was intended to gather qualitative information from the 275 infrequent or non-users of the library in focus groups. However, researchers invited the 95 students in this group who had indicated a willingness to be contacted for further study, and only five students participated. The author therefore does not report on this limited data. In phase three, researchers invited the 95 students who had self-reported as infrequent or non-users of the library and who had indicated a willingness to be contacted for further study to complete an online survey consisting of 36 open-ended questions. 38 students responded. Much of the data for phase three is reported on in a separate research article (Vondracek, 2007). Main Results – Results from phase one are reported in detail: in response to the question of how often undergraduates visit the physical library, 24.6% visited several times a year, 29.6% visited several times a month, 34% visited several times a week, 7.7% visited once or more per day, and 4% reported that they did not visit at all. Response to how often undergraduate students use the online library resources or website from outside the library were: 37.7% use them several times a year, 32.8% use them several times a month, 12% used them several times a week, 1.3% used them once or more per day, and 16.2% reported that they did not use them at all. No significant relationships were found between class standing and visits to the physical library or class standing and virtual library use. Researchers determined a significant relationship between academic college and visits to the physical library (p=0.003): College of Agriculture students were significantly less likely to visit the library than students from the Colleges of Health and Human Sciences, Liberal Arts, and Sciences. Researchers also determined a significant relationship between academic college and virtual library use (p=0.008): students in the College of Engineering were significantly less likely to use the virtual library resources than students in the College of Liberal Arts. The survey from phase three of this study asked students further questions about their library use and relevant results are discussed in this article. Five students from the College of Agriculture responded to the survey and all five students noted that they study at home. When asked about where they go for help with research, three reported that they ask a friend or peer, one noted a professor and the fifth did not respond to the question. Four engineering students responded to this survey; when asked about where they carry out online research, two responded that they use Google, one responded that he/she uses the library, and the fourth noted that he/she uses a building on campus. Conclusion – This study determined that College of Agriculture students were less likely to use the physical library than their counterparts in the Colleges of Health and Human Sciences, Liberal Arts, and Sciences, and that College of Engineering students were less likely to use the virtual library resources than students in the College of Liberal Arts.

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RAHMAN, AZIZUR, and Batcha M. Sadik. "Content Analysis of Library Websites of Select Colleges of Delhi University." DESIDOC Journal of Library & Information Technology 40, no. 04 (July 29, 2020): 247–52. http://dx.doi.org/10.14429/djlit.40.04.15454.

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The paper examines the accessibility, accuracy, currency and user-friendliness in ten selected library websites of the colleges affiliated to the University of Delhi. It further, discusses services and facilities being offered by the websites. The data were collected through a well-structured checklist from the selected colleges under study. The study reveals that maximum number of college libraries have mentioned information related to introduction 9(90 %), library staff 8(80 %), library hours 6(60 %) and membership 6(60 %) on their websites. However, study also report that none of the library websites/web-pages have features of social networking tools, feedbacks, regular updates and they also lack in providing question papers, news-clippings, user manual and single window search. The study findings reveals that Deshbandhu College library scored thirty eight (38) out of43 which is highest (ranked 1st) whereas Ramjas College scored only five (05) out of 43 and stands last. The study suggests, for carrying out such evaluative studies which is the need of hour to enable the institutions to update their websites periodically and come up with flying colours on user’s expectations

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36

Wadas, Linda R. "Mission statements in academic libraries: a discourse analysis." Library Management 38, no. 2/3 (March 14, 2017): 108–16. http://dx.doi.org/10.1108/lm-07-2016-0054.

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Purpose The purpose of this paper is to determine how academic library mission statements are related to their parent institution mission statements. Design/methodology/approach Using a random sample of the US colleges and universities, library and their respective college or university mission statements were compared using discourse analysis. Findings This study shows a very weak link between college or university mission statements and library mission statements in the majority of cases. Originality/value This paper opens a discussion of the value and purpose of library mission statements with the context of parent institution mission statements.

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37

MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

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Library Association, American. "JUNIOR COLLEGE INFORMATION CENTER." College & Research Libraries News 29, no. 2 (February 18, 2020): 36. http://dx.doi.org/10.5860/crln.29.2.36.

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39

Raley, Sarah, and Jean Smith. "Community College Library/Vendor Relations." Journal of Library Administration 44, no. 3-4 (August 31, 2006): 187–202. http://dx.doi.org/10.1300/j111v44n03_15.

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40

Bukoff, Ronald N. "Censorship and the American College Library." College & Research Libraries 56, no. 5 (September 1, 1995): 395–407. http://dx.doi.org/10.5860/crl_56_05_395.

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Walters, William H. "Video Media Acquisitions in a College Library." Library Resources & Technical Services 47, no. 4 (October 1, 2003): 160–70. http://dx.doi.org/10.5860/lrts.47n4.160.

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Karuppasamy, P., S. Manohari, and G. Amudha. "Best Practices in Arts and Science College Libraries in Dindigul District." Indian Journal of Information Sources and Services 9, S1 (February 5, 2019): 60–63. http://dx.doi.org/10.51983/ijiss.2019.9.s1.562.

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The Best practices are helping the users to derive maximum satisfaction from the library services. It is customer satisfaction through product or service. In an academic library student and teachers are the customers who are part of the academic community. Tiwari (2016) has proved that innovate services are more significant than heavy advertisements. This study has concluded that the library innovations service of the library can help the purpose of advanced teaching and learning. Yasmin and Gnanaprasad (2017) have adopted fourteen best practices of the library services. This study concluded that best practices help to improve the quality of library services. This study has to examine the efficiency and effectiveness of the Content Management Software, Web page information sources, awareness programme of the Arts and Science College libraries of Dindigul District. Primary data was collected through questionnaire method. Garret’s Ranking Techniques was used for this study to analyze the data. E-mail alert facilities are necessary to improve the quality of the best practices of the library service.

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Stankus, Tony. "The New O'Callahan Science Library at the College of the Holy Cross." Science & Technology Libraries 7, no. 1 (October 20, 1986): 45–55. http://dx.doi.org/10.1300/j122v07n01_05.

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Megwalu, Anamika, Christina Miller, and Cynthia R. Haller. "The library and the common reader program: a collaborative effort to college transition." Reference Services Review 45, no. 3 (August 14, 2017): 440–53. http://dx.doi.org/10.1108/rsr-11-2016-0081.

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Purpose This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York. Design/methodology/approach The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative. Findings The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment. Originality/value Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.

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Price, Elizabeth, and Rebecca Richardson. "Integrating the thematic approach into information literacy courses." Reference Services Review 43, no. 1 (February 9, 2015): 125–36. http://dx.doi.org/10.1108/rsr-12-2014-0059.

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Purpose – The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy (IL) courses. Design/methodology/approach – A literature review of peer-reviewed journals, professional journals, magazines and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach”, “thematic approach in education” and “theme-based instruction”; the search was restricted to articles published in the past 20 years. Findings – In addition to the IL courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy and sociology courses in college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature. Originality/value – Thematic approach is a newer concept in the world of IL instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work and how to best implement a thematic approach in an IL course.

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Beisler, Lynn, Janet Hill, Mandy Janjigian, David Murphy, and Joanne Schmidt. "Emerson College Library Security Guidelines." Library & Archival Security 10, no. 1 (August 10, 1990): 43–54. http://dx.doi.org/10.1300/j114v10n01_04.

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Johnson, Corey M., Carol M. Anelli, Betty J. Galbraith, and Kimberly A. Green. "Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course." College & Research Libraries 72, no. 6 (November 1, 2011): 533–47. http://dx.doi.org/10.5860/crl-166.

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The Washington State University Honors College course, UH 290, “Science as a Way of Knowing,” engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the course’s information literacy curriculum. The team used student surveys, research blogs, case studies, library instruction sessions, homework problem sets and exams. Students gained from scaffolded instruction including hands-on practice activities and feedback; embedded assessments informed adjustments to the course syllabus and activities. This case study details the progressively improved use of this approach and these tools over two semesters.

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Fields, Alison. "Information basics for college students." Australian Library Journal 63, no. 1 (January 2, 2014): 63–64. http://dx.doi.org/10.1080/00049670.2013.878274.

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Gaylor, Ranall H. "Collection analysis at a junior college library." OCLC Systems & Services: International digital library perspectives 10, no. 1 (March 1994): 9–12. http://dx.doi.org/10.1108/10650759410798332.

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Reichardt, Karen. "Electronic Reserves at a Small College Library." Technical Services Quarterly 17, no. 1 (December 17, 1999): 1–12. http://dx.doi.org/10.1300/j124v17n01_01.

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