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1
Groenendyk, Michael, and Riel Gallant. "3D printing and scanning at the Dalhousie University Libraries: a pilot project." Library Hi Tech 31, no. 1 (March 2013): 34–41. http://dx.doi.org/10.1108/07378831311303912.
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Parlette, Melanie, and Vivian Howard. "Pleasure Reading Among First-Year University Students." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 53. http://dx.doi.org/10.18438/b8c61m.
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Objectives – This study examines the reading habits and experiences of first-year undergraduate students at Dalhousie University and the University of King’s College in Halifax, Nova Scotia, Canada.
Methods – First-year undergraduate university students (aged 18 to 20) were recruited to take part in focus group discussions and responses were analysed to examine the following topics: (1) the role of reading in their lives, both academic and personal; (2) the development of reading habits from childhood; (3) reading engagement strategies; and (4) selection strategies.
Results – This study suggests that reading for pleasure is a well-established habit amongst many first-year undergraduate students. First-year undergraduates primarily read for pleasure in order to relax but also recognize that pleasure reading can play a positive role in their academic performance, enhancing their range of background knowledge as well as their active vocabulary.
Conclusions – The conclusions of this research provide recommendations for librarians and university administration to engage students and increase rates of retention in postsecondary institutions. In particular, recommendations related to the importance of pleasure reading collections, campus reading programs, book clubs, readers’ advisory services and quiet and comfortable reading areas in academic libraries are provided.
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Makani, Joyline, and Kelli WooShue. "Information Seeking Behaviours of Business Students and the Development of Academic Digital Libraries." Evidence Based Library and Information Practice 1, no. 4 (December 8, 2006): 30. http://dx.doi.org/10.18438/b8x305.
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Objectives - The objective of this project was to gain insight into the extent to which user information seeking behaviours should inform the design and development of digital libraries in an academic setting. Researchers conducted this study at Dalhousie University in Halifax, Nova Scotia, Canada to explore the information seeking behaviours of business students.
Methods - The students participating in the study were enrolled in the School of Business Administration at Dalhousie University. The study was based on qualitative and quantitative data collected through a survey, in-depth semi-structured interviews, an observational study, and document analysis. Qualitative case study data was coded using QSR N6 qualitative data analysis software (. The data was categorized using Atkinson’s Model of Business Information Users’ Expectations and Renda and Straccia‘s personalized collaborative digital library (DL) model. Atkinson’s model defines the expectations of business students in terms of cost, time, effort required, pleasure, and the avoidance of pain. Renda and Straccia’s model of a personalized and collaborative digital library centres around three concepts: actors, objects, and functionality. The survey data was analysed using Zoomerang software .
Results - The study results revealed that students tend to select resources based on cost (free or for fee), accessibility, ease of use, speed of delivery (of results), and convenience. The results showed that similar to Atkinson’s findings, business students’ information seeking behaviour is influenced by the concepts of cost-benefit and break-even analyses that underlie business education. Concerning speed of delivery and convenience, the organization of the resources was paramount. Students preferred user-defined resource lists, alert services, and expert-created business resource collections. When asked about the usefulness of potential digital library functionalities, students valued a personalized user interface and communal virtual spaces in order to share information and communicate in real-time with their peers.
Conclusion - This study reveals that when digital libraries are developed, user behaviours and needs should be taken into consideration. Results demonstrate that the activity as well as the “user’s orientation and motivation” (here the business student training) can directly influence the design and use of a digital tool. In other words, this study confirms a new typology of a business digital information user, one that requires the building of dedicated accredited library research systems. Providing information and information tools tailored to this specific audience is more likely to increase the appeal and use of an academic business digital library.
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Steele, Colin. "Reviews : Amey, L J (ed.). Combining libraries: the Canadian and Australian experience. Metuchen, Dalhousie/Scarecrow Press, 1987 (Dalhousie University, School of Library and Information Studies, no. 2). xvii, 433 pp. £29.65. ISBN 0 8108 2049 8." Journal of librarianship 20, no. 4 (October 1988): 309–12. http://dx.doi.org/10.1177/096100068802000411.
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Amirault, Mardi, Shelley Cobbett, Andrea Doherty, Jackie Hartigan-Rogers, Adele LeBlanc, Martha Muise-Davis, and Joanne Newell. "Consumer health information on the Internet: an evaluation report on the Nova Scotia Health Network." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 26, no. 2 (June 1, 2005): 41. http://dx.doi.org/10.5596/c05-013.
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The Nova Scotia Health Network (NSHN) is a province-wide, Web-based consumer health information service provided through the cooperative efforts of various organizations, including public libraries, health sciences libraries, the Nova Scotia Provincial Library, and Dalhousie University. The primary intent of the NSHN was to build on existing community resources to provide a quality source of local and general health information. Objective – The purpose was to evaluate the NSHN from the perspective of its users in relation to the ease of use of the site and the usability of the information and content. Methods – A descriptive design was chosen to address the study objectives. Results – Study participants were those users of the NSHN site who agreed to complete and submit an online survey between June 2002 and June 2003. The majority of study respondents were white, middle-aged, English-speaking females, who resided in rural Nova Scotia. They were mostly able to find the information they wanted with little effort and in a reasonable time frame. One in four participants indicated that the information had been used to help them change their lifestyle, whereas one in three reported that they had shared the information with their health care provider. The content found on the site was very highly rated, with more than 90% reporting that the information was easy to understand, useful, and of high quality. Conclusion – The data obtained in this study was positive and encouraging. Sixty-six percent rated the site as a 4 or 5 (with 5 being the best rating) when compared with other health information sites they had visited. Individuals who visited the NSHN site in the past used the acquired information to change health care practices and (or) seek further treatment.
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Hughes, H. G. A. "Book Reviews : Buller, Nell Libraries and library services in Portugal. 1988, Halifax, Nova Scotia: Dalhousie University School of Library and Information Science (Occasional Paper 46), viii, 122pp, Canadian $16.00 (UK supplier: The Vine Press, 21 Gwendolen Avenue, London SW 15 6ET) ISBN 07703 9722 0/ ISSN 0318 7403." Journal of Librarianship and Information Science 23, no. 1 (March 1991): 58. http://dx.doi.org/10.1177/096100069102300110.
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"Editorial responsibilities." Partnership: The Canadian Journal of Library and Information Practice and Research 13, no. 2 (December 11, 2018). http://dx.doi.org/10.21083/partnership.v13i2.4920.
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Editorial responsibilities
Editors
Jessica Lange, Editor-in-Chief, McGill University
Jennifer Easter, Section Editor (Innovations in Practice), Centennial College
Linda Ecclestone, Section Editor (Book Reviews), Lasalle Secondary School
Éthel Gamache, Section Editor (French Language), Concordia University
Corinne Gilroy, Layout Editor, Mount Saint Vincent University
Tamara Noor, Section Editor (Features), Western University
Rainer Schira, Layout Editor, Brandon University
Ann Smith, Section Editor (Theory & Research), Acadia University
Copyeditors
Chris Landry, OCAD University
Allana Mayer, OurDigitalWorld
Emily Tyschenko, Guelph Public Library
Lindsay McNiff, Dalhousie University
Greg Nightingale, Western University
Dahlal Mohr-Elzeki, McGill University Health Centre Libraries
Andrea Quaiattini, McGill University
Proofreaders
Deborah Hemming, Acadia University
Mylène Pinard, McGill University
Tanya Ulmer, Internet Archive Canada (Alberta)
Social Media & Web Design
Graham Lavender, Web Design Coordinator, Michener Institute of Education at UHN
Natalie Colaiacovo, Digital & Social Media Coordinator, Centennial College
Translation
Patrick Labelle, Translator, University of Ottawa
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"Editorial Responsibilities." Partnership: The Canadian Journal of Library and Information Practice and Research 13, no. 1 (August 8, 2018). http://dx.doi.org/10.21083/partnership.v13i1.4665.
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Editors
Jessica Lange, Editor-in-Chief, McGill University
Jennifer Easter, Section Editor (Innovations in Practice), Centennial College
Linda Ecclestone, Section Editor (Book Reviews), Lasalle Secondary School
Éthel Gamache, Section Editor (French Language), Concordia University
Corinne Gilroy, Layout Editor, Mount St. Vincent University
Allana Mayer, Section Editor (Professional Development), OurDigitalWorld
Rainer Schira, Layout Editor, Brandon University
Ann Smith, Section Editor (Theory & Research), Acadia University
Copyeditors
Chris Landry, OCAD University
Allana Mayer, OurDigitalWorld
Emily Tyschenko, Guelph Public Library
Lindsay McNiff, Dalhousie University
Greg Nightingale, Western University
Dahlal Mohr-Elzeki, McGill University Health Centre Libraries
Andrea Quaiattini, McGill University
Proofreaders
Deborah Hemming, Acadia University
Mylène Pinard, McGill University
Tanya Ulmer, Internet Archive Canada (Alberta)
Social Media & Web Design
Graham Lavender, Web Design Coordinator, Michener Institute of Education at UHN
Natalie Colaiacovo, Digital & Social Media Coordinator, Centennial College
Translation
Patrick Labelle, Translator, University of Ottawa
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Paterson, Amy. "Homer The Library Cat by R. Lindbergh." Deakin Review of Children's Literature 2, no. 1 (July 10, 2012). http://dx.doi.org/10.20361/g25880.
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Lindbergh, Reeve. Homer The Library Cat. Illus. Anne Wilsdorf. Somerville, MA: CandlewickPress, 2011. Print. Reeve Lindbergh’s tale of a cat who only wants some peace and quiet is a pleasant, though unremarkable, romp through some very noisy places, ending up in the quiet sanctuary of the library. The rhyme scheme is incredibly simple, making it easy for children to memorize and read along; however, the rhythm of the lines is not ideal, and aside from a general linguistic playfulness that serves him well, it cannot be said that Lindbergh has a particularly good ear for poetry. Likewise, Wilsdorf’s watercolours are vibrant and cheerful enough, but there is nothing notable in her style to attract or draw readers in. Most of the illustrations are very busy, giving children plenty to see and do; however, at times, Homer himself fades into the background. He is never drawn with enough definition to truly distinguish him or imbue him with any life beyond the pages of the story. Homer’s ubiquitous and varied use of onomatopoeia is sure to delight children, as well as giving parents small opportunities to perform in their reading. However, despite the faint pleasures of bright colours and noise-words, it is hard to imagine this book becoming any kind of favourite, unless perhaps of a child inordinately fond of both cats and libraries. Just as Homer eventually proves to be a library cat, Homer The Library Cat would probably be best suited as a library book. It is a book that many would enjoy reading a few times over, though it will never be a nursery staple. Homer is not so prettily drawn nor so well-defined a character as to particularly endear himself to children, though he may prove an amusing, short-term distraction with whom no reader could find serious fault. Recommended: 2 starsReviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "The Last Dragonslayer by J. Fforde." Deakin Review of Children's Literature 1, no. 2 (October 4, 2011). http://dx.doi.org/10.20361/g2f30q.
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Fforde, Jasper. The Last Dragonslayer. Toronto: HarperCollins, 2011. Print. Almost-16-year-old Jennifer Strange is caught in a unique situation. As an orphan and an indentured servant of Kazam Mystical Arts, an employment agency for the magically gifted, Jennifer suddenly finds herself running the agency due to the mysterious disappearance of her boss, Mr. Zambini. Even worse, magical power has been dwindling everywhere and rumors are swirling about the forthcoming death of the last dragon. Accompanied by her faithful Quarkbeast, Jennifer sets out to investigate these strange events, find Mr. Zambini, and stop the disappearance of magic from her world. Along the way, she becomes the central figure in a firestorm of media intrigue and faces the combined threats of fame, prophecies, jail, assassination attempts, and 16 marriage proposals. Known primarily for his adult novels, The Last Dragonslayer is Jasper Fforde’s first foray into fiction for teens; however, his trademark quirky humour, original thinking, and dry wit are present in abundance. Furthermore, Fforde’s characters are complex, well-drawn, and extremely relatable; in particular, Jennifer’s cool-headed intelligence and wry observations will appeal to teen girls and boys alike. Parents who (rightfully) lament the dearth of teen girl role models in YA fiction will enjoy handing this book to their daughters. There is no denying that Dragonslayer is complicated; Fforde never condescends to his young audience, and he pulls no punches when introducing and playing with complex ideas. However, Jennifer’s first-person narration ably guides readers through the wackiness of her world, making a convoluted, diverse, suspenseful plot ultimately, and satisfyingly, character-driven. This could be the best book your teen reads all year. Highly recommended: 4 out of 4 starsReviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "The Little Yellow Bottle by A. Delaunois." Deakin Review of Children's Literature 2, no. 1 (July 10, 2012). http://dx.doi.org/10.20361/g2ds3f.
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Delaunois, Angèle. The Little Yellow Bottle. Illus. Christine Delezenne. Toronto: Second Story Press, 2011. Print. The Little Yellow Bottle has a rather grand ambition for its 24 pages. It attempts to capture the heartbreaking story of a child’s encounter with war and distill it into the plainest of terms for the benefit of young readers. Marwa and Ahmad are best friends. They live in a village that has experienced war, but the war is not their own; they only want to play soccer. One day, while kicking a ball around with his friend, Ahmad encounters a little yellow bottle—a bomb fragment—which explodes, leaving him crippled. Though Ahmad learns to live his new life to the fullest, he is never able to play soccer again. Marwa and Ahmad are both instantly relatable characters. While their names will most likely register as foreign to the Western audience for which the book is intended, Delaunois creates an instant connection between his characters and his readers; playing sports, having a best friend, wondering about adult affairs—these are near universal experiences. War is not universal, however, and details about war, while vague and generalized (Marwa and Ahmad’s country and village are not named), will educate readers about trauma and hardships endured by children just like them. Delaunois tries throughout to maintain a simplistic, child-like voice in the narration, and while there are definite cracks where his adult sensibilities seep through, the effort is noteworthy. Delezenne’s illustrations are wonderful on their own and perfectly suited to the accompanying text. She uses a warm colour palate throughout, and distills her drawings down to the simplest elements. Her striking images will stand out to both adults and children, and they do well to enhance the emotional resonance of the story. This is a wonderful book and a worthy one; however, it is not entirely successful in its goals. While the themes and language have been stripped down to their simplest possible incarnations, Ahmad’s trauma may still be too inherently gruesome for the intended audience. The language and reading level are appropriate for younger children up to Grade 3; however, this same age group may be left traumatized by the intensely painful events depicted in the narrative. Children who feel an initial connection to the characters will be confused and saddened by the explosion, rendered in horrific reds and browns by Delezenne’s illustrations. Older children would be better equipped to handle the mature themes; however, they would naturally yearn for greater detail than 24 pages can provide. I would advise parents, librarians, and teachers to choose carefully when suggesting or reading it to a child. Recommended: 3 stars Reviewed by Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "Eh? to Zed by K. Major." Deakin Review of Children's Literature 1, no. 2 (October 4, 2011). http://dx.doi.org/10.20361/g2101b.
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Major, Kevin. Eh? to Zed. Illus. Alan Daniel. Toronto: Red Deer Press. 2000. Print. Alphabetically-themed children’s books are far from a novel concept; however, when aided by inventive illustrations and a cleverly-chosen word selection, these books can be a welcome addition to any child’s library. Unfortunately, this is not the case for Kevin Major and Alan Daniel’s Eh? to Zed. Major attempts to distinguish his book from other Canada-themed alphabets by choosing a selection of obscure or little-known words. However, while words such as Rockies, poutine, and Gretzky should be of little trouble, Ogopogo, potlatch, Tuktoyaktuk, and kittiwake may be baffling to parents of all education levels, let alone their children for whom the book is ostensibly written. Major does provide brief explanations for his word choice at the end of the book, but given some of his selections, a pronunciation guide would also have been very helpful. Alan Daniel’s illustrations are unoriginal at best, but more often serve to obfuscate the already frustrating text. Each page highlights four words at the top with the illustrations jumbled together below. Considering the relative obscurity of many of Major’s word choices, Daniel’s overlapping illustrations make it even more difficult for the reader to match the word with its corresponding picture. The one proper use I can think of for this book would be for Canadian immigrants who are interested both in learning to read English and researching different facets of Canadian history. While matching words to pictures would still be a mind-numbing task, the words themselves and Major’s explanations might serve as a portal to learning more about Canadian culture. Additionally, Eh? to Zed makes a noticeable effort to highlight Canada’s multicultural nature, incorporating many aspects of French and Native culture. However, at times the book’s efforts at political correctness verge on the ridiculous, such as when the illustrated Mountie is depicted wearing a turban rather than traditional Stetson. While I may hesitantly recommend this book to adult immigrants, I would keep it far away from children. Not Recommended: 1 out of 4 stars Reviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "The Phantom Tollbooth by N. Juster." Deakin Review of Children's Literature 1, no. 4 (April 16, 2012). http://dx.doi.org/10.20361/g24g60.
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Juster, Norton. The Phantom Tollbooth. 50th Anniversary Edition. Illus. Jules Feiffer. New York: Alfred A. Knopf, 2011. Print. The 50th Anniversary Edition of The Phantom Tollbooth is geared as much toward nostalgic adults as it is to a new generation of children. New introductions by the author himself, as well as fellow children’s author Maurice Sendak, accompany a slew of admiring essays by authors ranging from Suzanne Collins to Michael Chabon. The new hardcover edition retains all of the original maps and illustrations, as well as new and old photos of both Juster and Feiffer. As a child, I missed out on Norton Juster’s wonderful tale of Milo’s journey through the Kingdom of Wisdom; excited as I was to finally delve into a much-hyped classic, I was slightly nervous that my adult gaze would render its charms less pointed. Of course, I needn’t have worried. Juster’s prose highlights a keen ear for dialogue, and his rollicking imagination manifests itself in a mastery of wordplay. While children will delight in the many nonsensical games afoot, adults will marvel at the higher levels of logic that string the plot together. Of course, The Phantom Tollbooth’s madcap adventures may not have made such a lasting impact were it not grounded in the touching story of Milo’s growth from a bored, unsatisfied child to one who revels in the magic and mystery of the world around him. Juster’s story mimics the general experience of reading—where brief forays into magical kingdoms only serve to make our own world brighter and more marvelous. It would be difficult to leave this book without being somehow improved by it. While The Phantom Tollbooth will certainly appeal to young teens and pre-teens, younger children (ages 8-10) with high reading levels would perhaps appreciate a book that appeals to their complicated imaginations. However, if there were ever a book that was meant to be experienced by parents and children together, this is the one. The 50th Anniversary Edition is perfect for adults looking to share a childhood treasure with their own children and grandchildren. Highly recommended: 4 out of 4 stars Reviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "The Melancholic Mermaid by K. George." Deakin Review of Children's Literature 1, no. 4 (April 16, 2012). http://dx.doi.org/10.20361/g2759z.
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George, Kallie. The Melancholic Mermaid. Illus. Abigail Halpin. Vancouver: Simply Read Books, 2010. Print. Upon reading a plot summary of Kallie George’s The Melancholic Mermaid, you might first wonder if you’ve read the book before. Humans befriending mermaids, outsiders uniting, and children learning that their differences make them special are all plots that have been told and retold in a variety of mediums. It will be no surprise to readers that, though Maude the two-tailed mermaid has twice the speed, twice the strength, and twice the grace, these same qualities isolate her from the other mer-children. Similarly, when two-legged Tony’s webbed hands are revealed, an unlikely friendship with Maude is inevitable. However, while the plot and themes rarely venture outside established cliché, there are two aspects of The Melancholic Mermaid that not only make it well worth the read but push it over and above similar fare. Firstly, George’s poetic rhythms perfectly capture the lulling melancholy of the seashore. At times, she dances the line between poetry and prose, evoking the rolling tides of a calm day at the beach. Of particular note is her command of alliteration, which when well-executed, rarely fails to captivate children and draw them into a fairy tale world. Secondly, Abigail Halpin’s illustrations are positively breathtaking. Her use of colour, space, and contrast are all wonderful to behold and do a remarkable job of highlighting the settings and mood of George’s story. While the scenes on land are depicted in vibrant purples and reds, the seashore is dominated by calm and subtle shades of blue and green. If you are the type to choose a book by its cover, The Melancholic Mermaid should most certainly be a popular choice. The high quality of the illustrations make The Melancholic Mermaid a great book for beginning readers to grow into, and it will be ideally suited for children transitioning from picture books into shorter chapter books. While the story features both male and female protagonists, it will most likely hold a broader appeal for girls than for boys. Recommended: 3 out of 4 starsReviewer: Amy Paterson Amy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.
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Paterson, Amy. "Bumble-Ardy by M. Sendak." Deakin Review of Children's Literature 1, no. 3 (January 9, 2012). http://dx.doi.org/10.20361/g2gw2q.
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Sendak, Maurice. Bumble-Ardy. New York: HarperCollins Publishers, 2011. Print. Maurice Sendak’s devotion to chaos, revelry, and the inherent wildness of children is present once again in Bumble-Ardy, the story of a little pig intent on celebrating his ninth birthday. Having had his first eight birthdays summarily passed over by an immediate family who “frowned on fun,” Bumble-Ardy is overjoyed when he is adopted by his “devine” Aunt Adeline. Like the doting relative she is, Adeline throws Ardy a sweet and thoughtful (though low-key) birthday party; however, Ardy, unsatisfied with his aunt’s efforts, decides to throw his own party, without his aunt’s permission. Having invited all of his most unsavoury friends, Bumble-Ardy’s party crescendos into a chaotic whirlwind until Aunt Adeline finally arrives home to break up the shenanigans. Many children will have been introduced to Sendak’s work through the classic Where the Wild Things Are, and superficially at least, many of the same elements are at work in Bumble-Ardy. The art style remains raw, colourful, and roughly executed, as a complement to the subject matter. However, the wildness on display in Bumble-Ardy is written to very different effect than that of Where the Wild Things Are. Whereas Wild Things’ Max was instantly relatable to young children—his mischief presented as harmless escapism and the product of a healthy and flourishing imagination—Ardy lacks the character definition necessary both to connect with readers and to excuse his behavior. While being deprived of birthday parties for nine years could certainly make a little boy act out, Ardy’s actions in the story feel especially deceptive, almost crossing a line from mischief into malice. Though Aunt Adeline forgives her nephew, of course, the emotional coda of the story feels tacked on. Instead, Adeline’s almost-terrifying outburst at arriving home, her house in shambles, is far more likely to stick with readers. The scenes of emotion, wildness, and chaos show glimpses of Sendak’s best work; however, the story itself makes a poor and lazy showcase for these talents. Flip through Bumble-Ardy to appreciate Sendak’s artwork, but when it comes time to read your child a bedtime story, go with Where the Wild Things Are instead. Recommended with reservations: 2 out of 4 stars Reviewer: Amy PatersonAmy Paterson is a Public Services Librarian at the University of Alberta’s H. T. Coutts Education Library. She was previously the Editor of the Dalhousie Journal of Interdisciplinary Management and is very happy to be involved in the Deakin Review and the delightful world of children’s literature.