Relevant bibliographies by topics / Graduate Library

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Graduate Library'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Graduate Library"

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Sawalinar, Sawalinar, and Malta Nelisa. "Penelusuran Informasi Rekam Jejak Alumni Program Studi Informasi, Perpustakaan, dan Kearsipan Universitas Negeri Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 534. http://dx.doi.org/10.24036/107485-0934.

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Abstract This study aims to determine (1) the profile of the graduate, (2) the absorption of graduate in the world of work, (3) the use of knowledge gained by the graduate in the work, (4) the assessment of stakeholders on the ability of graduate. This study uses a descriptive method with a quantitative approach. Data collection uses research instruments. The population in this study was Graduate from the major of Information, Library, and Archives of Padang State University (PS IPK UNP). The sample in this study amounted to 105 graduates who returned the instrument. The results showed, First, the profile of Graduate PS IPK UNP was dominated by female graduates. Most of the graduates are graduates who graduated in 2018. Judging from the length of the study period, the average graduate has a length of the study period of 3 years. Second, the absorption of graduates in the workforce is quite high, with most graduates stating that they are currently working with the time needed to get the job <3 months. Third, the use of knowledge obtained by a graduate at the PS IPK UNP in employment is very high. The science that has a very high level of wear is fieldwork learning, technology mastery skills, and the ability to cooperate in teams. Fourth, the assessment of graduate users (stakeholders) on the ability to graduate in the work world has also been good. The ability of the graduate to be considered good by graduate users (stakeholders) is integrity, expertise based on the fields of science, mastery of information technology, and teamwork.Keywords: Information retrieval, graduate, tracer study
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Carter, Jane Robbins. "Multi-cultural Graduate Library Education." Journal of Education for Library and Information Science 56, no. 1 (February 2015): 53–72. http://dx.doi.org/10.3138/jelis.56.1.53.

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Kayongo, Jessica, and Clarence Helm. "Graduate Students and the Library." Reference & User Services Quarterly 49, no. 4 (June 1, 2010): 341–49. http://dx.doi.org/10.5860/rusq.49n4.341.

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Onwuegbuzie, Anthony J., and Qun G. Jiao. "Understanding library‐anxious graduate students." Library Review 47, no. 4 (June 1998): 217–24. http://dx.doi.org/10.1108/00242539810212812.

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Madland, Denise. "Library Instruction for Graduate Students." College Teaching 33, no. 4 (November 1985): 163–64. http://dx.doi.org/10.1080/87567555.1985.10532312.

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Garnar, Martin. "Professional Principles and Ethics in LIS Graduate Curricula." Journal of Intellectual Freedom and Privacy 1, no. 2-3 (December 30, 2016): 6. http://dx.doi.org/10.5860/jifp.v1i2-3.6166.

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As a degree, the master of library science is regularly questioned as to whether it is still effective as preparation for professional roles in the field. Concerns range from a lack of technical proficiency and practical skills in graduates to whether a graduate degree is even necessary to be a librarian. Defenders of the degree talk about the theoretical foundation given to graduates of library and information science (LIS) programs, including a grounding in the principles and values that undergird the professional work of a librarian. If that is one of the primary justifications of the degree, then it is important to understand how those principles and values, including professional ethics, are taught in library and information science programs. More than twenty years have elapsed since Shelley Rogers conducted a comprehensive review of ethics education in LIS program, so the American Library Association’s Committee on Professional Ethics decided to undertake a survey of all accredited LIS programs to ascertain the current state of ethics education in graduate programs, compare it to historical approaches, and discover how the committee can best use its resources to support the teaching of ethics to future librarians.
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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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Lu, Yunhui, and Denice Adkins. "Library anxiety among international graduate students." Proceedings of the American Society for Information Science and Technology 49, no. 1 (2012): 1–4. http://dx.doi.org/10.1002/meet.14504901319.

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Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (January 29, 2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.

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Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions. Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services
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Newman, Steven E., and Susan H. Ellsbury. "Increasing Library Skills of Horticulture Students." HortTechnology 1, no. 1 (October 1991): 126–28. http://dx.doi.org/10.21273/horttech.1.1.126.

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A library skills workbook was developed for horticulture students to provide them with instruction in the use of bibliographic research materials and services available to them from the university library system. The effectiveness of the library skills workbook was tested by comparing pre- and post-test scores of undergraduate and graduate students. International and national graduate students were compared. Graduate students scored higher on the pre-test than did undergraduates. Students from the United States scored higher than Asian students, but not higher than Latin American students. Students' knowledge of the library collection and layout were improved 21.3%; however, undergraduate students' knowledge increased 13% more than that of graduate students.
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Dissertations / Theses on the topic "Graduate Library"

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Doucette, Wendy C. "Becoming a Competent Graduate Librarian." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5358.

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As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians. Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.
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Batson-George, Arlene. "Evaluating the Library Training Program for Graduate Psychology Students." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/115.

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This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.
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Doucette, Wendy C. "Developing a Comprehensive Suite of Graduate-Level Research Support." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5365.

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Graduate students are the largest-growing group at East Tennessee State University. While it is easy to assume that graduates have mastered the basics of searching and conducting research, this assumption is largely unfounded. Whether they did learn these skills as undergraduates or not, graduates are rarely prepared for the project management challenge of undertaking the biggest research assignment of their lives. Graduate students often have additional stressors not faced by undergraduates: established careers, families, and greater financial responsibilities. Conceived during Summer 2015 and rolled out as an ongoing series in Fall 2015, the Graduate Student Workshops offered by the Sherrod Library provide instruction in the following areas: scholarly research, papers, and publishing; comprehensive project management; academic searching; APA style; citation management; and establishing a professional identity. As the program coordinator, the Graduate Services Librarian will discuss the origination of the program, from its inception in ETSU’s Graduate Thesis and Dissertation Boot Camp to its growth as a full-fledged series. Creating new relationships, leveraging partnerships with other faculty and departments, and organizing and marketing these services are critical to program success. Scheduling, logistics, costs, and assessment will also be discussed. After the program and discussion, attendees should be able to: recognize the significant function librarians can provide to graduate student research support convey the value of formal, targeted intervention to graduate students and campus administrators create offerings to support their own graduate students
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Silverstein, Laurie L. "An examination of the relationship among perceived family-of-origin health, current intergenerational family patterns and conflict resolution style in a graduate student population." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 1998.
Source: Masters Abstracts International, Volume: 45-06, page: 3328. Typescript. Abstract appears on leaves [131]-133. Includes bibliographical references (leaves [115]-122).
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Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.
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Doucette, Wendy C. "Teaching Motivation that Works: Structuring Graduate-Level Research Support Workshops to Foster Centered, Focused Self-Sufficient Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5351.

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All too frequently, instruction librarians’ only opportunity to teach students distills down to the fifty-minute, one-shot, make-or-break experience. We disseminate the essential information as requested—how to use the library, how to search the databases, and so on—with little time to explain why all the pieces fit together and why they are important. Worse, well-intentioned librarians often strive to cover as much as possible in these sessions, oversaturating and frustrating their student audience. Even in settings of brief duration with no follow-up, another approach is possible. Rather than attempting to demonstrate everything at once, we can interject effective, real-life motivational tactics into the session by highlighting the underlying purpose of the process demonstrated. In other words, we can focus not simply on “what” or “how” but on “why.” Providing this context and structure not only grounds students, it clarifies and demystifies the process. Understanding that purpose and method are as important as data better empowers students with strategies to pursue their own needs independently. This chapter focuses on graduate students, particularly those in doctoral programs, but with a little creative thinking, these strategies could also be adapted for application with undergraduate learners.
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Cole, Christopher John. "Research in Information Technology: Analysis of Existing Graduate Research." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3184.pdf.

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Klingler, Scott Lavell. "What makes a quality Ph.D. program in library and information sciences?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5499/.

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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
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Tolley, Rebecca L., Wendy C. Doucette, and Joanna Anderson. "Student-Centered, Student-Designed: Creating a Targeted Orientation Program for International Graduate Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5353.

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Librarians at East Tennessee State University conducted a voluntary focus group of international students to better understand the academic needs of the growing population. Students participated in a full-day discussion concerning academic staples such as planning and studying, finding and reading, and writing and citing. After a long exchange on communication and cultural differences, the students endorsed a new workshop on academic writing proposed by the librarians. This workshop will become part of the existing sequence of nine graduate-level research support offerings given by the Library for graduate students and faculty.
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Doucette, Wendy, and Joanna Anderson. "They’ve Already Come (Now We Need to Build It): Constructing a First-Year Experience for Graduate Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/389.

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Books on the topic "Graduate Library"

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Thompson, Annie F. Directory of library school offerings in music librarianship. 2nd ed. S.l.]: Education Committee, Music Library Association, 1987.

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Keenan, Stella. Brain train: Professional education and training requirements in developing countries. [London]: British Library Research and Development Dept., 1992.

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Keenan, Stella. Brain train: Professional education and training requirements in developing countries. [U.K.]: British Library Research and Development Department, 1992.

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American Library Association. Standing Committee on Library Education. Requirements for a degree at the Master's level in graduate library school programs accredited by the American Library Association. [Chicago, Ill: The Association, 1991.

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American Library Association. Standing Committee on Library Education. Requirements for a degree at the Master's level in graduate library school programs accredited by the American Library Association. Chicago, Ill: The Association, 1986.

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1953-, Snyder Laura, Abromeit Kathleen A. 1962-, and Campana Deborah Ann, eds. Music library instruction. Lanham, Md: Scarecrow Press, 2004.

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White, Raymond A. Directory of library school offerings in music librarianship. 5th ed. [S.l.]: Education Committee, Music Library Association, 1994.

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White, Raymond A. Directory of library school offerings in music librarianship. 6th ed. [S.l.]: Education Committee, Music Library Association, 1996.

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Library, University of Toronto. Graduate schools and financial aid: A guide to reference sources in the Robarts Library. 3rd ed. S.l: s.n, 1987.

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The New Graduate Experience: Post-MLS Residency Programs and Early Career Librarianship. Santa Barbara, California: Libraries Unlimited, 2011.

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Book chapters on the topic "Graduate Library"

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Smith, Robert V. "Library and Literature Work." In Graduate Research, 95–120. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7410-5_7.

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Spála, Milan R., and Frantisek Choc. "Participation of the Medical Faculty Library in Graduate and Postgraduate Medical Education." In Health Information — New Possibilities, 246–48. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0093-9_79.

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Muysken, Pieter. "Gradual restructuring in Ecuadorian Quechua." In Creole Language Library, 77–100. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.09muy.

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Cardoso, Hugo C. "Jacques Arends' model of gradual creolization." In Creole Language Library, 13–23. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.05car.

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van den Berg, Margot, and Rachel Selbach. "One more cup of coffee: On Gradual Creolization." In Creole Language Library, 3–12. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.04ber.

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Baker, Philip. "Productive bimorphemic structures and the concept of gradual creolization." In Creole Language Library, 27–53. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.07bak.

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Ladhams, John. "The formation of the Portuguese-based Creoles: Gradual or abrupt?" In Creole Language Library, 279–303. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.20lad.

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Clements, J. Clancy. "Gradual vs. abrupt creolization and recent changes in Daman Creole Portuguese." In Creole Language Library, 55–75. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/cll.34.08cle.

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Smith, Robert V., Llewellyn D. Densmore, and Edward F. Lener. "Library and Literature Work." In Graduate Research, 93–107. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-803749-2.00007-7.

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"Matt Hu, Graduate student." In Anneli Lax New Mathematical Library, 152–54. Providence, Rhode Island: American Mathematical Society, 2018. http://dx.doi.org/10.1090/nml/050/66.

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Conference papers on the topic "Graduate Library"

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Johnston, Chelsea T., and Judith C. Russell. "Intriguing New Model for Improved Visibility and Access to Theses and Dissertations." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317199.

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The George A. Smathers Libraries at the University of Florida (UF) are participating in an innovative program to explore whether making electronic theses and dissertations (ETDs) available in print through online retail sites can have positive impacts for graduates, the University, and the general public. Digitization and metadata enhancement have improved discoverability and ease of access for ETDs in the Institutional Repository at the University of Florida (IR@UF). However, through this new program, research can be shared widely beyond academe with practitioners, corporate researchers, independent scholars, and international readers. This paper will describe how the Smathers Libraries have worked with a corporate partner, BiblioLabs, to leverage online retailers’ discovery engines to promote print versions of ETDs while alerting readers to the free digital versions available in the IR@UF. This paper will also share how alumni, current graduate students, and other campus stakeholders have responded to the pilot of this new service. The Libraries are monitoring referred traffic to the IR and sales data. UF is the first university to contribute content to this effort, but we expect others to follow suit if the data supports the expectations of the University, the Libraries, and our graduates.
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Tierney, Barbara G., and Corinne Bishop. "Dual-Campus Subject Librarians at University of Central Florida." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317186.

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A new dual-campus subject librarian program is being rolled out at the University of Central Florida (UCF) whereby several subject librarians divide their time between two campuses, the legacy main campus in East Orlando and the new Downtown Orlando Campus. As of Fall 2019, four UCF subject librarians regularly travel to the new Downtown Campus to provide library support for academic programs, faculty, and students who recently relocated to the new facility. Dual-campus subject librarians are also maintaining support services for their assigned academic programs that remain at the UCF Main Campus. This article provides information and reflections about how the dual-campus subject librarian model operates and how it impacts staff duties from two perspectives. The first perspective is from the UCF Social Sciences subject librarian, who supports graduate and undergraduate programs in The School of Public Administration and Public Affairs graduate programs at the Downtown Campus, as well as graduate and undergraduate programs in Politics, Security & International Affairs and Criminal Justice at the Main Campus. The second perspective is from the Main Campus Head of the Research and Information Services Department, who supervises the dual-campus subject librarians.
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Beatty, Susan. "Assessing a Graduate Commons in the Library: Graduate Students Need an Identified Third Space." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.17.

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Grabowsky, Adelia, and Juliet Rumble. "Assessing the User Needs of STEM Graduate Students: A Comparative Analysis." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.10.

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Wiersma, Gabrielle, and Leigh Beauchamp. "The Time has Come for eBooks, or has it?" In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317146.

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For many years, librarians and industry experts predicted that electronic books would surpass print books as the format of preference. The advantages that digital books provide seemed to all but guarantee the demise of print. But something happened along the way. Numerous studies during the last decade have demonstrated that print still has a place for libraries, vendors and most importantly, end users. So what’s happened – why hasn’t that time come like it has for journals? And will the “tipping point” for books ever arrive? One explanation is that eBooks have not met user expectations, but optimizing user experience when users range from students, to faculty, to librarians is a big challenge! This session included a lively discussion about the user experience for eBooks from multiple perspectives. Gabrielle Wiersma from the University of Colorado Boulder shared findings from an eBook usability study with students and asked the audience to consider the reasons why people prefer one format over another. Two graduate students shared their perceptions and format preferences and answered questions from the audience. Finally, Leigh Beauchamp, Vice President of Product Development discussed how ProQuest is making patrons the center of Ebook Central platform development and how eBooks are evolving to bring the most important elements of the print experience to digital book research.
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Ecclestone, Meghan J., Sally A. Sax, and Alana P. Skwarok. "From Big Ideas to Real Talk: A Front-line Perspective on New Collections Roles in Times of Organizational Restructuring." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317175.

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Academic libraries across North America are restructuring to meet user needs in an e-preferred environment, resulting in major changes to traditional collection development roles and workflows. Responsibility for collection work is increasingly assigned to functional librarians dedicated to collection development activities across a broad range of subject areas, often serving an entire faculty or college. This paper discusses the history, process, and outcomes of the transition to functional collection development roles at two mid-sized universities. Both Carleton University and the University of Guelph support a wide range of undergraduate and graduate research needs from a single central library, but have implemented a different type of organizational design and are at different stages in the restructuring process. One year into their new functional roles, Carleton’s librarians are preparing to assess the state of change around collection development in their organization, and identify next steps for the restructuring process. By contrast, the University of Guelph has worked with a functional team model for ten years, and is undertaking a 10-year review to assess whether the original goals of the reorganization were met. How does collections work compare under a functional team model, compared to a traditional liaison model? Both perspectives offer strategies for consultation and change management that may be helpful to other institutions restructuring their collection development activities.
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Bazlan, Muhammad Jamaluddin, and Abdul Rauf Abdul Rasam. "Development of Geographical Based Library Information System(GeoLIS)." In 2012 IEEE Control and System Graduate Research Colloquium (ICSGRC). IEEE, 2012. http://dx.doi.org/10.1109/icsgrc.2012.6287170.

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Clarke, Rachel, and Nicole Potter. "Exploring design coursework in graduate library education: iSchools vs. non-iSchools." In iConference 2019. iSchools, 2019. http://dx.doi.org/10.21900/iconf.2019.103297.

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Najmi, Anjum, and Scott Lancaster. "Engaging Graduate Students in Research and Scholarly Life Cycle Practices: Localized Modeling of Scholarly Communication for Alignment with Strategic Initiatives." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.46.

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Agarwal, Naresh Kumar. "Evaluation of Information Services in the Library: Areas Identified by Graduate Students." In Proceedings of the International Conference on QQML2010. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814350303_0011.

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Reports on the topic "Graduate Library"

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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