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Journal articles on the topic 'Student library assistants'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Sullo, Elaine. "First-Year Library Student Assistants Have Better Information Literacy Skills, and Demonstrate a Larger Increase in these Skills, Compared to Their First-Year Peers." Evidence Based Library and Information Practice 10, no. 4 (2015): 227. http://dx.doi.org/10.18438/b89s3m.

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A Review of:
 Folk, A. L. (2014). How well are we preparing them?: An assessment of first-year library student assistants’ information literacy skills. College & Undergraduate Libraries, 21(2), 177-192. http://dx.doi.org/10.1080/10691316.2013.829377
 
 Objective – To examine the information literacy skills of first year library student assistants, in comparison to first year students who are not library assistants. Additionally, the study investigates whether information literacy skills of library student assistants increased more than those of the general student population during their first semester at college. 
 
 Design – Pretest/posttest.
 
 Setting – Two regional campuses of a research university in the United States of America. 
 
 Subjects – First-year students, including library student assistants and students in the Freshman Seminar course. At one regional campus, 103 first-year students, including 5 library student assistants, completed the pretest. At the same campus, 75 first year students, including 5 library student assistants, completed the posttest. At the other campus, 30 first-year students, including 3 library student assistants, completed the pretest, and 26 first-year students, including 2 library student assistants, completed the posttest.
 
 Methods – The researcher distributed a pretest and posttest that included demographic questions and 11 items related to information literacy to first-year students. The pretest was given within the first two weeks of the fall semester, before the students attended library instructional sessions. At one campus, the library student assistants took the pretest at the beginning of their first shift, while at the second campus, the library student assistants completed the pretest within the first two weeks of the semester. The posttest was given to participants within the last two weeks of classes during the fall semester. 
 
 Main Results – On the pretest, the library student assistant scores ranged from 6 to 10, out of a maximum of 11 points. For the posttest, these students had scores that ranged from 8 to 11. Both of these score ranges were higher than the mean score of the general first-year students. 
 
 The mean of the pretest scores of the general first-year students was 5.95 points out of 11 points with a mean score of 54.1%, while the mean of the pretest scores for the library student assistants was 8.13, or 73.9%. The mean of the posttest scores for the general first-year students was 7.29, or 66.3%, while the mean of the posttest scores for the library student assistants was 9.43, or 85.7%. No students earned a perfect score on the pretest. On the posttest, 29% of the library student assistants scored a perfect 11 points, while only 4% of the general first-year students earned a perfect score.
 
 In comparing pretest to posttest scores, the general first-year students’ mean score increased 1.34 points, while the mean score of the library student assistants increased by 1.3 points. The library student assistants scored higher than the general first-year students on both the pretest and posttest; these numbers are statistically significant. The author reports that the increase in the mean scores from the pretest to the posttest for the library student assistants is not statistically significant. On the other hand, the increase of the mean scores from the pretest to the posttest for the general first-year students is statistically significant (p. 186).
 
 Conclusions – The author concludes that the information literacy skills of first-year library student assistants are better than general first-year students. This information is valuable to librarians who wish to gauge how well they are doing in regards to teaching information literacy skills to library student assistants. Additionally, librarians can better understand how their instruction is contributing to the library student assistants’ educational experiences in general as well as their future as lifelong learners.
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2

Hasty, Douglas F. "Student Assistants as Library Ambassadors." Technical Services Quarterly 18, no. 2 (2001): 31–40. http://dx.doi.org/10.1300/j124v18n02_03.

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Mestre, Lori S., and Jessica M. LeCrone. "Elevating the Student Assistant: An Integrated Development Program for Student Library Assistants." College & Undergraduate Libraries 22, no. 1 (2015): 1–20. http://dx.doi.org/10.1080/10691316.2015.1001240.

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4

Fuller, F. Jay. "Evaluating student assistants as library employees." College & Research Libraries News 51, no. 1 (1990): 11–14. http://dx.doi.org/10.5860/crln.51.1.11.

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5

Fuller, F. Jay. "INNOVATIONS: Employing library student assistants as student supervisors." College & Research Libraries News 51, no. 9 (1990): 855–57. http://dx.doi.org/10.5860/crln.51.9.855.

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6

Wilder, Stanley N. "Student Assistants:." Journal of Library Administration 21, no. 3-4 (1995): 125–30. http://dx.doi.org/10.1300/j111v21n03_10.

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7

Brenza, Andrew, Michelle Kowalsky, and Denise Brush. "Perceptions of students working as library reference assistants at a University Library." Reference Services Review 43, no. 4 (2015): 722–36. http://dx.doi.org/10.1108/rsr-05-2015-0026.

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Purpose – This paper aims to develop a better understanding of student worker perceptions of academic libraries in an effort to improve student worker training, position structure and, ultimately, their perceptions of the library. The value of student reference assistants extends well beyond the completion of assigned library tasks. Specifically, student reference assistants can be important community voices and advocates for academic libraries, spreading, by word-of-mouth, the kinds of library services available to students and their relevance to the academic community. Consequently, it is essential to gain an understanding of how student workers perceive the academic library as a result of their employment. Design/methodology/approach – This paper uses an informal, anonymous online survey of student reference assistants to gather information on student worker perceptions of the library. Questions focus on student workers’ understanding of library services and resources as well as on the library’s mission and purpose. An analysis of student responses is provided in light of four “ideal” perceptions which the librarians hold for all students. Findings – Overall, student worker responses to the survey generally aligned with the ideal perceptions. However, misalignments suggest the need for training that focuses on the development of a broader understanding of the library’s role in the academic community. Practical implications – The paper can help academic librarians gain insight on how student workers understand the role of the library within the larger academic community and how positive student worker perceptions can be leveraged for outreach purposes. Originality/value – This paper examines an important aspect of student worker perception that has generally been overlooked in the literature.
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8

Power, June L. "TRAINING STUDENT ASSISTANTS." Journal of Access Services 3, no. 4 (2006): 79–84. http://dx.doi.org/10.1300/j204v03n04_07.

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9

Marcum, Christopher. "Characteristics of Effective Outreach as Perceived by Library Student Assistant." Journal of Library Outreach and Engagement 2, no. 1 (2022): 40–55. http://dx.doi.org/10.21900/j.jloe.v2i1.917.

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This paper offers specific recommendations for effective academic library outreach that practitioners may consider as they develop and implement outreach initiatives at their institutions. It describes a methodology that can be replicated for similar case studies at other universities. It also contributes new knowledge to the subject of academic library outreach by reporting on the perceptions of library student assistants at a small liberal arts university in Southern California to gain insight into the kinds of outreach programing and communications students prefer and perceive as effective. This study used in-depth interviews to identify characteristics of effective outreach as perceived by library student assistants. Library student assistants are trained in the use and access of library resources and services and, as such, make ideal informants for outreach librarians seeking to understand what students think about their outreach efforts, including programming and communications.
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Beveridge, Mary I. "Student Assistants in Libraries:." Journal of Library Administration 21, no. 3-4 (1995): 147–59. http://dx.doi.org/10.1300/j111v21n03_13.

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11

Kathman, Jane McGurn, and Michael D. Kathman. "Performance Measures for Student Assistants." College & Research Libraries 53, no. 4 (1992): 299–304. http://dx.doi.org/10.5860/crl_53_04_299.

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Gonnerman, Kasia, and Ken Johnson. "Peer reference assistants in a small liberal arts college: case study." Reference Services Review 44, no. 3 (2016): 292–308. http://dx.doi.org/10.1108/rsr-11-2015-0048.

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Purpose The purpose of this study is to demonstrate how to create and sustain a successful mentoring program for reference student assistants in the liberal arts environment. The study delineates student training, program assessment and the impact on reference practice in a way that can be used at other institutions considering implementing a similar initiative. Design/methodology/approach This case study is written by professionals who have been deeply engaged in initiating, running and assessing the program. It presents the value of the program in an unbiased and objective manner by including the voices of the student mentees themselves reflecting on the experience. Findings The mentorship program has proven to be worthwhile and rewarding in equal measures to both the mentees and reference librarians working with our future successors. It serves an important role in inspiring and encouraging library student workers to become interested in academic librarianship as a career choice and it prepares them to be successful students in library and information science graduate programs. Originality/value Although the discussion of training reference student assistants per se is not rare in the library literature, this particular program is unique in several ways: its main intent is to mentor students who are interested in pursuing librarianship as a career goal; it occurs in the context of a liberal arts college rather than in a larger university setting, especially those offering degrees in information and library science; and it empowers students to provide in-depth independent reference services for their peers and faculty.
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Poole, Erik, Frank Grieco, Heather Derck, and Tom Socash. "Training library student assistants: Bloomsburg University’s interactive instructional program." College & Research Libraries News 62, no. 5 (2001): 537–39. http://dx.doi.org/10.5860/crln.62.5.537.

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Cardoso, Kristen, and Amy Russo. "Inviting people in: Participatory displays in the library." College & Research Libraries News 79, no. 3 (2018): 122. http://dx.doi.org/10.5860/crln.79.3.122.

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Located on a small campus serving approximately 750 graduate students pursuing professional master’s degrees, our centrally situated library at the Middlebury Institute of International Studies in Monterey, California, remains open longer than any other department. At least one staff member and one student assistant is always available for service. When students enter the library, our front desk, and the people who work there, are the first sights they see. With a central service desk, students can quickly learn where to go when they have questions just by walking in and out of the library. Nonetheless, it can be easy for students to walk past the desk without interacting with us. Approaching our large, L-shaped front desk can be intimidating, especially for the many students who may not be aware that the librarians want to help, and that it is appropriate to speak with us, as well as the student assistants. To help spark conversations and foster relationships between library users and the staff, we have taken advantage of our entryway lobby to create a welcoming environment and invite participation.
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McLaney, John Phil. "Managing Student Assistants, Kimberly Burke Sweetman." Serials Librarian 55, no. 1-2 (2008): 316. http://dx.doi.org/10.1080/03615260801971160.

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Borin, Jacqueline. "Training, Supervising, and Evaluating Student Information Assistants." Reference Librarian 34, no. 72 (2001): 195–206. http://dx.doi.org/10.1300/j120v34n72_16.

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Vanness, Shawn, and Tiffany Dogan. "Who tells your story? Highlighting student assistants." Public Services Quarterly 18, no. 4 (2022): 316–22. http://dx.doi.org/10.1080/15228959.2022.2120944.

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Condron, Lyn. "Make the most of your student assistants." College & Research Libraries News 53, no. 1 (2020): 5–7. http://dx.doi.org/10.5860/crln.53.1.05.

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Owens, Irene. "The Impact of Change from Hierarchy to Teams in Two Academic Libraries: Intended Results versus Actual Results Using Total Quality Management." College & Research Libraries 60, no. 6 (1999): 571–84. http://dx.doi.org/10.5860/crl.60.6.571.

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The current trend in examining library administrative structures to accommodate change is common in library literature. The team approach, used within the construct of Total Quality Management, is examined in this case study, after which the case study is compared with a similar change that took place at Duke University. This article seeks to ascertain the degree to which the goals of the change are met and/or exceeded. The implications for change from hierarchal to team management hold many possibilities that extend beyond those received by traditional means, benefitting the full-time staff and customers, as well as student assistants. Student assistants make up a large portion of the part-time academic library staff and offer a sometimes “untapped” resource. The inclusion of students in comprising teams may be a refreshing and productive change in management structure. The article questions a real change from hierarchy to teams and also suggests that librarianship may need to redefine the meaning of “profit” in a nonprofit environment.
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Hupe, Meghan, and Linda Van Keuren. "Tracking student assistants' work at Dahlgren Memorial Library: The tools you'll need." Journal of Access Services 17, no. 4 (2020): 165–75. http://dx.doi.org/10.1080/15367967.2020.1801446.

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Farrell, Sandy L., and Carol Driver. "Tag, You're It: Hiring, Training, and Managing Student Assistants." Community & Junior College Libraries 16, no. 3 (2010): 185–91. http://dx.doi.org/10.1080/02763915.2010.492746.

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22

Sheets, Janet. "Role‐Playing as a Training Tool for Reference Student Assistants." Reference Services Review 26, no. 1 (1998): 37–41. http://dx.doi.org/10.1108/00907329810307425.

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23

Slagell, Jeff, and Jeanne M. Langendorfer. "Don't Tread on Me: The Art of Supervising Student Assistants." Serials Librarian 44, no. 3-4 (2003): 279–84. http://dx.doi.org/10.1300/j123v44n03_20.

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24

Ngera, Eusebius Barasa, Manasi Echaune, and Peter Kijana Wamalwa. "Library Resources as Predictor of Students’ Learning Outcomes in Physics at Secondary Schools in Trans Nzoia County, Kenya." East African Journal of Education Studies 6, no. 2 (2023): 335–46. http://dx.doi.org/10.37284/eajes.6.2.1367.

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Science, Technology, Engineering and Mathematics (STEM) subjects play a critical role in a country’s socio-economic development. Low learning outcomes in Physics mean that students cannot participate positively towards the economic development of the country. Teaching and learning resources including library resources, can help improve students’ learning outcomes. The purpose of this study was to investigate the relationship between the management of library resources and students’ academic achievement in Physics at the Kenya Certificate of Secondary Education (KCSE) examination in Trans Nzoia County, Kenya. The study utilised quantitative methods, specifically descriptive research design, where questionnaires and documentary analysis served as instruments of data collection. The respondents of the study were 268 students, 24 teachers and 24 library assistants. Data was analysed with the help of the Statistical Package for Social Sciences (SPSS). The findings were presented using tables, figures, and thematic discussions. The findings of the study indicated that the management of library resources had a statically significant effect on student’s academic achievement in Physics. The number of students who sat in the library at once had a statistically significant effect on students’ academic performance at KCSE examinations (β=0.616, p<0.05), and the number of reference books a student was able to access in the school library also had a positive effect on students’ academic performance (β=0.203, p<0.05). The number of times a student went to the school library in the past week to study Physics without the assistance of the librarian had a significant effect on students’ academic performance. (β=0.0.029, p<0.05) while the number of different Physics textbooks that a student was able to access in the library revealed a positive effect on students’ academic achievement (β=0.203, p=0.05). Based on the findings of the study, it was concluded that library resources were a significant predictor of student’s academic achievement in Physics at the KCSE examination. From the foregoing conclusion, the study recommended that school boards of management and other stakeholders should focus on improving the management of library resources for enhanced students’ academic achievement in Physics at the KCSE examination.
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Mason, Mary. "Training Student Library Assistants (Morell D. Boone, Sandra G. Yee and Rita Bullard)." Education for Information 10, no. 4 (1992): 346–48. http://dx.doi.org/10.3233/efi-1992-10414.

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Horn, Marguerite E. "Managing Student Assistants: A How-To-Do-It Manual for Librarians." Serials Review 34, no. 1 (2008): 78–80. http://dx.doi.org/10.1080/00987913.2008.10765156.

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Lorange, Anne Lillevoll, and Solvor Solhaug. "Skrivenatt." Nordic Journal of Information Literacy in Higher Education 12, no. 2 (2020): 63–70. http://dx.doi.org/10.15845/noril.v12i2.2996.

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There is an ever-increasing demand for students to produce academic texts throughout the course of study. The new student coming straight from upper secondary education has little or no experience writing academic texts. To help these students, we started Writing night.
 Writing Night is an evening event where students at NTNU Dragvoll get help writing academic texts and information literacy.
 The event is a collaboration between NTNU University Library, the Dragvoll library and NTNU's Institute for Language and Literature (ISL). Writing Night takes place on the library premises one evening during the semester.
 Writing Night is arranged to let the students choose how they want to spend the evening. They can sit and write on their own, get help from learning assistants from ISL, who walk around or go to workshops. The workshops we offer give students knowledge of various aspects of academic writing. During the first years of Writing Night, the library conducted workshops in literature search and reference management. This was later changed to one-to-one guidance stations. This change came after student feedback.
 Student feedback indicates that they have gained more knowledge about academic writing and the event helped them to move on in their writing process. This has given them the confidence and sense of accomplishment they can use when working with academic texts.
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Banks, Julie. "Motivation and Effective Management of Student Assistants in Academic Libraries." Journal of Library Administration 14, no. 1 (1991): 133–54. http://dx.doi.org/10.1300/j111v14n01_09.

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29

Clark, Karlene T., Holly M. Gabriel, and Kristen Borysewicz. "Development, implementation and importance of an undergraduate peer research consultant program at the University of North Dakota’s Chester Fritz Library." Reference Services Review 48, no. 4 (2020): 579–600. http://dx.doi.org/10.1108/rsr-05-2020-0036.

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Purpose This paper aims to describe both the development of a peer research consultant program – using student assistants to staff the reference desk with minimal supervision while providing high-quality research assistance to their undergraduate peers, and the steps taken to create buy-in for the program from campus and librarians. Design/methodology/approach The authors provide a description of peer reference services and describe how a remodel of the library building facilitated a redesign of services. The paper covers the process of developing program guidelines, securing funding, expectations of peer research consultants, the training process and lessons learned from a medium-sized academic library. Findings The findings after the first year demonstrate that undergraduates are highly skilled at providing high-quality reference services when provided with quality training and support. In addition, undergraduate students are now seeking out peer researchers for assistance with research items such as topic formation, keyword development in databases and proper citations. Research limitations/implications No formal research or assessment of the program has been completed as of this time. Practical implications Well-trained Peer Research Consultants (PRCs) provide valued assistance to librarians in freshman composition classes, at the Ask Us reference desk, and to their peers. The program has allowed librarians to provide more outreach to their subject areas. Social implications Students prefer going to their peers for research assistance rather than a professional librarian when given the choice. The training the PRCs are provided by librarians provides credibility and trust, which encourages undergraduate students to approach PRCs for assistance. Originality/value This paper draws on multiple iterations of peer reference models to create an original program, involving training student employees to provide reference services at a paraprofessional level, as well as providing the methodology for other academic libraries to develop and launch a similar program.
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Clarke, Maggie. "Engaging reference student assistants through a community of practice: A case study." Public Services Quarterly 19, no. 1 (2023): 26–37. http://dx.doi.org/10.1080/15228959.2022.2131697.

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31

Fitri Sarinda, Martina Martina, Dwi Noviani, and Hilmin Hilmin. "Pendidikan Agama Islam Berbasis Teknologi (AI) Artificial Intelligence." Jurnal Kajian Penelitian Pendidikan dan Kebudayaan 1, no. 4 (2023): 103–11. http://dx.doi.org/10.59031/jkppk.v1i4.268.

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This research aims to discuss Islamic religious education based on AI (Artificial Intelligence) technology. The results of this research show that current technological developments are very rapid, especially artificial intelligence AI (Artificial Intelligence) has had a big impact on the education sector, especially in Islamic religious education, IA (Artificial Intelligence) technology makes it easier for educators to deliver interesting teaching materials and methods. , so that students do not feel bored and bored, can improve the quality of the teaching and learning process to be more active and innovative, measure student understanding, and accelerate students' understanding of Islamic religious education. Through AI (Artificial Intelligence) technology such as visual mentors, Voice Assistants such as Google Assistant, Siri, and Cortana and Presentation Translator. The approach in this research uses a qualitative approach with the library research method. Researchers obtain data from various sources including journals, books, articles and others.
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Chan, Kimberly Posin, Jaimie Beth Colvin, Marc Vinyard, Claire Leach, Mary Ann Naumann, and Paul Stenis. "Libraries Across the Sea: Using a Virtual Presence and Skilled Student Assistants to Serve Students Abroad." Journal of Library Administration 55, no. 4 (2015): 278–301. http://dx.doi.org/10.1080/01930826.2015.1038921.

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Reeg-Steidinger, Jana, Denise Madland, and Carol Hagness. "Technology Student Assistants in Academic Libraries: We Can't Survive Without 'Em!" Technical Services Quarterly 22, no. 4 (2005): 65–75. http://dx.doi.org/10.1300/j124v22n04_05.

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34

Bodemer, Brett. "The wisdom of embedding student assistants in library learning workflows: Focus on listening and learning." College & Research Libraries News 77, no. 7 (2016): 347–48. http://dx.doi.org/10.5860/crln.77.7.9524.

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Choi, Yeyun, and Giyeong Kim. "A Study on the Marketing Effectiveness of the Student Assistants Activities in the School Library." Journal of the Korean BIBLIA Society for library and Information Science 28, no. 1 (2017): 143–65. http://dx.doi.org/10.14699/kbiblia.2017.28.1.143.

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Keyes, Kelsey, and Ellie Dworak. "Staffing Chat Reference with Undergraduate Student Assistants at an Academic Library: A Standards-Based Assessment." Journal of Academic Librarianship 43, no. 6 (2017): 469–78. http://dx.doi.org/10.1016/j.acalib.2017.09.001.

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Neuhaus, Chris. "Flexibility and feedback: a new approach to ongoing training for reference student assistants." Reference Services Review 29, no. 1 (2001): 53–64. http://dx.doi.org/10.1108/00907320110366813.

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Tolppanen, Bradley P., and Janice Derr. "A Survey of the Duties and Job Performance of Student Assistants in Access Services." Journal of Access Services 6, no. 3 (2009): 313–23. http://dx.doi.org/10.1080/15367960902894138.

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Ye (Lan) Yang, Zheng. "Survey of Interlibrary Loan and Document Delivery Student Assistants' Job Satisfaction: Communication, and Feedback." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 17, no. 4 (2007): 149–59. http://dx.doi.org/10.1300/j474v17n04_15.

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40

de Jager, Karin. "Navigators and guides: the value of peer assistance in student use of electronic library facilities." VINE 34, no. 3 (2004): 99–106. http://dx.doi.org/10.1108/03055720410563450.

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States that in 2001 the University of Cape Town (UCT) Libraries opened a new and integrated learning centre based on the “information commons” concept fairly common in the USA today and first encountered at the Leavey Library of the University of Southern California. Discusses the results of a series of interviews with student assistants working in the Knowledge Commons, in an attempt to provide an evaluation of the impact of this resource on teaching and learning at UCT. Concludes that the study has confirmed the importance of most of the unique features of the information commons as discussed in the literature.
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McGeary, Bryan, Christopher Guder, and Ashwini Ganeshan. "Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (2021): 1–27. http://dx.doi.org/10.21083/partnership.v16i1.6149.

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This article presents a case study for transitioning library-led open-educational resources (OER) initiatives away from labor-intensive activities to a model where library personnel focus on project management responsibilities. This shift from labour-intensive activities, such as workshops and training sessions, led to more collaborative partnerships with faculty and students to produce OER projects. In particular, we focus on labour implications for the various stakeholders involved and the sustainability of these initiatives. We describe several initiatives undertaken by the Ohio University Libraries to encourage open educational resource adoptions and projects, including a grant-funded initiative to provide support services for faculty creating OER. That funding, which was awarded to enhance undergraduate education, has been used to support the development of five OER projects that have directly involved students in the creation of those materials. We provide an overview of the various ways in which students have become involved in OER creation in partnership with faculty and librarians and discuss the impact these partnerships have had on student-faculty-librarian relationships and student engagement. Among these projects are an Hispanic linguistics open textbook created using only student-authored texts, student-generated test banks to accompany existing OER materials for a large-enrollment art history course, and several other projects in which hired student assistants are helping faculty to develop content for open textbooks. This article helps to address a gap in the literature by providing transparency regarding the personnel, costs, and workflow for Ohio University Libraries’ OER initiatives and addressing potential areas of concern surrounding student labour.
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Fox, Elyse, and Daina Dickman. "Innovation During the COVID-19 Pandemic." Journal of New Librarianship 7, no. 1 (2022): 27–38. http://dx.doi.org/10.33011/newlibs/11/4.

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Sacramento State’s electronic thesis and dissertation (ETD) collection faces a common problem: how to achieve 508 compliance, ensure accessibility for all users, and promote principles of universal design. Providing electronic collections and resources that are accessible to all users is an important part of promoting equity, diversity, and inclusion for our students and end users. In Spring 2020 we launched a new initiative to hire and train a single student employee focused on 508 remediation for approximately 600 previously digitized theses and projects, prior to their ingest in the institutional repository. When our campus closed due to the COVID‐19 pandemic in March 2020 we made the decision to expand this opportunity to more library student employees and provide a project they could work on remotely. By converting this to a remote work project, we were able to keep all student assistants employed who were interested in remote work, from nearly every department in the library. We were able to expand the scope of our remediation efforts, with the original project growing from all retrospectively digitized theses (approximately 1,000 in all) to all ETD content in the institutional repository (an additional 3,500).
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Devakos, Rea. "Towards user responsive institutional repositories: a case study." Library Hi Tech 24, no. 2 (2006): 173–82. http://dx.doi.org/10.1108/07378830610669556.

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PurposeTo report on the University of Toronto's implementation of an institutional repository.Design/methodology/approachDescribe decision making process. A range of qualitative research methods were used to solicit early adopter and library concerns. Findings were then used to guide implementation.FindingsProvides the rational behind decisions made. Argues that modified qualitative research methods may be useful to new library projects.Research limitations/implicationsThe report is specific to an institution.Practical implicationsPrioritizing actions, focusing on faculty and leveraging resources, notably student assistants is key.Originality/valueThis paper provides practical information and a model which may be useful for others implementing repository services or other emerging technologies.
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44

Canuel, Robin, Sandy Hervieux, Veronica Bergsten, Amélie Brault, and Rachelle Burke. "Developing and assessing a graduate student reference service." Reference Services Review 47, no. 4 (2019): 527–43. http://dx.doi.org/10.1108/rsr-06-2019-0041.

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Purpose The purpose of this paper is to formally assess the training program received by information studies graduate students and the reference services they provided at a research-intensive university. Design/methodology/approach A qualitative content analysis was used to evaluate if graduate students incorporated the training they received in their provision of reference services. The students’ virtual reference transcripts were coded to identify the level of questions asked, if a reference interview occurred and if different teaching methods were used by the students in their interactions. The in-person reference transactions recorded by the students were coded for the level of questions asked. Findings The main findings demonstrate a low frequency of reference interviews in chat interactions with a presence in only 23 per cent of instances while showing that instructional methods are highly used by graduate student reference assistants and are present in 66 per cent of chat conversations. Originality/value This study is of interest to academic libraries who wish to partner with information studies programs and schools to offer graduate students valuable work experience. It aims to show the value that graduate students can bring to reference services. Furthermore, it highlights the importance of continuously developing training programs and assessing the performance of graduate students working in these roles.
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Kendrick, Curtis L. "Cavalry to the rescue: The use of temporary employees in place of student assistants." College & Research Libraries News 50, no. 4 (1989): 273–74. http://dx.doi.org/10.5860/crln.50.4.273.

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46

Siregar, Tiur Malasari, Dian Armanto, and Suci Frisnoiry. "Development of multimedia-based digital laboratory project center (CoLaP)." Journal of Education, Health and Sport 12, no. 9 (2022): 867–75. http://dx.doi.org/10.12775/jehs.2022.12.09.100.

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Designing Digital Center of Laboratory Project (CoLaP) a Multimedia-based can be used as a learning publication tool for students, lecturers, schools and other institutions and make the Mathematics Lab a source of information that can be a learning tool related to learning media, data processing and making learning media, Designing digital laboratory textbooks by elaborating several media, seeing feasibility, attractiveness and effectiveness of its use in Digital Center Of Laboratory Project (CoLaP) Multimedia-based. The method used in the process of making the Center of Laboratory Project (CoLaP) website is based on WDLC (Web Development Life Cycle) with 7 stages of development. Based on the research results, the creation of a digital library system for mathematics education which we call Digitalusing CoLaPWDLC. This digital CoLaP system produces a system that can be used by students, laboratory assistants, lecturers in viewing RPS and lecture contracts, viewing textbooks, viewing media, viewing lecture schedules or lab use, Lab activities, laboratory assistants can validate student data, process student data, upload the schedule for the use of the lab, the schedule of lecturers and students on duty by logging in first into the system. Based on the test results given that students and lecturers respond well to the creation of the Digital CoLaP Web system. Students and lecturers find it helpful to make it easier to carry out the lecture process, starting with the lecture schedule, laboratory lecture tools are available.
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47

Folk, Amanda L. "How Well Are We Preparing Them?: An Assessment of First-Year Library Student Assistants’ Information Literacy Skills." College & Undergraduate Libraries 21, no. 2 (2014): 177–92. http://dx.doi.org/10.1080/10691316.2013.829377.

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48

McGowan, Bethany Sheriese, Abigail Ekeigwe, and Kari Clase. "Designing and assessing a data literacy internship program for graduate health sciences students." Journal of the Medical Library Association 110, no. 4 (2023): 501–6. http://dx.doi.org/10.5195/jmla.2022.1498.

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This case study presents the results of a data internship and workshop series on data analysis in qualitative biomedical systematic reviews. In a newly developed librarian-led internship program, an intern was trained on data literacy concepts and data analysis tools and, in turn, helped recruit and train other graduate health sciences students. Due to COVID-19 restrictions, a flipped classroom model was applied to develop a completely virtual learning experience for both the intern and workshop attendees. Both the data intern and workshop participants reported improved confidence in data literacy competence at the end of the project. Assessment results suggest that while the workshop series improved participants’ data literacy skills, participants might still benefit from additional data literacy instruction. This case also presents a model for student-led instruction that could be particularly useful for informing professional development opportunities for library interns, fellows, and student assistants.
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49

Schroeder, Sarah Bartlett. "Graduate Assistants Trained in Reference May Not Consistently Apply Reference Interview and Instructional Strategies in Reference Interactions." Evidence Based Library and Information Practice 15, no. 4 (2020): 164–66. http://dx.doi.org/10.18438/eblip29750.

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A Review of: Canuel, R., Hervieux, S., Bergsten, V., Brault, A., & Burke, R. (2019). Developing and assessing a graduate student reference service. Reference Services Review, 47(4), 527–543. https://doi.org/10.1108/RSR-06-2019-0041 Abstract Objective – To evaluate the effectiveness of a reference training program for graduate student employees that seeks to encourage use of reference interview and instruction techniques in virtual and in-person reference interactions. Design – Naturalistic observation with qualitative content analysis. Setting – A large, public research university in Montreal, Canada. Subjects – Three graduate students in Library and Information Science employed by the university library to provide virtual and in-person reference services. Methods – After completing a training program, the three participants provided virtual and in-person reference training for two consecutive semesters. They self-recorded their desk interactions in a Google form. These self-reports, along with their online chat transcripts from QuestionPoint, were the subject of this study’s analysis. Focusing on the QuestionPoint data, the authors coded the transcripts from these participants’ online reference interactions to reflect the presence or absence of a reference interview and various instructional techniques in their responses to patrons. Also, all in-person and virtual questions were examined and categorized as being either transactional or reference questions. Reference questions were further categorized as basic, intermediate, or advanced questions. Main Results – Of the chat transcripts analyzed, 49% were classified as containing reference questions rather than transactional questions. At the desk, 21.9% of interactions were coded as reference questions. Taking the two semesters together, 232 of 282 virtual reference questions were considered basic, while 41 were labelled intermediate, and 9 classified as advanced. Similarly, of 136 desk reference questions, 120 were classified as basic, 14 as intermediate, and 2 as advanced. In their coding of chat transcripts, researchers indicated whether the interaction contained no reference interview, a partial reference interview, or a complete reference interview. Virtual chat transcripts from both fall and winter semesters showed that no reference interview took place in 77.3% of interactions. Authors noted evidence of partial reference interviews in 19.3% of fall transcripts and 21.5% of winter transcripts. Complete reference interviews took place in 3.4% of fall and 1.2% of winter transcripts. Additionally, authors found that 65.5% of chat transcripts contained elements of instruction, with Modelling and Resource Suggestion being the most prevalent forms. Conclusion – Because the graduate students used complete or partial reference interviews in a small number of their virtual reference questions, the authors of this study determined that more emphasis ought to be placed on reference interviews, particularly virtual reference interactions, in future training programs. Graduate students employed instructional strategies in observed virtual reference interactions, a promising trend.
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Schroeder, Sarah Bartlett. "Graduate Assistants Trained in Reference May Not Consistently Apply Reference Interview and Instructional Strategies in Reference Interactions." Evidence Based Library and Information Practice 15, no. 4 (2020): 164–66. http://dx.doi.org/10.18438/eb1ip29750.

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A Review of: Canuel, R., Hervieux, S., Bergsten, V., Brault, A., & Burke, R. (2019). Developing and assessing a graduate student reference service. Reference Services Review, 47(4), 527–543. https://doi.org/10.1108/RSR-06-2019-0041 Abstract Objective – To evaluate the effectiveness of a reference training program for graduate student employees that seeks to encourage use of reference interview and instruction techniques in virtual and in-person reference interactions. Design – Naturalistic observation with qualitative content analysis. Setting – A large, public research university in Montreal, Canada. Subjects – Three graduate students in Library and Information Science employed by the university library to provide virtual and in-person reference services. Methods – After completing a training program, the three participants provided virtual and in-person reference training for two consecutive semesters. They self-recorded their desk interactions in a Google form. These self-reports, along with their online chat transcripts from QuestionPoint, were the subject of this study’s analysis. Focusing on the QuestionPoint data, the authors coded the transcripts from these participants’ online reference interactions to reflect the presence or absence of a reference interview and various instructional techniques in their responses to patrons. Also, all in-person and virtual questions were examined and categorized as being either transactional or reference questions. Reference questions were further categorized as basic, intermediate, or advanced questions. Main Results – Of the chat transcripts analyzed, 49% were classified as containing reference questions rather than transactional questions. At the desk, 21.9% of interactions were coded as reference questions. Taking the two semesters together, 232 of 282 virtual reference questions were considered basic, while 41 were labelled intermediate, and 9 classified as advanced. Similarly, of 136 desk reference questions, 120 were classified as basic, 14 as intermediate, and 2 as advanced. In their coding of chat transcripts, researchers indicated whether the interaction contained no reference interview, a partial reference interview, or a complete reference interview. Virtual chat transcripts from both fall and winter semesters showed that no reference interview took place in 77.3% of interactions. Authors noted evidence of partial reference interviews in 19.3% of fall transcripts and 21.5% of winter transcripts. Complete reference interviews took place in 3.4% of fall and 1.2% of winter transcripts. Additionally, authors found that 65.5% of chat transcripts contained elements of instruction, with Modelling and Resource Suggestion being the most prevalent forms. Conclusion – Because the graduate students used complete or partial reference interviews in a small number of their virtual reference questions, the authors of this study determined that more emphasis ought to be placed on reference interviews, particularly virtual reference interactions, in future training programs. Graduate students employed instructional strategies in observed virtual reference interactions, a promising trend.
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