To see the other types of publications on this topic, follow the link: University of Alberta. School of Library and Information Studies.
Journal articles on the topic 'University of Alberta. School of Library and Information Studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'University of Alberta. School of Library and Information Studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Voskoboinikova-Huzieva, Olena. "DIGITAL HUMANITIES IN HIGHER EDUCATION SYSTEM OF CANADA." Continuing Professional Education: Theory and Practice, no. 2 (2019): 58–62. http://dx.doi.org/10.28925/1609-8595.2019.2.5862.
Full textAbstract:
The urgency of the article is due to the increased impact of information and communication technologies on research in the field of socio-humanitarian cycle sciences, which led to the emergence of interdisciplinary direction of research and projects – Digital Humanities, increasing socially important digital content (electronic collections, archives, libraries, museums) and the need for training specialists for this area of activity. The author relies on the main provisions of the publications by V. Kopanieva, T. Yaroshenko, S. Chukanova, O. Oliinyk, and Manifesto for the Digital Humanities. The purpose of the paper is to analyze the experience of preparing specialists in Library Science and Information Sciences (LIS) in the interdisciplinary Master’s Degree Programs in Digital Humanities in Canada and determining the prospects for introducing such programs in Ukraine. The author uses the systematic approach to determining the prospects of training specialists in Digital Humanities for libraries, educational institutions, museums, archives, and other cultural institutions. Methods of analysis of literary sources and information resources, content analysis of university sites in Canada, comparative analysis of educational programs Digital Humanities are applied. The University of Alberta (Edmonton, Canada) was selected as the main research object, where the 3-year Interfaculty Educational Program upon Digital Humanities and the Master of Science in Library and Information Research (MLIS) is offered by the Digital Humanities Program and the Library for Information Studies School. The comparative analysis of the contents of the Interfaculty Educational Program upon Digital Humanities at the University of Alberta and the educational and professional program on Information, Library and Archives Management at Borys Grinchenko Kyiv University stimulated the decision to develop a new specialization in Digital Humanities for undergraduate Master’s program students in Ukraine. Digital Humanities combine information and communication methods and theories with research and teaching in the field of art and the humanities. The training of specialists in the field of DH is an actual and important task for the higher education system in Ukraine, and the experience of universities in Canada can be extremely useful.
2
Kong, Richard, and Kate Marek. "Case Study: Dominican University School of Information Studies and Skokie Public Library Internship Partnership." Library Trends 66, no. 1 (2017): 23–36. http://dx.doi.org/10.1353/lib.2017.0026.
Full text
3
Hoffner, Courtney, and Antonia Osuna-Garcia. "LibGuides Groups in practice: Building a partnership between an academic library and an information studies school." College & Research Libraries News 81, no. 4 (April 9, 2020): 197. http://dx.doi.org/10.5860/crln.81.4.197.
Full textAbstract:
The University of California-Los Angeles campus is home to an iSchool and a robust library system, consisting of nine physical locations and even more affiliated library units. It would seem natural that the iSchool would partner with the library to provide library and Information Studies students with opportunities to learn practical skills to enhance their resumes.
4
May Beddow, Lucinda, and S. Michael Malinconico. "Frederick G. Kilgour participates in 1994 University of Alabama School of Library and Information Studies Alumni Day activities." Program 29, no. 2 (February 1995): 183–90. http://dx.doi.org/10.1108/eb047196.
Full text
5
Libraries, North Carolina. "Library and Information Science Research 1999-2001: A bibliography of Master's Papers from the University of North Carolina School of Information and Library Science." North Carolina Libraries 60, no. 1 (January 21, 2009): 26. http://dx.doi.org/10.3776/ncl.v60i1.239.
Full textAbstract:
Agnew, Laura. “Characteristics and Benefits of Online Support Groups.” 135 pages. July 2001. Headings: Information services – Special subjects – Disease; Virtual communities – Medical; Information needs – Medicine; Information eds – Self-help; Surveys – Information needs; Use studies – Internet.
6
Varlejs, Jana. "The University of Wisconsin-Madison School of Library and Information Studies Continuing Education Services: A Profile in Stability." Journal of Education for Library and Information Science 43, no. 1 (2002): 69. http://dx.doi.org/10.2307/40323989.
Full text
7
Mohammed, Rabiu Nurudeen. "POSTGRADUATE STUDENTS INFORMATION SEEKING BEHAVIOUR IN THE FACULTY OF MANAGEMENT SCIENCES, BAYERO UNIVERSITY, KANO, NIGERIA." American International Journal of Multidisciplinary Scientific Research 6, no. 4 (December 19, 2020): 1–14. http://dx.doi.org/10.46281/aijmsr.v6i4.916.
Full textAbstract:
The study examines postgraduate student’s information seeking behavior in the faculty of management sciences, Bayero University, Kano, Nigeria. Information play critical role in human daily activities such as school life, work, marital life and any other kind of scenario. The concept of information seeking behavior has attracted researchers’ attention and has been of great concern to stakeholders in the academia. Academic libraries avail information from different sources and formats. Objectively the study examines postgraduate students’ information seeking behavior in order to understand students’ information seeking behavior and provide guide to improve the quality of education and performance. Survey research design were use and the population consist of the entire postgraduate students in the faculty of management sciences at Bayero University, Kano, due to difficulty to reach all the population, purposive sampling were applied which result to the selection of (200) respondents comprising of (50) respondents from each of the four departments and questionnaire were issued to them. From the findings it is obvious that in the course of carrying out their studies postgraduate students seek information as a result of activities they engage such exam preparation, dissertation/thesis work, updating knowledge, lecture notes update, personal reading and general reading. However, the result implies that majority of the respondents use library for information concerning exam preparation while the lowest is for general reading to improve their knowledge. The study conclude that postgraduate students do engage in information seeking behaviour for various reasons even though these are hinder by some obstacles. The study recommends the need for management to improve service delivery in the aspect of electronic library, researchers should be guided easily and educated so as to facilitate easy collection of library materials, users should also be guided to enhance easy retrieval of information, continuous training of library staff should be given attention in order for them to be friendly and give quality service to information seekers and finally problem of poor electricity supply should be addressed to make the environment conducive for learning.
8
N.B., Nisha, and Rekha Rani Varghese. "Literature on Information Literacy." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 308–15. http://dx.doi.org/10.14429/djlit.41.4.16405.
Full textAbstract:
The paper provides an overview of the research conducted on various aspects of Information Literacy. Many studies have been conducted in India and abroad on different facets of Information Literacy and pinpointed that information literacy is an essential skill in the era of information explosion. This paper provides an outline of the research done on Information literacy all over the world. By analysing 104 studies on information literacy, the present study indicates that Information Literacy is an essential skill in the current society. The importance of libraries in imparting information literacy is also mentioned in many studies. The literacy training has to be started at the school level, and it should be included in the curricula. The review shows that the only solution to reduce the digital divide gap among the information-rich and information-poor citizens is information literacy. Many initiatives have been started in India to bridge this gap. Many organisations and Associations like UNESCO, IFLA, American Library Associations, Society of Colleges, National and University Libraries (SCONUL) have framed different standards and Information Literacy models for various types of information users.
9
Conrick, Margot, and Anita Wilcox. "Information Literacy Education for University Undergraduates: A case study in a Library initiative in University College, Cork, Ireland." Nordic Journal of Information Literacy in Higher Education 5, no. 1 (December 4, 2013): 11–21. http://dx.doi.org/10.15845/noril.v5i1.184.
Full textAbstract:
In Ireland, there is an identified need to address the inconsistency that exists in Undergraduate Education at entry to university level. This article aims to provide a roadmap of generic skills teaching which in turn will form the foundation of a Teaching for Understanding (TFU) framework, as developed in " Ten Years at Project Zero: A Report on 1993 - 2002", Harvard Graduate Studies School of Education, in the 1990s (HGSE, 2003). Thus, at UCC, a structured, comprehensive and collaborative approach was used to develop a programme which would initially begin within the Library, but would also form the nucleus of, and have the potential to become, an all-inclusive Information and Communications Technology (ICT) type, university-wide, credit bearing module. To contextualise our model we will firstly look at the prevailing background to our project and review some of the existing literature and international standards on Information Literacy (IL).
10
Hörzer, Birgit, Karin Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, Christian Schlögl, Monika Schneider-Jakob, and Maria Seissl. "Education for academic librarians in Austria: From the early beginnings up to the present." Education for Information 36, no. 4 (December 16, 2020): 441–55. http://dx.doi.org/10.3233/efi-190343.
Full textAbstract:
After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.
11
Ettinger, Andrew. "Benchmarking Information and Learning Resources." Business Information Review 12, no. 2 (October 1995): 33–41. http://dx.doi.org/10.1177/026638219501200203.
Full textAbstract:
Andrew Ettinger joined Ashridge in 1985 and is the Manager of Learning Resources. He is responsible for Ashridge's unique multi-media Learning Resource Centre. He also organises and lectures on courses for several professional bodies in the UK and abroad and is an external lecturer at library schools. He has also completed consultancy projects in India and Poland. After graduating from London University, he completed a post-graduate diploma in Information Studies and then worked at the North East London Polytechnic before moving to the London Business School. He is particularly interested in managers' use of information and how they learn and is currently researching quality information services.
12
Soyka, Heather. "Report on the 2018 Archival Education and Research Institute (AERI)." Preservation, Digital Technology & Culture 47, no. 2 (July 26, 2018): 65. http://dx.doi.org/10.1515/pdtc-2018-0018.
Full textAbstract:
AbstractThis is a report on the tenth annual Archival Education and Research Institute (AERI), which was held from July 9 to 13, 2018, and hosted by the School of Library and Information Studies at the University of Alabama in Tuscaloosa.
13
Marcella, Rita, Dorothy A. Williams, and F. Douglas Anderson. "Current research at the School of Information and Media, The Robert Gordon University." Library and Information Research 19, no. 64 (October 26, 2013): 13–16. http://dx.doi.org/10.29173/lirg403.
Full textAbstract:
There are a number of research projects at present underway at the School of Information and Media in Aberdeen. The School, with an established portfolio of courses in information, library studies and publishing, has recently grown through the incorporation of communications and modern languages
teaching staff. The growth of the School from 10 academic staff four years ago to a current position with
approximately 50 academic and research staff, is reflected in a corresponding growth in research activity and in the range of research interests represented. New course development, in particular the Postgraduate Diploma/MSc in Information Analysis, has also fuelled the research effort. Following the last Research Assessment Exercise, a policy decision was taken to invest much of the funding achieved in the
appointment of Research Assistants who could support the development of research initiatives in the School. The mix of research interests is reflected in the establishment of four research clusters, which seek to draw together staff working in broadly related areas, in order that they may share experience and develop best practice. These clusters focus on information management, information technology/information
retrieval, education for information, and publishing and mediation of information. Some of the groups are
large, boisterous and possibly hyperactive: others are smaller and more recently established. It might be intere sting to ponder the most effective size and orientation of such groups for maximizing produclivity and enhancing quality, but that is an issue for another day. This article briefly describes the activities and interests of each of the clusters.
14
Of College & Research Libraries, Association. "ACRL candidates for 2019: A look at who’s running." College & Research Libraries News 80, no. 1 (January 3, 2019): 26. http://dx.doi.org/10.5860/crln.80.1.26.
Full textAbstract:
Jon E. Cawthorne is dean of Wayne State University Library System and the School of Information Studies, a position he has held since 2017. Prior to this, Cawthorne served as dean of libraries at West Virginia University (2014–17), as associate dean of public services and assessment at Florida State University (2012–14), and as associate university librarian for Public Services at Boston College (2011–12).Anne Marie Casey is the director of Hunt Library at Embry-Riddle Aeronautical University, where she has worked since 2009. Prior to this position, Casey provided 17 years of service to Central Michigan University, where she served as associate dean of libraries (2002–09), director of off-campus library services (1999–2002), and as a distance learning librarian (1991–99).
15
Lasserre, Kaye E., Nicola Foxlee, Lisa Kruesi, and Julie Walters. "Health Sciences Librarians' Research on Medical Students' Use of Information for Their Studies at The Medical School, University of Queensland, Australia." Medical Reference Services Quarterly 30, no. 2 (April 25, 2011): 141–57. http://dx.doi.org/10.1080/02763869.2011.562794.
Full text
16
Mazuritsky, A. M. "The library and information education crisis, or For whom the bell tolls." Scientific and Technical Libraries, no. 5 (December 7, 2018): 14–23. http://dx.doi.org/10.33186/1027-3689-2018-5-14-23.
Full textAbstract:
The author explores the critical phenomena in modern library and information education which he regards as “ringing bells”. That is decrease of the state-financed openings in universities and specialized colleges of library and information studies; introduction of the Unified State Exam which has destroyed the system of occupational orientation at library departments; merging library departments with other departments; the problems of the faculty staffing. Arkady Sokolov identified these malignant processes as “the library school annihilation”.The author puts forward the suggestions to change the situation: restitution of Moscow State Institute of Culture as a head of professional educational institute; summoning professional conference to develop a strategy and tactics of library education; building post-graduate program to prepare professors for regional professional higher schools and colleges. The author emphasizes the critical need for the national policy for the library industry and consolidation of resources, not only those of library university department and colleges, but also the educational centers to train and retrain librarians on the premises of several major libraries.
17
Simlinger, Peter. "Visual communication design." Information Design Journal 25, no. 3 (December 31, 2019): 314–24. http://dx.doi.org/10.1075/idj.25.3.09sim.
Full textAbstract:
Abstract Having graduated in architecture at the University of Technology Wien [Vienna], I subsequently engaged in post-graduate studies at The Bartlett School of Architecture and Planning / University College London. Corporate design and signage design attracted my attention. Back home a major bank and Vienna airport (VIE), among others, were the first clients of my company. As chairman of Committee 133 “Public information symbols” of “Austrian Standards”, I was responsible for the elaboration of several theme specific national and international standards. In 1993 I founded the IIID International Institute for Information Design. Several r&d projects within the frame of the 6th and 7th European Union Framework Programmes for Research and Technological Development were carried out. However, due to the required but denied support from the Austrian Ministry of Science and Research, the founding of an interdisciplinary institute, affiliated to the United Nations University (UNU), did not materialize. No chance either to establish “Visual Communication Design” at a local university. Until now the Department of Typography and Graphic Communication of The University of Reading (UK) seems to be the only theme specific institution on tertiary university level in Europe. Challenges nowadays range from legible medical package inserts to a much required unified system for the European Union highway signs.
18
Bartlett, Joan C. "Bioinformatics education in an MLIS program: the McGill experience." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 26, no. 3 (September 1, 2005): 79. http://dx.doi.org/10.5596/c05-024.
Full textAbstract:
Program objective The objective of this course (GLIS691 Bioinformatics) was to provide formal bioinformatics education within a master of library and information studies (MLIS) program. As bioinformatics becomes increasingly integral to biomedical research, there is a need for librarians to expand their practice into the domain of bioinformatics, supporting the efficient and accurate use of these complex resources. We developed this course, the first such course offered in a Canadian library school, in response to the demand for librarians to be able to support bioinformatics information needs. Setting The course was offered in the winter term of 2005 in the Graduate School of Library and Information Studies, McGill University. Participants Course participants were MLIS students. Program The course took a library and information science perspective to bioinformatics. The goal was to provide students with the skills and knowledge to provide information services in the domain of bioinformatics and to collaborate in the design and development of bioinformatics resources. This included understanding the field of bioinformatics and the range of resources, the needs and requirements of user groups, practical searching skills, the creation of resources, and the role of the librarian. Conclusions This course represents one approach to providing formal bioinformatics education for librarians. Librarians who are knowledgeable and proficient in bioinformatics will be able to expand the role of the library into this domain; apply their knowledge, skills, and expertise in a complex, chaotic information environment; and develop the essential role of the librarian in the domain of bioinformatics.
19
Storie, Dale, and Sandy Campbell. "Determining the information literacy needs of a medical and dental faculty." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 33, no. 2 (July 21, 2014): 48. http://dx.doi.org/10.5596/c2012-011.
Full textAbstract:
Introduction: The Faculty of Medicine and Dentistry at the University of Alberta is large and diverse. Liaison librarians at the Health Sciences Library decided in late 2009 to undertake a system-wide evaluation of the information literacy (IL) instruction being delivered to the Faculty. The goals of the evaluation were to identify current strengths and gaps in instruction, to realign teaching priorities, and to inform the development of effective asynchronous Web-based delivery mechanisms, such as interactive tutorials, to support the Faculty's move to electronic course delivery. Methods: The main data collection method was a survey of different user groups in the Faculty, including undergraduate and graduate students, residents, and faculty. Secondary data included a literature review, consultation with key collaborators and analyzing program documents. Results: All undergraduate medical students receive IL instruction. Fewer than a third of graduate students, only half of residents, and a small fraction of faculty, receive instruction. The current curriculum needs to be revised to be less repetitive. Most respondents wanted to receive training on advanced database searching, and preferred in-person instruction sessions. Web-based tutorials were the next most popular mode of delivery. Discussion: This study is one of the few medical information literacy surveys that used a broad, strategic approach to surveying all user groups at a medical school. These data provide a baseline overview of existing instruction across user groups, determine potential need for IL instruction, provide direction for what should be taught, and identify preferred methods for delivery of a comprehensive training program centered on Faculty needs.
20
Bogel, Gayle. "Assessing Vocational Development in Prospective School Librarians." Evidence Based Library and Information Practice 6, no. 4 (December 15, 2011): 158. http://dx.doi.org/10.18438/b8k61g.
Full textAbstract:
Objective – To explore the motivations for choosing school librarianship as a career.
Design – Narrative research, qualitative interviews.
Setting – The School Media program specialization in a Master of Library Science program at a large research university.
Subjects – Five graduate school students seeking initial certification as school library media specialists.
Methods – The researcher employed narrative research, based on career construction theory and the Life Story Interview, (McAdams, 1995). This methodology is a set of loosely-structured, open-ended questions designed to encourage detailed, in-depth responses from the participant teller, combined with a more structured Career Style Interview (Savickas, 2005) designed to elicit self-defining stories.
Data was collected through qualitative interviews, using personal narrative interviews that focused on the entire life of each person from birth to present (Life Story Interviews) and additional questions in an interview format (Career Style Interview.)
Data was collected and analyzed in two stages. The analysis first examined participants as individuals then tried to identify commonalties among the stories. Each life story was examined to determine a career style on the basis of vocational personality, career adaptability and life theme. The interview data was then analyzed for thematic connections and occupational choice.
Main Results – The final analysis identified the following themes as relevant to the study, and to the career choices of graduate students planning to be school librarians: parental expectations; career changers; librarian mentors; prior library work experiences; reading; library experiences; altruism-service; desire to work with children; financial stability and security; flexibility of work schedule; emotional distance; and vocational personality.
In general, the participants appear to value safe, traditional career choices that allow them to put family first and maintain a flexible work schedule, while also providing financial stability and security. Those who are already teachers noted interest in a job that provides relief and emotional distance from the everyday social problems of students. All five noted the “love of reading” as a motivation for choosing this career path.
The vocational personality of each subject was determined through interpreting their answers on the Career Interest Surveys, using Holland Occupational Theme RIASEC codes: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The vocational personality of all five students did not match the predominant code for school librarians. None exhibited a resemblance to the “enterprising” type, the most prominent personality for successful school librarians. All five did exhibit “artistic” vocational personality, and the researcher notes that this may be an explanation for the choice of librarianship as a second career, as artistic types take longer to find a compatible career match. The researcher also notes that the final code is a “best estimate” for each subject.
Conclusion – Examining the vocational development of the five graduate students through vocational personality, career adaption and life theme afforded a broader viewpoint than traditional survey studies. The determining of vocational personality type may be helpful to recruitment efforts to the profession, and help make the career choice more visible.
21
Zhang, Chunfang, and Xueli Liu. "Review of James Hartley’s research on structured abstracts." Journal of Information Science 37, no. 6 (October 27, 2011): 570–76. http://dx.doi.org/10.1177/0165551511420217.
Full textAbstract:
Structured abstracts have been employed in biomedical journals for more than 20 years. Professor James Hartley in the School of Psychology, Keele University, UK has published over 25 research papers and conducted systematic studies on structured abstracts. This paper reviews this research from five perspectives: the advantages of structured abstracts over traditional ones, the typographic layout of structured abstracts, the content of structure abstracts, the application of structured abstracts to medical, non-medical and social science journals, and evaluating the quality of structured abstracts. Our aim is to achieve a fuller understanding of what is known about structured abstracts in this field by summarizing James Hartley’s research.
22
Davis Jr., Donald G. "Tradition and Vision: Library and Information Studies at the University of Wisconsin, a Centennial History. Compiled and edited by Louise S. Robbins, Anne H. Lundin, and Michele Besant. Madison: University of Wisconsin, School of Library and Information Studies, 2006. Pp. xiv+289. $35.00 (cloth). ISBN 0‐936442‐20‐4." Library Quarterly 77, no. 4 (October 2007): 495–97. http://dx.doi.org/10.1086/521008.
Full text
23
Swift, Hester. "The BIALL-IALS Foreign and International Law Courses." Legal Information Management 16, no. 2 (June 2016): 116–18. http://dx.doi.org/10.1017/s1472669616000281.
Full textAbstract:
AbstractHester Swift writes about the successful one-day courses on foreign and international legal research that have been run since 2009 at the Institute of Advanced Legal Studies (IALS) in conjunction with BIALL. These courses have been a collaborative venture between the Foreign and International Law Librarians at the Bodleian Law Library at Oxford, the Squire Law Library at Cambridge, and the IALS Library, together with law librarians from the University of London's School of Oriental and African Studies and the University of Cardiff. The courses have attracted delegates from many different sectors of the legal information profession. The post of Foreign and International Law Librarian, or Foreign, Comparative and International Law Librarian, is relatively new to the UK, but has a long history in the United States. The BIALL-IALS foreign and international law training initiative complements the cooperation of the Foreign Law Research (FLARE) Group.
24
Evans, Karen. "The Alert Collector: Police Use of Force." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 103. http://dx.doi.org/10.5860/rusq.59.2.7274.
Full textAbstract:
High-profile news stories about excessive use of police force, often leading to a person’s death, have filled our news feeds and become a hot-button issue. Karen Evans’s column for this months’ Alert Collector highlights some of the major books on this topic that will flesh out your collection, whether you serve a criminal justice program, students needing the best sources for a pros and cons essay, or a clientele wanting the best resources to help them understand this complex issue. Evans is the librarian for the School of Criminology and Security Studies at Indiana State University. She holds a graduate degree in criminology and criminal justice, and serves as the editor for the criminal justice section of Resources for College Libraries.
25
Ma, Leo F. H., and Ling Ling Yu. "Ubiquitous Learning for Distance Education Students: The Experience of Conducting Real-Time Online Library Instruction Programs through Mobile Technology." International Journal of Librarianship 4, no. 1 (July 30, 2019): 93. http://dx.doi.org/10.23974/ijol.2019.vol4.1.107.
Full textAbstract:
Library services for Hong Kong-based students enrolled in distance learning programs on information studies, offered by the Charles Sturt University (CSU), Australia in collaboration with the School of Professional and Continuing Education of the University of Hong Kong (HKUSPACE), were supported by the University of Hong Kong Libraries utilizing a face-to-face format for many years. With the advancement of internet technology, new e-learning software, mobile technology and ever-growing online resources, CSU and HKUSPACE course administrators considered that online library instruction programs could be supported and delivered by the librarians of CSU at Australia remotely to Hong Kong students. Several real-time, online instruction programs were initiated since late 2013. The successful launching of the programs provides evidence to support the provision of online library instruction through not only personal computers, but also mobile devices. Based on a qualitative analysis, it was concluded that delivering library instruction programs by internet and mobile technology to distance learning students in higher education is achievable. More library services can be planned by making use of this successful experience.
26
Raven, Meg. "Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor." Evidence Based Library and Information Practice 7, no. 3 (September 13, 2012): 4. http://dx.doi.org/10.18438/b8wg79.
Full textAbstract:
Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services.
Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university.
Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should.
Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.
27
Loor, Sarah, and Michael A. Crumpton. "Making connections while earning an MLIS." Bottom Line 29, no. 3 (November 14, 2016): 166–72. http://dx.doi.org/10.1108/bl-05-2016-0022.
Full textAbstract:
Purpose This purpose of this paper is to discuss a collaboration with a non-profit organization conducted as part of the Real Learning Connections project at the University of North Carolina at Greensboro. The authors discuss their experiences working with a non-profit partner from outside the university and the benefits gained from collaboration. Design/methodology/approach This is a reflection based on the personal experiences of the authors as collaborators in the project. Findings Through their experience with the Real Learning Connections project, the authors found that collaborating with a non-profit organization provides a unique opportunity for library school students to learn practical skills while also providing value to the non-profit organization in the form of expertise in information services. Originality/value This piece discusses the benefits of collaboration from the perspective of both an Library and Information Studies (LIS) student and a professional librarian, as well as considering the experiences of an external non-profit organization.
28
Chawinga, Winner Dominic, and Sandy Zinn. "Research data management at a public university in Malawi: the role of “three hands”." Library Management 41, no. 6/7 (May 21, 2020): 467–85. http://dx.doi.org/10.1108/lm-03-2020-0042.
Full textAbstract:
PurposeConsidering that research data is increasingly hailed as an important raw material for current and future science discoveries, many research stakeholders have joined forces to create mechanisms for preserving it. However, regardless of generating rich research data, Africa lags behind in research data management thereby potentially losing most of this valuable data. Therefore, this study was undertaken to investigate the research data management practices at a Malawian public university with the aim to recommend appropriate data management strategies.Design/methodology/approachThe study is inspired by the pragmatic school of thought thereby adopting quantitative and qualitative research approaches. Quantitative data was collected using a questionnaire from 150 researchers and 25 librarians while qualitative data was collected by conducting an interview with the Director of Research.FindingsResearchers are actively involved in research activities thereby generating large quantities of research data. Although researchers are willing to share their data, only a handful follow through. Data preservation is poor because the university uses high risk data storage facilities, namely personal computers, flash disks, emails and external hard drives. Researchers and librarians lacked core research data-management competencies because of the lack of formal and information training opportunities. Challenges that frustrate research data-management efforts are many but the key ones include absence of research data management policies, lack of incentives, lack of skills and unavailability of data infrastructure.Research limitations/implicationsThe study's findings are based on one out of four public universities in the country; hence, the findings may not adequately address the status of research data management practices in the other universities.Practical implicationsConsidering that the university under study and its counterparts in Malawi and Africa in general operate somewhat in a similar economic and technological environment, these findings could be used as a reference point for other universities intending to introduce research data management initiatives.Originality/valueWith seemingly limited studies about research data management in Africa and particularly in Malawi, the study sets the tone for research data management debates and initiatives in the country and other African countries.
29
Naik, Devendra, and Khaiser Nikam. "Attitudes of law university library users towards the use of Web OPAC in Karnataka." Electronic Library 32, no. 6 (November 3, 2014): 825–33. http://dx.doi.org/10.1108/el-10-2012-0132.
Full textAbstract:
Purpose – The purpose of this paper is to provide an overview of two law university libraries in the Karnataka state of southern India and their web-based online public access catalogue (web OPAC). Results from a survey of library users’ attitudes towards the use of the web OPAC, methods adopted to learn how to use the web OPAC, guidance sought to use the web OPAC and the extent of use of the web OPAC search facilities in select law school libraries in Karnataka are reported. Design/methodology/approach – To study the users’ attitudes towards the use of the web OPAC in law university libraries in Karnataka, a questionnaire was developed and distributed to 300 users, including Bachelor Of Legislative Law students, Master of Laws students, research scholars and teaching staff. The sample population was chosen using the convenience sample method, and the researcher received 256 completed and usable questionnaires. A five-point Likert scale was used in the research questionnaire. Typical statistical tests such as mean and standard deviation were applied for the purpose of accuracy. Findings – The results of the survey indicated that 92.1 per cent of respondents were using the web OPAC. Most of the web OPAC users strongly agreed that they learned to use the web OPAC from a library orientation programme. It was found that there are positive attitudes towards the web OPAC search facility. The survey also found that the web OPAC search page has not given satisfactory guidance to web OPAC users. Practical implications – This research paper produces findings of relevance to any academic library to develop and implement a user-friendly web OPAC service. Originality/value – There have been no previous published research studies of the web OPAC and users’ attitudes in the law university libraries in Karnataka state.
30
Sharun, Sara. "Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students." Evidence Based Library and Information Practice 10, no. 2 (June 14, 2015): 156. http://dx.doi.org/10.18438/b85w21.
Full textAbstract:
A Review of:
Cook, J.M. (2014). A Library credit course and student success rates: A longitudinal study. College & Research Libraries 75(3), 272-283. doi:10.5860/crl12-424
Abstract
Objective – To determine the impact of a credit-bearing information literacy skills course on student success rates.
Design – Observational Study.
Setting – An academic library at a mid-sized university in Georgia, United States of America.
Subjects – Nine cohorts of students (n=15,012) who entered the institution for the first time, on a full-time basis, each year between 1999 and 2007.
Methods – Aggregate data on each student cohort was gathered from the Department of Institutional Research and Planning. Data included high school ACT and SAT scores, high school graduating GPAs, college graduating GPAs, and college graduation dates. The nine cohorts were each divided into two groups: students who took a credit library course (LIBR 1101) at some point during their student career, and students who did not. For each cohort, a Pearson Chi-Square test was used to determine statistical correlation between library course enrollment and four-, five-, and six-year graduation rates. Z-tests were used to determine a difference in the average graduation GPA of students who did and did not take the course, as well as a difference in the average high school graduation GPA, ACT, and SAT scores of the two groups in each cohort.
Main Results – Graduation rates were positively associated with students who took the library course at some point during their studies. Students who took the library course graduated at higher rates than students who did not: 56% of those students who took the library course graduated within the study’s time frame, compared to 30% of those who did not take the course. On average, there was no significant difference in college graduation GPAs between students who did and did not take LIBR 1101. During the time period of the study, more students who took the course graduated than those who did not, but those students who took the course did not have higher graduating GPAs.
Conclusion – Students who enrolled in LIBR 1101 at some point in their studies graduated at a significantly higher rate than students who did not.
31
Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "LITHUANIAN UNIVERSITY STUDENTS’ EXPERIENCE IN USING INFORMATION COMMUNICATION TECHNOLOGIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 14–27. http://dx.doi.org/10.48127/gu-nse/10.7.14b.
Full textAbstract:
Using of ICT in the process of University studies is becoming very meaningful. On the one hand, the newest ICT are changing rapidly, on the other hand, we cannot deny that using them is inevitable. In the latter years, students better prepared in ICT field fill Lithuanian uni-versities. However, such assertion is conditional. After graduating from comprehensive schools, students have quite good skills in ICT field. However, the ability of using computers or other computer equipment, devices and instruments is not the same as directly applying them for learning or study needs. University studies differ, in fact, from education process in comprehensive school. Student must constantly work with different information, be able to find it, analyse and so on. Moreover, all this requires self- independence. Quite often students encounter with serious information management difficulties: are not able to find necessary information, cannot use scientific information data basis, search systems and so on. There-fore, fixation of a current state, analysing in different sections and ways, is inevitably very important. It is necessary to constantly watch, research student and teachers’ demands in ICT appliance field. Thus, the object of our research is the ability of the first and fourth-year undergradu-ates to use information and communication technologies. The aim of research is to gain in-formation concerning the first and fourth-year students’ opinion on the application of ICT in the process of studies. The research A Student and Information and Communication Technol-ogies was conducted in January – March, 2010. Research sample consisted of 663 respond-ents who were 1st year university students and of 322 respondents who were 4th year univer-sity students. In total – 985 respondents. To collect the required data, an anonymous questionnaire including four main blocks was prepared. Questionnaire arranged by Australian researchers was used as a research in-strument (Kennedy, Judd, Churchward, Gray, Kerri-Lee Krause, 2008). Questionnaire com-prises four main blocks: demographic information (5 items), access to hardware and the In-ternet (13 items), use of abilities and skills with technology based tools (Computer: 11 items; Web: 18 items; Mobile phones: 8 items) and preferences for the use of technology based tools in University studies (19 items). Mentioned instrument was partially modified taking into ac-count the study specifics of Lithuanian universities. To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied. Generalizing the research Student and information communication technologies re-sults, we can claim, that: • Respondents have practically unlimited possibilities for using mobile phone, com-puter, internet and USB memory stick. • Relatively new and rather expensive digital technologies, such as iPod touch, e-library, palm computer, GPS navigator and other are still slightly used. • Computer has become the means of everyday necessity. It is intensively used both for studies and for leisure. Boys use more complex computer functions than girls do. • Respondents usually use the internet for communication, information search and for e-mail services. Boys use the internet more variously than girls. • Computer technology usage possibility analysis in the aspect of courses showed that statistically significant difference having existed between first year students, who have graduated from city and region schools, disappeared in the fourth course. • The fourth year students comparing to the first year students are becoming more conscious and are using computer more for learning purposes, however, using computer for leisure (playing games, watching films, listening to music on the inter-net) is more characteristic to the first year students. Key words: ICT, study process, analysis of experience, science education.
32
Miller, Kimberly. "Undergraduate Use of Library Databases Decreases as Level of Study Progresses." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 98. http://dx.doi.org/10.18438/b86k74.
Full textAbstract:
A Review of:
Mbabu, L.G., Bertram, A. B., & Varnum, K. (2013). Patterns of undergraduates’ use of scholarly databases in a large research university. Journal of Academic Librarianship, 39(2), 189-193. http://dx.doi.org/10.10.1016/j.acalib.2012.10.004
Abstract
Objective – To investigate undergraduate students’ patterns of electronic database use to discover whether database use increases as undergraduate students progress into later stages of study with increasingly sophisticated information needs and demands.
Design – User database authentication log analysis.
Setting – A large research university in the Midwestern United States of America.
Subjects – A total of 26,208 undergraduate students enrolled during the Fall 2009 academic semester.
Methods – The researchers obtained logs of user-authenticated activity from the university’s databases. Logged data for each user included: the user’s action and details of that action (including database searches), the time of action, the user’s relationship to the university, the individual school in which the user was enrolled, and the user’s class standing. The data were analyzed to determine which proportion of undergraduate students accessed the library’s electronic databases. The study reports that the logged data accounted for 61% of all database activity, and the authors suggest the other 39% of use is likely from “non-undergraduate members of the research community within the [university’s] campus IP range” (192).
Main Results – The study found that 10,897 (42%) of the subject population of undergraduate students accessed the library’s electronic databases. The study also compared database access by class standing, and found that freshman undergraduates had the highest proportion of database use, with 56% of enrolled freshman accessing the library’s databases. Sophomores had the second highest proportion of students accessing the databases at 40%; juniors and seniors had the lowest percentage of use, with 38% of enrolled students at each level accessing the library’s databases. The study also found that November was the peak of database search activity, accounting for 37% of database searches for the Fall 2009 semester. Database use varied by the schools or colleges in which students were enrolled, with the School of Nursing having the highest percentage of enrolled undergraduates using library databases (54%). The authors also report that the College of Literature, Science, and the Arts had the fourth highest proportion of users at 46%, representing 7,523 unique students, more than double the combined number of undergraduate users from all other programs. Since the College of Literature, Science, and the Arts accounts for more than 60% of the total undergraduate enrollment, the authors suggest that information literacy instruction targeted to these programs would have the greatest campus-wide impact.
Conclusion – Although the library conducts a number of library instruction sessions with freshman students each Fall semester, the authors conclude that database use patterns suggest that the proportion of students who continue to use library databases decreases as level of study progresses. This finding does not support the study’s hypothesis that database use increases as students advance through their undergraduate studies.
33
Tubalova, Inna V. "Dialectological Materials in the Archive of Alexander Grigoriev, the Founder of the Tomsk Dialectological School." Tekst. Kniga. Knigoizdanie, no. 24 (2020): 96–112. http://dx.doi.org/10.17223/23062061/24/5.
Full textAbstract:
The article presents an analytical description of the Siberian dialectological materials of the founder of the Tomsk Dialectological School Alexander Dmitrievich Grigoriev, a Russian ethnographer, historian, dialectologist, folklorist, and public figure. Grigoriev’s dialectological materials are records of the Russian Siberian dialect speech of the first third of the 20th century. They have practically not been described in the domestic studies and have not been introduced into the research discourse. Grigoriev’s research and teaching activities at Tomsk University are Siberian dialectological studies. He investigates the Russian dialects of Siberia, organizes expeditions and actively participates in them. The materials collected during these expeditions were the basis for further research of the Russian dialects of Siberia, which Grigoriev continued in Czechoslovakia. His personal handwritten and typewritten archival fund is stored in Prague. Part of Grigoriev’s Prague archive is housed in the Slavonic Library, a division of the National Library of the Czech Republic (Clementinum, Prague). It is here that the Siberian dialectological materials this article describes are located. The archive under study includes (1) several copies of the publication Program for Collecting Information Necessary for Compiling a Dialectological Map of the Russian Language in Siberia: North Great Russian and Middle Great Russian Dialects by A.D. Grigoriev, and (2) handwritten records of the speech of Siberians made during dialectological expeditions. The Program was analyzed for its content and the nature of handwritten notes, including researchers’ and respondents ones. The expedition materials were analyzed for the information they contain and for the organization of their recording. As a result, it has been revealed that Grigoriev’s dialectological materials consistently reflect the specifics of the research paradigm linguistics used at the origins of dialectological studies. The notes that are significant for the study can also be used for solving modern dialectological problems. The materials of the studied archive correspond to the initial stage of the formation of methods of field linguistics.
34
Hannabuss, Stuart. "Survey of Independent School Libraries:9912Gillian Shakeshaft. Survey of Independent School Libraries: Library Provision in Secondary Schools of the Headmasters′ and Headmistresses′ Conference. Department of Information and Library Studies, Loughborough University, Loughborough: Library and Information Statistics Unit (LISU) 1998. ii + 42 pp, ISBN: 1 901786 02 1 £17.50 LISU Occasional Paper 17, British Library Research and Innovation Report 93." Library Review 48, no. 1 (February 1999): 54–55. http://dx.doi.org/10.1108/lr.1999.48.1.54.12.
Full text
35
Brodsky, Meryl. "Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study." International Journal of Librarianship 2, no. 1 (July 25, 2017): 3. http://dx.doi.org/10.23974/ijol.2017.vol2.1.25.
Full textAbstract:
Syllabus studies have been used to inform librarians’ work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University’s College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:Data use in online and hybrid class assignments is greater than for in-person class assignmentsGraduate students have greater data requirements than undergraduate studentsDifferent business school disciplines have different data needs (i.e., marketing has more, accounting has less)Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity.
36
McClure, Charles R. "Statistics, Measures and Quality Standards for Assessing Digital Reference Library Services: Guidelines and Protocols20029Statistics, Measures and Quality Standards for Assessing Digital Reference Library Services: Guidelines and Protocols. New York: Information Institute of Syracuse, Syracuse University 2002. 104 pp. $25 School of Information Studies, Information Use Management and Policy Institute, Florida State University Tallahassee." Library Review 53, no. 2 (February 2004): 126–27. http://dx.doi.org/10.1108/00242530410522622.
Full text
37
Shimmon, Ross. "Book Reviews : Evans, John A. (ed) Planning for library development: third world perspectives. 1995, Halifax, Nova Scotia: Dalhousie University, vii, 143pp, $Can 28.95, ISBN 0 7703 9762 X, ISSN 0318 7403 56, (School of Library and Information Studies Occasional Paper No 56)." Journal of Librarianship and Information Science 28, no. 4 (December 1996): 243–44. http://dx.doi.org/10.1177/096100069602800408.
Full text
38
Gaber, Tammy. "Bibliography of Art and Architecture in the Islamic World." American Journal of Islam and Society 31, no. 1 (January 1, 2014): 120–23. http://dx.doi.org/10.35632/ajis.v31i1.1028.
Full textAbstract:
Index Islamicus, begun in 1906, is a database of bibliographic information ofpublications in all areas of studies connected with the Islamic world. Since thattime, interest in Islamic art and architecture has surged from specialists to manyscholars, students, and general interest worldwide. The recent and updated supplementsBibliography of Art and Architecture in the Islamic World, edited bySusan Sinclair, who was assisted by Heather Bleaney and Pablo Garcia Suarez,fills a serious void by listing the materials from 1906 to 2011.Sinclair, an independent scholar with a Ph.D. from the University ofLondon’s Courtauld Institute of Art, is currently researching material in themedievalArab world and has served as the co-editor of the Index Islamicussince 2007. With the support of the university’s renowned School of Orientaland African Studies, she was able to comb the archives of the United Kingdom’sleading institutions, including the National Art Library in London,the British Library, the library of the Warburg Institute, the Cambridge UniversityLibrary, and the University of Oxford libraries, as well as importantcollections located in Spain (e.g., the Biblioteca Nacional de España, theBiblioteca Islámica, and the libraries of Consejo Superior de InvestigacionesCientificas). The compilation of resources from these vast collections aswell as the material available online has brought this bibliographic collectionto a new level.At first glance, the material may seem to be no more than a listing ofsources on the subject, with no “content” per se to read. However, the valueof such texts and of this set in particular is that the bibliographic listings aregrouped by type and subtypes, which enable researchers in particular areas toaccess a wealth of information not necessarily accessible by other search enginesor mechanisms ...
39
Mandel, Lauren H., Mary H. Moen, and Valerie Karno. "Teaming up to Teach Teamwork in an LIS Master’s Degree Program." Evidence Based Library and Information Practice 15, no. 2 (June 12, 2020): 85–99. http://dx.doi.org/10.18438/eblip29684.
Full textAbstract:
Abstract
Objective – Collaboration and working in teams are key aspects of all types of librarianship, but library and information studies (LIS) students often perceive teamwork and group work negatively. LIS schools have a responsibility to prepare graduates with the skills and experiences to be successful working in teams in the field. Through a grant from the university office of assessment, the assessment committee at the University of Rhode Island Graduate School of Library and Information Studies explored their department’s programmatic approach to teaching teamwork in the MLIS curriculum.
Methods – This research followed a multi-method design including content analysis of syllabi, secondary analysis of student evaluation of teaching (SET) data, and interviews with alumni. Syllabi were analyzed for all semesters from fall 2010 to spring 2016 (n = 210), with 81 syllabi further analyzed for details about their team assignments. Some data was missing from the dataset of SETs purchased from the vendor, resulting in a dataset of 39 courses with SET data available. Interviews were conducted with a convenience sample of alumni about their experiences with teamwork in the LIS program and their view of how well the LIS curriculum prepared them for teamwork in their careers (n = 22).
Results – Findings indicate that, although alumni remembered teamwork happening too often, it was required in just over one-third of courses in the sample period (fall 2010 to spring 2016), and teamwork accounted for about one-fifth of assignments in each of these courses. Alumni reported mostly positive experiences with teamwork, reflecting that teamwork assignments are necessary for the MLIS program because teamwork is a critical skill for librarianship. Three themes emerged from the findings: alumni perceived teamwork to be important for librarians and therefore for the MLIS program, despite this perception there is also a perception that the program has teamwork in too many courses, and questions remain about whether faculty perceive teaching teamwork as important and how to teach teamwork skills in the MLIS curriculum.
Conclusions – Librarians need to be able to collaborate internally and externally, but assigning team projects does not guarantee students will develop the teamwork skills they need. An LIS program should be proactive in teaching skills in scheduling, time management, personal accountability, and peer evaluation to prepare students to be effective collaborators in their careers.
40
Srirahayu, Dyah Puspitasari, Esti Putri Anugrah, and Khoirotun Layyinah. "Influence of satisfaction and loyalty on Net Promoter Score (NPS) in academic libraries in Indonesia." Library Management 42, no. 6/7 (February 9, 2021): 325–39. http://dx.doi.org/10.1108/lm-06-2020-0090.
Full textAbstract:
PurposeThis study aims to determine the NPS score of state academic libraries users in Indonesia, the relationship between user loyalty and NPS scores and the relationship between user satisfaction with NPS.Design/methodology/approachThe method used in this research is quantitative explanatory method, which surveyed the relationship between satisfaction, loyalty and NPS variables based on the development of previous studies and existing theories. The population in this study were students visiting the state university library in Surabaya, Indonesia, namely Library A, Library B, Library C and Library D. The total number of samples taken was 200 divided equally to each of the universities, with 50 respondents respectively. Data collection was done with a questionnaire.FindingsThe Result shows that NPS value for academic library in Indonesia was 8. (1) The probability value of satisfaction with NPS is 0.18 (greater than 0.01) so H1 is rejected, meaning that satisfaction has no significant effect on NPS, (2) The probability value of satisfaction with loyalty is < 0.01 so that H0 is accepted. This means that satisfaction has a significant effect on loyalty and (3) The probability value of loyalty to NPS is < 0.01 so that H0 is accepted. This indicates that loyalty has a significant effect on NPS.Research limitations/implicationsTo get user satisfaction, libraries need to improve facilities and services in accordance with the characteristics and needs of users, so that user expectations will be met and achieve satisfaction. When user satisfaction has been fulfilled, user loyalty to library products will be formed, so the NPS score will increase which is manifested by users recommending the library to others. This research has limitations, namely that the object of research is only in public higher education centers, so for generalization it is necessary to add research objects such as private college libraries, public libraries or school libraries.Originality/valueResearch on loyalty by using NPS has not been done much especially in Indonesia. This study also examines the relationship between satisfaction and loyalty on NPS scores.
41
Urenev, Valery, Tanya Rumilets, and Nadiia Antonenko. "PRACTICAL STEPS FOR RENOVATING THE ARCHITECTURAL AND PLANNING ORGANIZATION OF PUBLIC LIBRARY BUILDINGS." Current problems of architecture and urban planning, no. 59 (March 1, 2021): 327–47. http://dx.doi.org/10.32347/2077-3455.2021.59.327-347.
Full textAbstract:
The article considers the current process of implementing the concept of four spaces in the Ukrainian libraries, which was developed by experts from the Center for Cultural Policy Studies of the Royal School of Library and Information Sciences at the University of Copenhagen (2006) in terms of architectural and planning reorganization of public libraries. The main results of the project-experimental work, which included the development of project documentation for the pilot project of the renovation of the public library in Odesa and a comparison of the stages of work with the information presented in the manual "Four library spaces: innovative model" (2020). The principles on which any project of renovation of library premises should be based were revealed: 1) libraries are places of professional and social development; 2) libraries should become accessible; 3) libraries are inclusive spaces; 4) libraries should be secure; 5) libraries should become convenient. It was found that the manual has a number of shortcomings and does not provide librarians with enough information to reorganize library spaces without the involvement of an architect, namely: 1) the manual does not pay enough attention to the development of universal examples of architectural and planning solutions; 2) there are no recommendations for providing transformative spaces with structures and furniture; 3) there is no emphasis on the need to implement the principles of universal design and barrier-free library spaces; 4) there are no recommendations for improving the insolation of the premises and the lighting design of individual spaces. A plan of alternative measures that need to be worked out to ensure the rapid transformation of libraries is proposed. An effective methodology should be based on the principles of universality of spaces and combinatorics of room equipment, as well as be flexible and able to scale both quantitatively and qualitatively.
42
Oliphant, Tami. "Who Do I See? by S. Yoon." Deakin Review of Children's Literature 1, no. 1 (July 3, 2011). http://dx.doi.org/10.20361/g2cc7h.
Full textAbstract:
Yoon, Salina. Who Do I See? New York: Random House, 2011. Print. Identifying five adorable animals and remembering five eye-catching colours are the challenges for toddlers and preschool children in Yoon’s book, Who Do I See?. The colourful illustrations are simple two dimensional cartoon drawings of familiar creatures including a fish, a tiger, a turtle, a ladybug, and a parrot. The illustrations of the animals are framed, and partially hidden, by cleverly placed cut out windows. The cut out windows allow readers to feel the shiny foil on the animal illustration such as scales on a fish, and, because the rest of the animal is hidden until the reader flips the page, children can try identifying the animal by thinking about common animal colours and shapes such as the black spots and red wings found on a ladybug. The text does not rhyme but playful repetition of the question and of the typical colours found on these animals will keep children engaged. The thick cardboard pages ensure that the book is not easily damaged. This interactive, guessing-game book will assist children in learning about different animals and different colours. Recommended: 3 out of 4 stars Reviewer: Tami Oliphant Tami works as a research librarian at the University of Alberta Libraries and for the School of Library and Information Studies at the University of Alberta. She earned her Master of Library and Information Studies from the University of Alberta and her doctorate from the University of Western Ontario. She has worked in academic libraries, public libraries, communications and planning, and as a sessional lecturer and researcher at the University of Alberta and the University of Western Ontario.
43
Oliphant, Tami. "Better Together by Sh. & S. Shapiro." Deakin Review of Children's Literature 1, no. 1 (July 3, 2011). http://dx.doi.org/10.20361/g2bc76.
Full textAbstract:
Shapiro, Sheryl, and Simon Shapiro. Better Together. Illus. Dušan Petričić. Toronto: Annick Press, 2011. Print. This concept book is infused with a cheerful, slightly mischievous spirit as the authors and illustrator explore a wide variety of, and a broad notion of, mixes. Kids might be familiar with many of the mixes—mixing cinnamon and sugar to spread on toast, mixing water and dirt to create mud, mixing blue and yellow to make green or mixing water and flour to create glue. Other mixes are more abstract—mixing up each team member’s different skills to make a great soccer team or mixing up musical instruments to make raucous music. Each mix is explained by a playful, rhyming poem that is easy-to-read and delightful to read aloud. The writers themselves decided to mix things up—the book is this husband-and-wife’s first collaborative effort and their obvious pleasure in wordplay is apparent. For example, the first poem, which explains what mixes are, contains the line “You stir and squoosh them, squish and moosh them” to create a brand new thing. The lively text is supported by the equally zippy illustrations. The first illustration is a highlight as Petričić shows how mixing the separate ingredients of ideas, paper, and drawings can produce a wonderful new thing: a picture book. The mix of vivid illustrations and energetic text has created a fun book that both kids and parents will enjoy. The book is recommended for children ages 4-7. Recommended: 3 out of 4 stars Reviewer: Tami Oliphant Tami works as a research librarian at the University of Alberta Libraries and for the School of Library and Information Studies at the University of Alberta. She earned her Master of Library and Information Studies from the University of Alberta and her doctorate from the University of Western Ontario. She has worked in academic libraries, public libraries, communications and planning, and as a sessional lecturer and researcher at the University of Alberta and the University of Western Ontario.
44
Oliphant, Tami. "The Reluctant Journal of Henry K. Larsen by S. Nielsen." Deakin Review of Children's Literature 3, no. 1 (July 9, 2013). http://dx.doi.org/10.20361/g2h89g.
Full textAbstract:
Nielsen, Susin. The Reluctant Journal of Henry K. Larsen. Toronto: Tundra Books, 2012. Print. Susin Nielsen is the acclaimed author of Word Nerd and Dear George Clooney: Please Marry My Mother. She has won several writing awards and has consistently created compelling, charismatic, and fully drawn characters. In her new novel, The Reluctant Journal of Henry K. Larsen, Nielsen explores dark and uncomfortable themes such as mental illness, bullying, violence, tolerating differences, and the quiet desperation felt by those who must refashion their lives after a tragedy. For readers concerned that the novel will break their heart, it does. And then it fills that broken heart with joy. Through his affecting journal entries, readers come to know 13-year-old Henry K. Larsen. His therapist recommends that he write about his thoughts and feelings in the aftermath of “IT”—hence the ‘reluctant’ diary. However, Henry’s diary entries are laugh out loud funny on one page and provoke tears on the next. Henry has an extraordinary voice that is unlike any other narrator. He is angry, confused, saddened, shamed, and lost after “IT” happened. He has moved with his father to Vancouver to try to piece together a new life but in reality, his family barely manages to make it through the day. Henry is leery of other people, pushes them away, and he cannot find a place for himself or make sense of his emotions after “IT.” The last thing that Henry anticipates is that he will open up to anyone about “IT”—not to his wonderful new friends Farley and Alberta, to his therapist, or to his two new neighbours. However, incidents at school and at home force Henry to talk about Jesse and the “IT” that changed everyone’s lives forever. The Reluctant Journal of Henry K. Larsen is a quick and deeply satisfying read. This book is required reading. Despite the darker themes, the emotional payoff is not only gratifying, but inspiring. Highly Recommended: 4 out of 4 starsReviewer: Tami OliphantTami Oliphant works as a research librarian at the University of Alberta Libraries and for the School of Library and Information Studies at the University of Alberta. She earned her Master of Library and Information Studies from the University of Alberta and her doctorate from the University of Western Ontario. She has worked in academic libraries, public libraries, communications and planning, and as a sessional lecturer and researcher at the University of Alberta and the University of Western Ontario.
45
Oliphant, Tami. "A Photo for Greta by A. Alter." Deakin Review of Children's Literature 1, no. 2 (September 23, 2011). http://dx.doi.org/10.20361/g28g67.
Full textAbstract:
Alter, Anna. A Photo for Greta. New York: Alfred A. Knopf, 2011. Print. A Photo for Greta is a warm and appealing paean to paternal love. Alter’s personal memories of her father, a professional photographer, appear to be the source of inspiration for Greta’s story. Greta is a bunny whose father “travels all around the world taking pictures of very important people” which means he is away much of the time or he comes home from work after Greta has gone to bed. While her father is working, Greta often dresses up like the characters her father is photographing such as a ballet dancer or a circus performer. When her father decides to turn his lens on Greta, “It was the best day she could remember.” Two important themes are raised in the book: how do kids cope when someone they love is away and they miss them? And, what makes parents, and particularly Dads, special? A list of activities found at the end of the book such as making a photo album of loved ones or interviewing parents about their lives can help children address these questions. Alter is both writer and illustrator. The soft-coloured and tender paintings are exquisite. Interspersed throughout the book are smaller illustrations and vignettes as well as arresting two-page spreads. Many of the illustrations are gently humorous such as the painting of Greta in full cowgirl regalia plucking a guitar and singing her solitary country song while her father is away photographing a country music band. The book is meant to be savoured and is aimed at readers between the ages of 4 to 7. The reassuring narrative, the exploration of a father and daughter relationship, and the sumptuous illustrations make A Photo for Greta a recommended purchase. Highly recommended: 4 of out 4 stars Reviewer: Tami OliphantTami works as a research librarian at the University of Alberta Libraries and for the School of Library and Information Studies at the University of Alberta. She earned her Master of Library and Information Studies from the University of Alberta and her doctorate from the University of Western Ontario. She has worked in academic libraries, public libraries, communications and planning, and as a sessional lecturer and researcher at the University of Alberta and the University of Western Ontario.
46
Oliphant, Tami. "Before We Go by A. Bright." Deakin Review of Children's Literature 3, no. 1 (July 8, 2013). http://dx.doi.org/10.20361/g2xg7h.
Full textAbstract:
Bright, Amy. Before We Go. Red Deer: Red Deer Press, 2012. Print. Before We Go is the bright debut of young adult novelist, Amy Bright. There is much to admire about this novel such as the quality of writing, the well-developed characters, and a carefully orchestrated plot. Bright’s story is set in Victoria, British Columbia and begins on New Year's Eve with 17-year-old Emily visiting her dying grandmother in hospital. Her grandmother’s imminent death is particularly poignant for Emily as she was raised by her grandparents when years before, Emily’s mother opted to pursue a career as a journalist in Vancouver leaving Emily in Victoria. With the death of her grandfather occurring a year ago, Emily’s routine of school, hospital, and home has left her lonely, isolated, and distant. However, this changes when Alex, a cancer patient at the hospital, asks Emily to join him and his sister, Lucy, for New Year’s Eve. Emily doesn’t know that Alex is dying from cancer and that his planned escape from the hospital is his last chance to be a normal teenaged boy. There is excellent chemistry and a genuine connection among the three main characters. It is apparent that Lucy loves Alex dearly and is torn between taking him back to the hospital and honoring his wish for one last adventure. Their night on the town takes them to several places and eventually to a New Year's Eve party. Through a series of flashbacks, the reader learns that the meeting between Emily and Alex is not coincidental and that family secrets have brought them together and will shape their lives and change them in ways none of them could have expected. The entire novel takes place over the course of one day and the use of flashbacks keep the reader engaged and provides further context for the character’s current situation. The ending of the story is abrupt, heart-breaking, and surprising. While the title of the book is layered with meaning, unfortunately, the cover art in this edition does not adequately convey the story. The novel would also benefit from additional editing. Overall, Before We Go is a recommended read for those who enjoy good, contemporary stories. Recommended: 3 out of 4 stars Reviewer: Tami OliphantTami Oliphant works as a research librarian at the University of Alberta Libraries and for the School of Library and Information Studies at the University of Alberta. She earned her Master of Library and Information Studies from the University of Alberta and her doctorate from the University of Western Ontario. She has worked in academic libraries, public libraries, communications and planning, and as a sessional lecturer and researcher at the University of Alberta and the University of Western Ontario.
47
Sulz, David. "News and Announcements." Deakin Review of Children's Literature 2, no. 4 (April 15, 2013). http://dx.doi.org/10.20361/g2gg63.
Full textAbstract:
Welcome to spring for many of our readers - except those of us in northern Alberta where winter, beautiful winter, just won’t let go this year. You can be sure that we will appreciate spring all the more when it finally takes hold.On a sad note, Andrea Deakin (for whom this publication is named), informed us that Jan Ormerod recently passed away. The Guardian’s obituary of Sunday, February 3, 2013 reminds us that Jan Ormerod “brought a fresh vision to children's picturebooks with her luminous images, storytelling genius and understanding of how children behave” and that she was “admired for her ability to cut away all that was unnecessary in her stories.” (www.guardian.co.uk/books/2013/feb/03/jan-ormerod).Although too late for interested groups to participate in the voting this year, the Rocky Mountain Book Award winners will be announced on April 23, 2013. This is a readers’ choice award in its 13th year where groups of students in grades 4-7 read, then vote for, their favourite book from a shortlist of “exemplary Canadian literature” chosen by a committee of teachers, librarians, parents, and students. The award is sponsored in part by the Lethbridge (Alberta) school district and the University of Lethbridge. All the information about participating and pervious winners is at http://rmba.lethsd.ab.ca/index.htm (although the website design is a little challenging to use).As indicated in our last issue, the various 2013 awards from the Association for Library Service to Children division of the American Library Association have been announced. The 2013 Newbery Medal (contribution to American literature for children) winner was The One and Only Ivan by Katherine Applegate. The 2013 Caldecott Medal (picture book artist) winner wasThis Is Not My Hat, written and illustrated by Jon Klassen. For other medal winners as well as “honor book” recognition, see www.ala.org/alsc/awardsgrants/bookmedia.By the way, if keeping track of book awards is a favourite past-time, have a look at the Canadian Children’s Award Index posted by the Canadian Children’s Book Centre at www.bookcentre.ca/awards/canadian_awards_index. I hope you have lots of free time if you want to keep track of them all.On that note, have a wonderful spring and start setting aside piles of books for your summer reading pleasure.David Sulz, Communications EditorDavid is a Public Services Librarian at University of Alberta and liaison librarian to Economics, Religious Studies, and Social Work. He has university studies in Library Studies, History, Elementary Education, Japanese, and Economics; he formerly taught in schools and museums. His interests include physical activity, music, home improvements, and above all, things Japanese.
48
Sulz, David. "Awards, Announcements, and News." Deakin Review of Children's Literature 2, no. 1 (July 18, 2012). http://dx.doi.org/10.20361/g2vs3g.
Full textAbstract:
First, we would like to follow up on news about award shortlists reported in the last issue of the Deakin Review. The UK’s Chartered Institute of Library and Information Professionals (www.cilip.org.uk ) announced the winners for the 2012 Carnegie and Kate Greenaway Children’s Book Awards. Interestingly, both the Carnegie Medal for outstanding book for children and the Kate Greenaway Medal for distinguished illustration in a book for children were awarded for the same book - A Monster Calls published by Walker Books. Patrick Ness received the Carnegie award as author and Jim Kay the Kate Greenaway award as illustrator. In fact, Patrick Ness also won the award in 2011 for Monsters of Men. It sounds like a book not to be missed! www.carnegiegreenaway.org.uk/carnegie/ and www.carnegiegreenaway.org.uk/greenaway/ For its part, the Canadian Library Association (CLA) announced the winners of its three children’s literature awards at the CLA conference in Ottawa at the end of May. The Whole Truth by Kit Pearson (HarperCollins Canada) won the Book of the Year for Children Award, My Name is Elizabeth illustrated by Matthew Forsythe (Kids Can Press) was awarded the Amelia Frances Howard-Gibbon Illustrator’s Award, and All Good Children by Catherine Austen (Orca) was chosen for the Young Adult Book Award. http://www.cla.ca/AM/Template.cfm?Section=Book_Awards&Template=/CM/HTMLDisplay.cfm&ContentID=12660 As for upcoming awards, the Canadian Children’s Book Centre (www.bookcentre.ca/award ) recently released the finalists for each of its seven children’s book award with winners to be announced at the TD Canadian Children`s Literature Awards and Prix TD de littérature canadienne pour l’enfance et la jeunesse events in Toronto and Montreal later this Fall. Notably, this year marks the inaugural year for the new Monica Hughes Award for Science Fiction and Fantasy. Reviews of a few of the finalists have appeared in the Deakin Review. Pussycat, Pussycat, Where have you been? is up for the Marilyn Baillie Picture Book Award (see Deakin review here: ejournals.library.ualberta.ca/index.php/deakinreview/article/view/17078) while This Dark Endeavour: The Apprenticeship of Victor Frankenstein is in contention for the Geoffrey Bilson Award for Historical Fiction for Young People (see Deakin review here: ejournals.library.ualberta.ca/index.php/deakinreview/article/view/17096) On a local note since we are based out of the University of Alberta, Edmonton writer Nicole Luiken is a finalist for the inaugural Monica Hughes Award for Science Fiction and Fantasy for her book Dreamline. Also, we note that Gail de Vos, a professor at our very own School of Library and Information Studies at the University of Alberta is the chair of the jury for this award. Finally, we would like to note a few changes here at The Deakin Review of Children’s Literature. Sarah Mead-Willis who was the communication editor for the first four issues (and rare book cataloguer at the Bruce Peel Special Collections Library at the University of Alberta has, as she remarks, “moved to the other end of occupational spectrum” and is enrolled in a professional cooking program at the Northwest Culinary Academy of Vancouver. We wish her well and thank her for her contributions.Also, Maria Tan has joined the team filling in for Kim Frail who is off on maternity leave and Nicole Dalmer has stepped in as intern editor.Have a wonderful summer filled with great reads.David Sulz, Communications Editor
49
Townsend, Deanna. "The Remember Balloons by J. Oliveros." Deakin Review of Children's Literature 8, no. 4 (May 16, 2019). http://dx.doi.org/10.20361/dr29434.
Full textAbstract:
Oliveros, Jessie. The Remember Balloons. Illustrated by Dana Wulfekotte, Simon & Schuster Books for Young Children – Simon and Schuster, 2018
This beautifully written story tells of a young boy and his dear relationship with his aging Grandfather. Connected through balloons that hold memories and stories, the young boy notices his Grandfather begins to lose his balloons and eventually his memory, even of knowing his beloved grandson. Confused and upset, the young boy cannot understand why this is happening and tries in vain to save his Grandfather’s balloons. Saddened, the boy seeks his parent’s help whereby they show him that he now has a whole new set of balloons—his Grandfather’s. In acquiring these treasured memories, the young boy discovers a new way to be with his Grandfather through retelling him all his old stories.
Illustrated in pencil sketch with minimal colour other than the varied and vibrant balloons, Oliveros speaks to children in a beautifully relatable manner about memories and stories and the connections to the people we cherish. It gently acknowledges the difficult changes in relationships as a loved one experiences the changes of aging and memory loss and guides the reader to find new ways to experience their stories and build new connections.
The subtle acknowledgement of mixed-race families and friend groups also lends itself to a realistic and contemporary view of family and culture, further strengthening the relatability of this story to a wider readership.
Recommended and appropriately written for ages 5-9 years, the book’s themes of keeping our memories close in our varied balloons and maintaining our connections with family even as relationships change, lends itself to a far greater age demographic.
Highly recommended: 4 out of 4 stars Reviewer: Deanna Townsend
Deanna Townsend is currently an Open Studies student and prospective graduate student with the Master of Library and Information Studies program at the University of Alberta. She is currently working in the Learning Commons/Library of an Elementary-Junior High School with Edmonton Public School Board. Her keen area of interest is in the transformation of school libraries/learning commons to modern, usable education spaces that inspire children to explore and learn beyond the classroom.
50
De Vos, Gail. "A Stranger at Home: A True Story by C. Jordan-Fenton & M. Pokiak-Fenton." Deakin Review of Children's Literature 1, no. 4 (April 16, 2012). http://dx.doi.org/10.20361/g23g6p.
Full textAbstract:
Jordan-Fenton, Christy and Margaret Pokiak-Fenton. Illus. Liz Amini-Holmes. A Stranger at Home: A True Story. Toronto: Annick Press, 2011. Print. This straightforward and powerful sequel to Fatty Legs begins with Margaret’s return after her two year travail in residential school. Her eager anticipation quickly turns to bewilderment when she no longer feels part of her family or culture due to the changes she has been forced to undergo: English is now her first language of communication, her stomach cannot accept the once familiar foods, she is anxious about the possible damnation of her family members because of the lack of prayers in the family home. Margaret’s memories, thoughts and experiences, captured by her daughter-in-law, are presented in an accessible and believable manner. Margaret’s father is the one stable anchor on her return to a home that has become almost as foreign to her as was the school she just left. Besides the changes in family dynamics, Margaret is also presented with concrete examples of fears of the unknown and unfamiliar in the wider community with the presence of the trapper the people call the Du-bil-ak (the devil). Margaret points out that his skin colour is similar to that of Lena Horne, her father’s favourite singer, but this does not lessen her fear of the man either. Margaret’s major solace during this difficult year of transformation and searching for her identity is reading and rereading. As she regains her sense of herself through her reading concrete experiences with the dog team and her family, she develops the strength she needs to fulfil her father’s wishes to return to the detested school with her younger sisters. Accompanied by colourful and expressive illustrations as well as relevant photographs, the setting and people of home are vivid and present for the reader. The footnotes supply readers with explanations of Inuit terms and cultural practices. A brief account of the practice of residential schools follows the narrative. Highly recommended: 4 out of 4 stars Reviewer: Gail de Vos Gail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.