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1
Ojennus, Paul, and Kathy A. Watts. "User preferences and library space at Whitworth University Library." Journal of Librarianship and Information Science 49, no. 3 (July 7, 2015): 320–34. http://dx.doi.org/10.1177/0961000615592947.
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The design of library space is undergoing significant changes in layout and focus. Knowing that understanding a specific library’s user needs is essential to effective planning, many academic institutions have undertaken user studies to establish user needs prior to embarking on redesign, or update of library physical space. Librarians at Whitworth University, a small liberal arts college, conducted an online questionnaire of currently enrolled students to appraise current library use and determine potential areas for improvement based on user needs. The survey revealed some unique characteristics of this user group: use of technology for study, and resource discovery was balanced by preferences for non-digital methods of resource access and use.
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Bukhari, Muhammad Tayyab Alam, Muhammad Maqsood Alam Bukhari, Najma Ranjha, Khurshid Ahmad, and Fouzia Naz. "Use of Library by the Students of Foundation University College of Liberal Arts and Sciences, Rawalpindi." Pakistan Journal of Information Management and Libraries 11 (December 1, 2010): 61–70. http://dx.doi.org/10.47657/201011796.
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This study investigated the use of library by the students of Foundation University College of Liberal Arts and Sciences, Rawalpindi. The importance of library as an institution has been realized. The Objectives of this study were (a) to investigate the present use of library by the students of Foundation University College of Liberal Arts and Sciences (b) to analyze the organizational set up of library for the purpose of effective learning (c) to identify the problems faced by the students in the use of library and (d) to give recommendations for effective use of library. The nature of this study was descriptive. The population of this study consisted of all the MA /M.Sc. level students. One hundred and eighty students of various programs were selected randomly as sample. A self developed questionnaire consisting of 10 items was used as instrument for data collection. It was concluded that the majority of the students hesitated to use the library because of the problems they faced during its use. Lack of books, lack of organizational set up and lack of space and other physical facilities were the major factors associated with the less use of library.
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Montchatry Ketmuni, Wannaya Chaloeyprach,. "The Acceptance of Using Library Mobile Application of the Students at Faculty of Liberal Arts, Rajamangala University of TechnologyThanyaburi." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1471–77. http://dx.doi.org/10.17762/pae.v58i1.931.
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This research was funded by Institute of Research and Development, Rajamangala University of Technology Thanyaburi. The purposes of this exploratory research were 1) to identify students’ level of the acceptance toward the use of the library mobile application, 2) to examine factors influencing the students’ level of the acceptance toward the use of the library mobile application, 3) to investigate the students’ satisfaction toward the use of the library mobile application, and 4) to suggest some guidelines for future development of the library mobile application at Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi (RMUTT). The 400 students of Faculty of Liberal Arts, RMUTT, who used the library service, were selected by convenience sampling. The research instrument was a questionnaire (IOC = 0.977, α = 0.970). The data were analyzed by percentage, mean, standard deviation, t-test, f-test, Pearson’s correlation coefficient, and multiple regression. The research results showed that the students’ acceptance toward the use of the library mobile application was at high level ( =3.93): attitude ( =4.01), perceived usefulness ( =3.93), perceived ease of use ( =3.91), and intention to use ( =3.86). The overall satisfaction of the students toward using the library mobile application was at high level ( =3.86). According to hypothesis testing, the differences of frequency of use, objectives of use, getting advice, and learning how to use the library mobile application affecting the students’ acceptance of using library mobile application at the level of .05 statistically significant difference. The multiple regression analysis could predict the acceptance of using the library mobile application that perceived ease of use, perceived usefulness, attitude, and satisfaction affected intention to use. In order to increase the performance of the library mobile application, the students suggested that the library mobile application manual in Thai language should be provided, online user support should be available via the application, and full text should be able to be downloaded
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Fabian, Carole Ann. "Avery Architectural & Fine Arts Library." Art Libraries Journal 36, no. 1 (2011): 28–33. http://dx.doi.org/10.1017/s030747220001676x.
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The Avery Architectural and Fine Arts Library at Columbia University in the City of New York is one of the world’s great architectural research libraries. In addition to its commitment to maintaining a comprehensive collection of bibliographic and archival materials for architecture, the library, its staff and services directly support academic programs in architecture, urban planning, historic preservation, art history and archaeology, as well as the liberal arts education of undergraduates. The Avery is also home to the Avery index to architectural periodicals. As publisher of this leading abstracting and indexing resource for research in architecture and related topics, the Avery is solely responsible for all editorial, business and technical operations and serves as an authoritative source for the terminology and literature of the field.
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Coates, Carolyn K. "The Curious Case of a "Mayflower Bible"." Theological Librarianship 1, no. 2 (November 18, 2008): 7–15. http://dx.doi.org/10.31046/tl.v1i2.59.
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A library at a small liberal arts university receives from a donor an old book, which has long been assumed to be a Mayflower Bible. A staff librarian who is not accustomed to dealing with rare books reflects on the process of determining the true identity of the volume, its provenance, and the story behind it, with particular interest in the value of this experience to a library whose special collections are limited. Attention to the history of the book and of print culture demonstrate that even the most unlikely library gifts can serve the liberal arts institution through their value both as text and as artifact.
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Jenkins, Benjamin, and Keren Darancette. "Archives and Special Collections at the University of La Verne: Putting the Repository of a Small Liberal Arts College to Work Online." Collections: A Journal for Museum and Archives Professionals 14, no. 1 (March 2018): 7–35. http://dx.doi.org/10.1177/155019061801400102.
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Archives and Special Collections at the Wilson Library of the University of La Verne, located in inland southern California, offers an informative case study of descriptive practices and metadata attached to digital collections at a small liberal arts college. Since recruiting a staff specifically tasked to manage the archives, the Wilson Library has increased the number of collections available to patrons online through the creation of a digital collections Web page. Digitized, hosted collections include the papers of a faculty member from the early 20th century, photographs of early La Verne, historic local newspapers, and manuscript sources regarding Japanese American internment. Metadata fields at Wilson Library have developed to encompass a greater variety of contextual information about digitized records, improving users' ability to put the collections to use for research. Ultimately, this case study demonstrates what a library at a small university can accomplish with a dedicated staff and a clear objective, even with limited resources.
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Loy, John. "Better Collaborative Working is Likely to Increase Uptake of Library Resources in a University Setting." Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 58. http://dx.doi.org/10.18438/b8889d.
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A review of:
Hightower, Barbara, Carolyn Rawl, and Michelle Schutt. “Collaborations for Delivering the Library to Students Through WebCT.” Reference Services Review 35.4 (2007): 541-51.
Objectives – To ascertain the extent to which university faculty members are integrating library resources within the WebCT course management system / managed learning environment. Also, to identify the reasons why faculty members are not integrating library resources within WebCT, and to explore their willingness to do so in future.
Design – Case study with survey questionnaire and selected interview follow up.
Setting – Urban campus of Auburn University in Montgomery, Alabama, United States of America.
Subjects – One hundred and two members of faculty received a questionnaire. Five follow-up interviews were conducted.
Methods – One hundred and two members of faculty with WebCT-supported courses received a questionnaire. They were asked to indicate if they linked to library resources, and if so which specific ones (e.g. library homepage, online catalogue, etc.). If they did not link to library resources they were asked to indicate the reason why not, either by selecting one or more of five pre-selected reasons, or by detailing their own.
Follow-up interviews were conducted with five respondents, two of whom (Education and Nursing) linked to library resources, and three of whom (from Business, Education and Science) did not.
Server log reports were also examined to identify how many students were entering library resources from WebCT.
Main Results – The survey response rate was 28% (29 individuals), and of these Nursing and Sciences were the highest users with 7 individuals in each faculty.
Of the 29 respondents only 7 (24%) currently linked to library resources. Nursing were the biggest group with 10 links (38% of the total), Science with 6 (23%) and 5 each from Liberal Arts and Education (19%). The resources chosen to link to were
• Article databases (6)
• Library homepage (5)
• Ask a Librarian e-mail service(3)
• Net library e-book collection (3)
Six other library resources scored lower and two were not linked to at all.
While few respondents actually provided links at present, 77% of those did express an interest in doing so in the future. Almost a third of respondents asked to be contacted to learn more about how to provide links and to learn more about library services.
Only 57 incidents of students linking through to library resources from WebCT occurred in the study period.
Conclusion – Numbers of faculty currently providing links from WebCT to the library is very small, and few students find their way to library resources via this route. However, interest generated by the survey and follow up indicates that this may be a valuable means of promoting library resources.
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Barone, Kathleen, and Glenda B. Weathers. "Launching a Learning Community in a Small Liberal Arts University." College & Undergraduate Libraries 11, no. 1 (May 10, 2004): 1–9. http://dx.doi.org/10.1300/j106v11n01_01.
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Buck, Tina Herman, and Sara K. Hills. "Diminishing Short-Term Loan Returns: A Four-Year View of the Impact of Demand-Driven Acquisitions on Collection Development at a Small Academic Library." Library Resources & Technical Services 61, no. 1 (January 23, 2017): 51. http://dx.doi.org/10.5860/lrts.61n1.51.
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When St. Edward’s University’s library implemented demand-driven acquisitions (DDA) for electronic books (e-books) in 2011, the program affordably served as the monographic front list for this small liberal arts university library with minimal demands on the professional staff. Over four years, short-term loan (STL) costs have increased at an alarming rate and important publishers have altered what content was made available through aggregator DDA platforms plus the terms of availability of the content. The library examined how DDA fits into it collection-building and management processes in a continually changing environment and offers some strategies and considerations useful for helping in the choice of e-book purchasing models.
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Loo, Alfred, and C. W. Chung. "A model for information literacy course development: a liberal arts university perspective." Library Review 55, no. 4 (April 2006): 249–58. http://dx.doi.org/10.1108/00242530610660799.
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Cheung, Sheila, Terry Chung, and Frederick Nesta. "Monograph circulation over a 15‐year period in a liberal arts university." Library Management 32, no. 6/7 (July 26, 2011): 419–34. http://dx.doi.org/10.1108/01435121111158565.
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Erickson, Sue, Sophie Rondeau, and Maggie Sweeney. "“Drops of Diversity”: How a small academic library is working to increase cultural competence." College & Research Libraries News 80, no. 11 (December 5, 2019): 608. http://dx.doi.org/10.5860/crln.80.11.608.
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Virginia Wesleyan University (VWU) is ranked 19th in ethnic diversity among national liberal arts colleges by U.S. News & World Report, a distinction held high by the institution. Diversity is a prominent feature of VWU’s strategic plan, and the institution’s core values emphasize inclusion and social responsibility. Given the diverse constituents on campus, librarians at VWU’s Hofheimer Library saw an opportunity to develop library diversity initiatives in an intentional way. What’s more, diversity forms an important component of the library’s strategic plan, thus emphasizing a commitment inclusive of the community being served.
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Fagan, Jody Condit. "Usability Testing of a Large, Multidisciplinary Library Database: Basic Search and Visual Search." Information Technology and Libraries 25, no. 3 (September 1, 2006): 140. http://dx.doi.org/10.6017/ital.v25i3.3345.
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Visual search interfaces have been shown by researchers to assist users with information search and retrieval. Recently, several major library vendors have added visual search interfaces or functions to their products. For public service librarians, perhaps the most critical area of interest is the extent to which visual search interfaces and text-based search interfaces support research. This study presents the results of eight full-scale usability tests of both the EBSCOhost Basic Search and Visual Search in the context of a large liberal arts university.
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Parrigin, James. "From request to assess: using cloud-based tools for the library instruction lifecycle." Library Hi Tech News 34, no. 6 (August 7, 2017): 14–20. http://dx.doi.org/10.1108/lhtn-05-2017-0024.
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Purpose The author first gained experience with library instruction scheduling at a large research university library as an Master of Library and Information Science (MLIS) graduate assistant. Design/methodology/approach The author would occasionally shadow the faculty librarians as they received instruction requests, which were vetted by an administrative assistant and entered into some mystical technology that would facilitate the reservations and populate a library staff calendar. Findings The author remembers it as a fairly mundane process that he did not think much of at the time. Social implications The author soon became an instruction librarian who was put in charge of orchestrating the multitudes of course-integrated one-shots at a small, private four-year liberal arts college. Originality/value The author thinks back to this experience and marvels at the humble instructional requests (e.g. “just show them JSTOR”) and the primitive tool that their library used for scheduling their sessions: a spreadsheet on our network drive.
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Gillespie, Stuart. "Gilbert Talbot's Seventeenth-Century Translation of Tasso's Gerusalemme liberata." Translation and Literature 20, no. 2 (July 2011): 191–217. http://dx.doi.org/10.3366/tal.2011.0018.
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The purpose of this contribution is to document a complete English verse translation of Tasso's epic which has remained unprinted, and virtually unnoticed, since its composition in the mid- to late seventeenth century. It proceeds towards presentation of a sample canto by way of discussion of the translator, Sir Gilbert Talbot (c. 1607–1695); of the literary-historical context; then finally, and briefly, of the translation itself. The text is taken from manuscripts in the Bodleian Library, University of Oxford.
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Winston, Mark D., and Haipeng Li. "Managing Diversity in Liberal Arts College Libraries." College & Research Libraries 61, no. 3 (May 1, 2000): 205–15. http://dx.doi.org/10.5860/crl.61.3.205.
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Although fostering diversity has been identified as a priority in librarianship, the evidence suggests that the majority of the programs related to diversity in academic libraries have been implemented in large, research university libraries. In this study of the liberal arts college libraries in the United States, data were gathered with regard to programs related to diversity awareness, staffing, information services, and library collections. Although the level of diversity-related activities in liberal arts college libraries has not been overwhelming, the evidence suggests that activities and programs related to diversity have been undertaken in some instances. In addition, the support of college administrators appears to be particularly important in encouraging these activities.
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Beavers, Karen, Jennifer Esteron Cady, Amy Jiang, and Liberty McCoy. "Establishing a maker culture beyond the makerspace." Library Hi Tech 37, no. 2 (June 17, 2019): 219–32. http://dx.doi.org/10.1108/lht-07-2018-0088.
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Purpose The purpose of this paper is to describe the process of fostering a maker culture in a liberal arts university. It explores the impact of making on student learning and engagement, as well as the role of the library’s maker program. Design/methodology/approach This paper is a case study that presents the tools and activities used in an academic library’s maker program. Structured interviews were conducted with faculty, staff and students to review the program and maker culture influence on campus. Findings Findings highlight the library’s role in supporting maker culture on a liberal arts campus and address ways making contributes to student engagement and learning. Interviewees also recommend strategies to increase awareness and market the library’s maker program to engage a wider community. Originality/value Though there are many articles written about the maker movement and libraries, this study contributes to the growing body of research on makerspaces in higher education, with particular focus on a library at a liberal arts university.
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Geysbeek, Tim. "Brief Sketch on the Life and Character of the Late Hon. Benj. J. K. Anderson, M.A. PH.D. K.C." History in Africa 34 (2007): 43–54. http://dx.doi.org/10.1353/hia.2007.0003.
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Benjamin Anderson (1835-1910), Liberia's great explorer of the nineteenth century, was at the forefront of encouraging the government to establish a viable economic and political presence in the deep interior. Anderson migrated from Baltimore, Maryland, when he was sixteen years old, and became a three-time Secretary of the Treasury, Secretary of the Interior, mathematics professor, official surveyor, diplomat, military officer, and accomplished cartographer. He is most noted for having traveled to the fabled town of Musadu in today's Guinea. Musadu seemed to hold much promise to enrich the young colony because of its supposed natural resources such as gold, a strong political base, and connections to the interior trade routes that extended to the Niger River and beyond.Primary source information about Anderson's life comes from his own writings, scattered publications, and archival materials. The most complete contemporary account—published here—is an obituary that an unknown author wrote shortly after Anderson died. The obituary was located in the Frederick Starr Papers (Box 9, Folder 9) in the Department of Special Collections at the University of Chicago's Regenstein Library in 2000. It is typed on 8 ½″ × 14″ paper with “Republic of Liberia, Montserrado County, Superintendents Office” pre-printed on the back of each sheet. This paper's title is the same as the original title of the obituary. The document gives several interesting bits of information about Anderson's life that are not found in any other sources, and contains considerable data that can be independently confirmed.
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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 (August 8, 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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Rheiner, V. Renee. "How Electronic Full Text Journals Impact Interlibrary Loan Article Requests at a Small, Liberal Arts University." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 18, no. 3 (July 2008): 375–86. http://dx.doi.org/10.1080/10723030802186405.
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Von Isenburg, Megan. "Undergraduate Student Use of the Physical and Virtual Library Varies according to Academic Discipline." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 129. http://dx.doi.org/10.18438/b83046.
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A Review of:
Bridges, L.M. (2008). Who is not using the library? A comparison of undergraduate academic disciplines and library use. portal: Libraries and the Academy, 8(2), 187-196.
Objective – To determine differences in undergraduate students' use of the physical library and virtual library by academic disciplines.
Design – Online multiple-choice survey followed by focus groups and secondary online survey with open-ended questions.
Setting – Oregon State University (OSU), a land-grant university with over 19,000 students located in Corvallis, Oregon, United States.
Subjects – A random sample of 22% (n = 3,227) of the undergraduate population (n = 14,443), drawn by the registrar's office. Distance education and students at branch campuses were not included. From this pool, 949 usable survey responses (29% of the sample) were collected. The respondent demographics proved to be reasonably equivalent to those of the total undergraduate population in terms of class standing (freshman, sophomore, junior, or senior) and academic discipline.
Methods – The study consisted of three phases. In phase one, an email invitation with a link to the four-item multiple choice online survey was sent to students in the sample population. Results were analyzed using Pearson chi-square tests to determine goodness of fit between the following variables: class standing and library visits, class standing and virtual library use, academic college and library visits, and academic college and virtual library use. When significant dependence was detected, researchers examined relationships between the specific groups (e.g., freshman and sophomore) and library use, and also compared each group to one another using odds ratios and by constructing 95% confidence intervals.
Phase two was intended to gather qualitative information from the 275 infrequent or non-users of the library in focus groups. However, researchers invited the 95 students in this group who had indicated a willingness to be contacted for further study, and only five students participated. The author therefore does not report on this limited data.
In phase three, researchers invited the 95 students who had self-reported as infrequent or non-users of the library and who had indicated a willingness to be contacted for further study to complete an online survey consisting of 36 open-ended questions. 38 students responded. Much of the data for phase three is reported on in a separate research article (Vondracek, 2007).
Main Results – Results from phase one are reported in detail: in response to the question of how often undergraduates visit the physical library, 24.6% visited several times a year, 29.6% visited several times a month, 34% visited several times a week, 7.7% visited once or more per day, and 4% reported that they did not visit at all. Response to how often undergraduate students use the online library resources or website from outside the library were: 37.7% use them several times a year, 32.8% use them several times a month, 12% used them several times a week, 1.3% used them once or more per day, and 16.2% reported that they did not use them at all.
No significant relationships were found between class standing and visits to the physical library or class standing and virtual library use.
Researchers determined a significant relationship between academic college and visits to the physical library (p=0.003): College of Agriculture students were significantly less likely to visit the library than students from the Colleges of Health and Human Sciences, Liberal Arts, and Sciences.
Researchers also determined a significant relationship between academic college and virtual library use (p=0.008): students in the College of Engineering were significantly less likely to use the virtual library resources than students in the College of Liberal Arts.
The survey from phase three of this study asked students further questions about their library use and relevant results are discussed in this article. Five students from the College of Agriculture responded to the survey and all five students noted that they study at home. When asked about where they go for help with research, three reported that they ask a friend or peer, one noted a professor and the fifth did not respond to the question. Four engineering students responded to this survey; when asked about where they carry out online research, two responded that they use Google, one responded that he/she uses the library, and the fourth noted that he/she uses a building on campus.
Conclusion – This study determined that College of Agriculture students were less likely to use the physical library than their counterparts in the Colleges of Health and Human Sciences, Liberal Arts, and Sciences, and that College of Engineering students were less likely to use the virtual library resources than students in the College of Liberal Arts.
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Ceglio, Clarissa J., Tom Scheinfeldt, and Sara Sikes. "Testing and Refining Scholarly Communications Workflows and Work Habits for the Digital Age." Journal of Scholarly Publishing 52, no. 4 (July 2021): 233–47. http://dx.doi.org/10.3138/jsp.52.4.03.
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Greenhouse Studios | Scholarly Communications Design at UConn is a shared venture of the School of Fine Arts, University Library, and College of Liberal Arts and Sciences at the University of Connecticut. Greenhouse Studios’ core research mission is the development of workflows that bring diverse interdisciplinary teams together to create works of digital and non-traditional scholarship while also cultivating a collaborative work culture. This article summarizes the implementation, assessment, and refinement of those workflows, which together constitute Greenhouse Studios’ design-based, inquiry-driven, collaboration-first model of scholarly production. Findings from this research, undertaken with support from the Andrew W. Mellon Foundation, include modifications to Greenhouse Studios’ operations, specifically to the terminology used in its design-process model, the composition of team personnel, approaches to project management, tactics to foster divergent thinking, and our relationships to press partners.
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Kocken, Gregory J., and Stephanie H. Wical. "“I've Never Heard of It Before”: Awareness of Open Access at a Small Liberal Arts University." Behavioral & Social Sciences Librarian 32, no. 3 (July 2013): 140–54. http://dx.doi.org/10.1080/01639269.2013.817876.
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Reed, Kathleen. "Awareness of Open Access Issues Differs among Faculty at Institutions of Different Sizes." Evidence Based Library and Information Practice 9, no. 4 (December 5, 2014): 76. http://dx.doi.org/10.18438/b8j02g.
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A Review of:
Kocken, G. J. & Wical, S. H. (2013). “I’ve never heard of it before”: Awareness of open access at a small liberal arts university. Behavioral & Social Sciences Librarian, 32(3), 140-154. http://dx.doi.org/doi:10.1080/01639269.2013.817876
Abstract
Objective – This study surveyed faculty awareness of open access (OA) issues and the institutional repository (IR) at the University of Wisconsin. The authors hoped to use findings to inform future IR marketing strategies to faculty.
Design – Survey.
Setting – University of Wisconsin-Eau Claire, a small, regional public university (approximately 10,000 students).
Subjects – 105 faculty members.
Methods – The authors contacted 397 faculty members inviting them to participate in an 11 question online survey. Due to anonymity issues on a small campus, respondents were not asked about rank and discipline, and were asked to not provide identifying information. A definition of OA was not provided by the authors, as survey participants were queried about their own definition.
Main Results – Approximately 30% of the faculty were aware of OA issues. Of all the definitions of OA given by survey respondents, “none . . . came close” to the definition favoured by the authors (p. 145). More than 30% of the faculty were unable to define OA at a level deemed basic by the authors.
A total of 51 (48.57%) of the survey respondents indicated that there are OA journals in their disciplines. Another 6 (5.71%) of the faculty members claimed that there are no OA journals in their disciplines, although most provided a definition of OA and several considered OA publishing to be “very important.”
The remaining 48 participants (46%) were unsure if there are OA journals in their disciplines. Of these survey respondents, 38 answered that they have not published in an OA journal, 10 were unsure, and 21 believed that their field benefits or would benefit from OA journals.
Survey respondents cited quality of the journal, prestige, and peer review as extremely important in selecting a journal in which to publish.
Conclusion – The authors conclude that the level of awareness related to OA issues must be raised before IRs can flourish. They ponder how university and college administrators regard OA publishing, and the influence this has on the tenure and promotion process.
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Buell, Jesi, and Lynne Kvinnesland. "Exploring information literacy assessment: Content analysis of student prefocus essays." College & Research Libraries News 79, no. 11 (December 5, 2018): 598. http://dx.doi.org/10.5860/crln.79.11.598.
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Juggling the value of performance-based assessment of student information literacy competencies with the limited time and resources required to do this type of assessment remains an ongoing challenge for many librarians.This article chronicles our initial foray into content analysis, a fairly labor-intensive methodology, but one which allowed us to examine student approaches to the research process as narrated in their own words in the form of a prefocus essay. Our goal was to gather data that would help to inform our university library’s information literacy curriculum. What follows documents our process, methodology, results, and lessons learned in order to aid those at other institutions in their assessment planning.Colgate University is a selective, private liberal arts institution with an approximate student body of 2,900. The information literacy program is well-established, with an on-going presence in the Core Curriculum and First-Year Seminar courses, as well as frequent requests for library instruction in upper-level courses.
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Crawford, John C. "‘A not unedifying field for some local antiquary of the future’: new evidence on library activity and mutual improvement. The experience of the north-east of Scotland." Library and Information History 36, no. 1 (April 2020): 18–31. http://dx.doi.org/10.3366/lih.2020.0004.
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Mutual improvement, an early form of lifelong learning, was widespread among the nineteenth-century working classes and has been portrayed as a variable and relatively unstructured phenomenon. This essay challenges this view by examining the movement in north-east Scotland in the nineteenth century and its symbiotic relationship with library activity as libraries provided information to facilitate debate. The movement originated in the 1830s and flourished until the end of the century. Mutual improvement activity was fuelled by religious division and a relationship with the Liberal Party. The principal ideologue of the movement, which peaked in the 1850s, was Robert Harvie Smith, who articulated a sophisticated lifelong learning ideology supported by specific learning objectives, prioritised in order. A notable feature was the involvement of women in the movement. Most of the participants were tradesmen or small tenant farmers, and the subjects of their debates reflected their preoccupations: modern farming, religious controversy, and the ‘farm servant problem’. The movement anticipated the university extension movement by about thirty years. Because the north-east had its own university and was a self-contained learning culture, mutual improvers might proceed to university, thus anticipating modern ideas about received prior learning (RPL) and articulation. Mutual improvement activity demonstrates the continuing intellectual vitality in rural Scotland in the late nineteenth century.
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Lowen, Rebecca S. "The More Things Change …: Money, Power and the Professoriate." History of Education Quarterly 45, no. 3 (2005): 438–45. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00046.x.
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I first read The Emergence of the American University as a graduate student nearly twenty years ago while contemplating writing a dissertation on patronage and the post-1945 university. I have consulted it innumerable times since, and I remain impressed by its ambitious scope, careful research, and elegant prose. Lawrence R. Veysey did his doctoral work at the University of California at Berkeley in the late 1950s and early 1960s and I have always wondered if his interest in the history of the university stemmed from the changes that occurred on campuses in the years after World War II. As he acknowledged in footnotes, Veysey knew about such postwar developments as the creation of semiautonomous research institutes; although he did not mention it, he surely was aware that the federal government had become a significant new patron of the postwar university. But according to Veysey, the structure of the American university, its relations of power and the ideas that animated it had been set by 1910 and did not vary significantly after that. By that time, leading universities embodied elements from each of the four intellectual strands that Veysey argued had vied for institutional dominance at the turn of the twentieth century: utilitarianism, “pure” research, liberal culture, and mental discipline. They had become, according to Veysey, institutional hodgepodges. On any American campus could be found “pockets of excitement over research, islands of devotion to culture, and segments of adherence to the aim of vocational service,” Veysey wrote, and any institution's budget might include “boathouses, landscaping, student housing, and gymnasiums as well as “book purchases and library construction.”
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Kirilina, Ljubov Aleksejevna. "Ivan Hribar and the ‘Russian Grain’ Association." Monitor ISH 18, no. 1 (November 3, 2016): 123–39. http://dx.doi.org/10.33700/1580-7118.18.1.123-139(2016).
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The article discusses some of the still unexplored Russian- Slovenian relations in the early 20th century, focusing on the co-operation of the Slovenian Liberal Ivan Hribar with the ‘Russian Grain’ Association. They jointly organised travels for the Russian country youth, sent to the Slovenian provinces for practical training between 1909 and 1913. The research was based on the archive materials from the Manuscript Department of the National and University Library in Ljubljana and from the Central State Historical Archives in St. Petersburg. The cultural and economic co-operation between Russians and Slovenes proved extremely successful. During their internship, the Russian farmers became acquainted with Western farming technologies, which they successfully applied in their homeland. The internships of Russian farmers in Slovenia expanded the cultural horizons for Russian practitioners and Slovenian farmers alike.
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Lederer, Naomi, and Louise Mort Feldmann. "Interactions: A Study of Office Reference Statistics." Evidence Based Library and Information Practice 7, no. 2 (June 11, 2012): 5. http://dx.doi.org/10.18438/b88k6c.
Full textAbstract:
Objective – The purpose of this study was to analyze the data from a reference statistics-gathering mechanism at Colorado State University (CSU) Libraries. It aimed primarily to better understand patron behaviours, particularly in an academic library with no reference desk.
Methods – The researchers examined data from 2007 to 2010 of College Liaison Librarians’ consultations with patrons. Data were analyzed by various criteria, including patron type, contact method, and time spent with the patron. The information was examined in the aggregate, meaning all librarians combined, and then specifically from the Liberal Arts and Business subject areas.
Results – The researchers found that the number of librarian reference consultations is substantial. Referrals to librarians from CSU’s Morgan Library’s one public service desk have declined over time. The researchers also found that graduate students are the primary patrons and email is the preferred contact method overall.
Conclusion – The researchers found that interactions with patrons in librarians’ offices – either in person or virtually – remain substantial even without a traditional reference desk. The data suggest that librarians’ efforts at marketing themselves to departments, colleges, and patrons have been successful. This study will be of value to reference, subject specialist, and public service librarians, and library administrators as they consider ways to quantify their work, not only for administrative purposes, but in order to follow trends and provide services and staffing accordingly.
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Richardson, Brittany. "Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables." Evidence Based Library and Information Practice 14, no. 4 (December 12, 2019): 182–84. http://dx.doi.org/10.18438/eblip29644.
Full textAbstract:
A Review of:
Albarillo, F. (2018). Super-diversity and foreign-born students in academic libraries: A survey study. portal: Libraries and the Academy, 18(1), 59-91. https://doi.org/10.1353/pla.2018.0004
Abstract
Objective – To evaluate the relationship between academic and public library usage and various characteristics of foreign-born students.
Design – Survey questionnaire.
Setting – Medium-sized public liberal arts college in the northeastern United States.
Subjects – 123 foreign-born students enrolled at the institution in fall 2014.
Methods – The researcher emailed a five-part survey to participants who indicated on a screening survey that they were foreign-born students currently enrolled at the college. Of the participants emailed, 94 completed the survey. The survey used a super-diversity lens to assess academic and public library use by foreign-born students in relationship to multiple variables, including student status, race and ethnicity, immigration status, first-generation student status, gender, age, age of arrival in the United States (US), years living in the US, and ZIP Code (used to approximate median income based on the US Census Bureau’s 2014 American Community Survey). Respondents reported frequency of use on a Likert-type scale of 1=Never to 6=Always. The author adapted items from the In Library Use Survey Instrument (University of Washington Libraries, 2011). Usage types included: computer, Wi-Fi, staff assistance, electronic resources, physical resources, printing/scanning/photocopying, program attendance, and physical space. Independent sample t-tests were used to evaluate mean differences in reported library usage based on demographic variables. The author used Somers’ d statistical tests to explore the relationship between library use and age, age on arrival in the US, years lived in the US, and median income. The survey asked participants to describe both academic and public libraries in five words. To show term frequency, the author used word clouds as a visualization technique.
Main Results – The study reported on the results of the library use survey section. Overall, foreign-born students used college libraries more frequently than public libraries. The author reported on findings that were statistically significant (p ≤ 0.5), focusing on those with mean differences ≥ 0.5. Key findings included: undergraduate students used public libraries and Wi-Fi/e-resources onsite at college libraries more often than graduate students; first-generation students gathered at the library with friends more frequently; no significant difference was reported in library resource use by gender; and non-white students used the college library more frequently as a study space and for printing. The author was surprised no significant differences in usage were found between participants with permanent vs. temporary immigration status. Somers’ d associations showed an inverse relationship between age and Wi-Fi use and age of arrival in the United States and likelihood of eating in the library. Overall, both library types were positively described in open-ended responses as places with social and academic value.
Conclusion – The author suggested the concept of super-diversity equips librarians with a more inclusive approach to studying library user perspectives and behaviors. The author used survey data and the Association of College and Research Libraries (ACRL) Diversity Standards (2012) to highlight library service considerations for foreign-born students. Examples of suggested service improvements included supporting printing in Unicode non-English fonts, cultivating a diverse library staff, and providing culturally appropriate library orientations and outreach. The author recommended that more research with foreign-born students was needed to assess culturally appropriate areas for eating and socializing, unique information needs, and expectations and awareness of library services. The author suggested first-generation students’ use of the library for socializing and non-white students’ higher use of libraries for studying as two areas for further qualitative study. The author also suggested creating services and partnerships between public and academic libraries could support foreign-born students, even recommending cross-training of library staff.
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Geiger, Roger L. "Powers of the Mind: The Reinvention of Liberal Learning in America. By Donald N. Levine. Chicago: University of Chicago Press, 2006. Pp. xviii+299. $39.00 (cloth). ISBN 0‐226‐47553‐0." Library Quarterly 77, no. 4 (October 2007): 489–91. http://dx.doi.org/10.1086/521005.
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Howe, Carol D. "Patricia Knapp's Landmark Project to Develop a Plan of Curriculum-Integrated Library Instruction." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 95. http://dx.doi.org/10.18438/b80p79.
Full textAbstract:
A Review of:
Knapp, P. B. (1966). The Monteith College library experiment. New York, NY: Scarecrow Press.
Objective — To create a college-level, four-year plan of library instruction in which assignments directly relate to students' course work. To develop tools to assess the plan's effectiveness in improving students' library skills and contributing to their overall academic success.
Design — Exploratory longitudinal cohort study employing pilot library assignments, interviews, and questionnaires.
Setting — Monteith College, one of eleven colleges at Wayne State University. Monteith was a small liberal arts college established in 1959 which stressed innovative teaching methods such as team-teaching, small-group discussion, and independent study (Worrell, 2002).
Subjects — Teaching faculty from all three college divisions–social sciences, natural sciences, and humanities–and students at Monteith College. Over the course of the study the college employed between 15 and 30 faculty members and enrolled 300 to700 students.
Methods — The project team consisted of project director Patricia Knapp, a project librarian, and a project research analyst. The team worked with the teaching faculty to develop course-related library assignments. Students completed a series of assignments over several semesters as part of their course requirements. The assignment series changed over the course of the project. Students who entered in the fall of 1959 or the spring of 1960 completed Sequence A consisting of six assignments. Students who entered in the fall of 1960 completed Sequence B, six assignments that were a mixture of original and revised assignments. Students who entered in the spring or fall of 1961 completed two revised library assignments.
In the summer of 1961, the investigators conducted the first of two small studies. They interviewed a random sample of 21 Monteith students about their experiences with the library and the required library assignments. The students also completed library performance tests such as choosing a subject heading to match a topic or deciphering an entry in a periodical index. This allowed the investigators to compare different measures of library competence and get feedback on the library assignments. In the summer of 1962, the investigators conducted a second small study of 40 Monteith students. The investigators evaluated the tests and other tools used in the first study.
The investigators then analyzed student and faculty data collected from Sequences A, B, and C, and from the two sample studies. Data included faculty interviews and feedback from student participants in the sample studies. The investigators also analyzed questionnaire data and the completed student assignments. They analyzed data using nonparametric, small sample statistics.
Main Results — Knapp's results helped shape the final plan of instruction and assessment presented in her book-length published report The Monteith College Library Experiment. It should be stated again that the project objective was not to implement a plan of instruction and assessment but simply to develop one.
One of the most important findings was that small sample studies can effectively test the reliability of library assignments. The sample studies allowed the team to "...define and measure library competence and to identify factors associated with its achievement" (Knapp, 1966, p. 17).
On a different level, the project offered insight into the faculty-librarian relationship. The investigators found that faculty resisted librarian input into their courses. They also discovered that the most effective group size for developing library assignments was a small group of two to four people, but this sized group was conducive to informal meetings in which key players, often the librarian, were left out. When faculty did not share in decision-making, project morale was low. The project team reorganized and reassigned roles, and the project ran more smoothly.
Knapp also learned about the faculty-student relationship. Knapp felt that some faculty simply passed on their knowledge to students rather than teaching students how to acquire it for themselves (Worrell, 2002). She found that student enthusiasm mirrored faculty enthusiasm about library assignments. Early in the project, faculty members presented library assignments to their students. The investigators discerned that both students and faculty were more amenable to the assignments when a librarian presented them and explained their purpose. Knapp (2000) agreed with Bruner who stated in The Process of Education that context is important when teaching any skill; students need to be able to relate the skills they are learning to the importance of why they are learning them (1960).
Finally, Knapp learned that students need more than to understand library organization (such as cataloging and classification systems). Students also need to understand "the organization of scholarly communication" to foster true library competence (Knapp, 1966, p. 81). Whereas library organization concerns itself with subject and form, the organization of scholarship "reflect[s] discipline, 'school,' concept, and method" (Knapp, 2000, p. 10).
Conclusion — The Monteith College Library Experiment ended in 1962 with a thoughtfully planned and tested program of library instruction. The final proposed program included 10 library assignments that were: of increasing complexity and aligned with the curriculum; intellectual with a focus on problem-solving; and feasible within the library's parameters. Students would complete one or more of the assignments each semester for four years as part of specific course requirements. Knapp noted the program could be adapted to any college curriculum. It would require six years for implementation and assessment. This includes an initial year for planning in which teaching faculty and librarians would collaboratively develop course-related library assignments, four years for student completion of assignments, and a sixth year for assessment.
Knapp outlined three levels of assessment. Investigators would assess the appropriateness of individual assignments through interviews and questionnaires collected from faculty and students, as well as completed student assignments. Knapp outlined two ways to assess library competence. First, Monteith faculty members would assess literature reviews in their subject specialties written by second semester seniors. Next, faculty from other Wayne State colleges would review papers from both Monteith and non-Monteith students to comparatively assess the students' use of sources. Knapp proposed that faculty judgment would be the most valuable measure of the relationship between library competence and overall academic success.
Knapp was prepared to implement her plan of instruction using all of her findings, but her proposal to move into phase two of the project was rejected by both the Office of Education, whose members cited economic reasons, and the Council on Library Resources, whose members were not satisfied that faculty were invested in the idea of curriculum-integrated library instruction (Worrell, 2002).
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Radcliff, Sharon, and Elise Y. Wong. "Evaluation of sources: a new sustainable approach." Reference Services Review 43, no. 2 (June 8, 2015): 231–50. http://dx.doi.org/10.1108/rsr-09-2014-0041.
Full textAbstract:
Purpose – The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias. Design/methodology/approach – The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings – The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications – Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Social implications – This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness. Originality/value – The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.
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Svärd, Proscovia. "Has the Freedom of Information Act enhanced transparency and the free flow of information in Liberia?" Information Development 34, no. 1 (October 3, 2016): 20–30. http://dx.doi.org/10.1177/0266666916672717.
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This article investigates if the adoption of the Liberian Freedom of Information (FOI) law 2010 has led to a transparent government and increased the free flow of government information. Freeing government information is expected to create transparent and accountable governments. It brings forth democratic and inclusive government institutions that work for the people. Inclusivity, transparency and accountability are expected to address sustainable development challenges and democracy deficits. Transparency and accountability can only be achieved through access to government information. The right to access government information is also included in the national constitution of Liberia. The citizens of Liberia in West Africa suffered from a protracted civil war between 1989–1996 and 1999–2003 respectively. These wars were partly caused by non-accountability of the governments, endemic corruption and the mismanagement of the countries’ resources. Efforts are being made by the government with the help of the international community to embrace a new democratic dispensation. Liberia was also one of the first African countries to enact a Freedom of Information (FOI) Law that would enable Liberians to access government information.
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Haddow, Gaby. "Open Access Pricing Models would Reduce Journal Expenditure at Most Colleges and Universities." Evidence Based Library and Information Practice 2, no. 4 (December 7, 2007): 57. http://dx.doi.org/10.18438/b88w2z.
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Objective – To determine journal expenditure at nine colleges and universities using three pricing models, and to investigate the impact of an open access pricing model on journal costs according to institution type.
Design – Cost analysis of three pricing models for journals.
Setting – Nine college and university libraries in the United States.
Subjects – 349 journal titles indexed by the Science Citation Index from four subject fields (general biology, cell biology, organic chemistry, and applied physics).
Methods – Institutions included in the study were selected from America’s Best Colleges (2004) on the basis of type of institution and quality ratings. Stratified sampling was used to randomly select an institution from the top 25% (Tier 1) and bottom 25% (Tier 4) from four institutional categories (doctoral national universities, master’s universities, bachelor’s liberal arts colleges, and bachelor’s comprehensive colleges). An additional institution was selected from Tier 1 of the doctoral universities category to ensure both a large and small institution was represented in the sample.
Institutional access to the 349 journals was determined by searching the nine institutions’ library catalogues between August and October 2004. Print, online and combined print/online access was identified for each title at each institution.
A component of the pricing models (below) included costs incurred when academics at the institutions published articles in some journals. To arrive at an estimate of these fees, articles published by authors at each institution were identified in the journal titles. All articles in the 349 titles by staff (first author only) at the nine institutions were costed at the lowest rate listed and assigned as journal expenditure for the institution.
The cost analysis of institutional journal expenditure at each institution was conducted using three pricing models:
1. A conventional subscription model
Journal expenditure was calculated from four elements: individual title subscriptions; online journal collection costs; online journal aggregator costs; and submission/publication fees. These costs were determined from: online information about journal subscription prices; estimating a proportion of journal collection and aggregator databases costs; and page charges, publication and submission fees for authors from the institution.
2. An open access publishing model based on the Public Library of Science (PLoS) pricing model
Two costs comprised the open access publishing model: publication fees and print title subscriptions. Publishing fees were calculated from determining the average number of articles published by authors from an institution in one year. This number was then multiplied by $1,500 – the rate charged by PLoS in 2005. The second component was the cost of existing subscriptions to print titles, on the assumption that libraries will continue these subscriptions despite receiving online access to them. Print titles were costed at $160 per subscription.
3. An equal revenue open access model (designed by the researcher to allow for the assumption that publishers considering taking up the PLoS model would not accept a reduction in revenue).
If the PLoS model was implemented across the 349 titles, a substantial reduction in revenue to publishers would occur. Therefore, a multiplier was calculated for each subject area by dividing the aggregate amount (in the conventional model) paid for journals in a subject area by the amount paid under the PLoS model. The multiplier was then applied to the PLoS title cost. An adjustment was also made to reduce the effects of the non-representative sample of institutions.
Main results – The conventional pricing model calculations indicate that the association between journal expenditure and library size is stronger than the association between journal expenditure and type of institution. However, type of institution is a factor in journal expenditure with doctoral universities’ expenditure much higher than that of other types of institutions. No associations or trends were found when comparing journal expenditure across institutions for the four subject fields.
Under the PLoS pricing model, journal expenditure at all nine institutions would be substantially reduced. If this model was adopted by all publishers they would receive only 15% of the total amount expended on journals by the institutions under the conventional pricing model. The PLoS model would affect institutions’ proportion of total expenditure, with doctoral universities paying 96% of journal expenditure compared with 86% under the conventional model. This result is directly related to publishing activities at institutions. Large research universities, where staff publish at higher rates, would pay a proportionally higher amount of the total expenditure than other types of institutions, where publishing activity is low.
The equal revenue model, when compared with the conventional model, would provide substantial reductions in journal expenditure for seven of the institutions. However, under this model the largest doctoral university would see an increase in journal expenditure of 337% from conventional model expenditure: an increase primarily due to the higher publishing activity at the university. Institutions with low publishing activity and least print subscriptions would see the greatest reductions in expenditure if publishers moved from the conventional model to the equal revenue model.
Up to 90% of American colleges would see a reduction in journal expenditure if publishers adopted the PLoS or the equal revenue pricing models.
Conclusion – Most colleges and universities are consumers rather than producers of scholarly literature and, therefore, a shift from the conventional subscription model to a model based on publication activity will reduce their proportion of total expenditure. On the other hand, large research universities will see an increase in their expenditure as a proportion of total journal costs.
Given the cost savings and the access to journals, a pricing model such as the PLoS would benefit most colleges and universities. In turn, under this model revenues to publishers would be reduced substantially.
The equal revenue model would benefit the majority of colleges and universities by increasing their access to journal titles while reducing their journal expenditure. For example, a master’s university journal holdings could increase up to ten times with expenditure reduced by between 20–60%. Large research universities, however, would see an increase in journal expenditure for very few additional journal titles.
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Grozdanov Christozov, Dimitar. "Business Analytics as a Tool to Transforming Information into an Informing System: The Case of the On-Line Course Registration System." Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 167–78. http://dx.doi.org/10.28945/3764.
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Aim/Purpose: Sharing ideas generated in a Business Intelligence (BI) Applications class to upgrade an Information System in to an Informing System. Background: Course Registration is the essential university’s business process in a university that follows a liberal-arts education model. Almost all categories of users are involved, including students, individual faculties and departments, and administration. A typical Information System, designed to support this process, allows departments to schedule selected courses for a particular time slot and location, and allows students to choose courses to study for the semester. Methodology: The course project is to design a BI application. Domain knowledge is essential for such projects and course registration was the natural choice for this class. The assignment includes (1) identifying the categories of stakeholders; (2) identifying the information needs of different categories; (3) identifying available information sources; (4) identifying how is possible to acquire the additional data; and (5) designing the Extract-Transform-Load (ETL) process and interface scenarios in a way to inform clients. Contribution: Contributions are in two directions: (1) pedagogy - involving students in such a project motivates creativity, also enforcing students to think in cost-benefit framework may lead to creation of really effective and efficient solutions; (2) practice - implementation of some of the ideas could be with low cost, but with high impact. Findings: Exploring BI techniques may increase the informing value of existing Information Systems. Recommendations for Practitioners: Careful analysis of information needs and the way information is used, combined with deep domain knowledge and understanding the value provided by Data Mining techniques, is the way to initiate a process of transforming an Retrieval Information System to better inform clients. Recommendation for Researchers : Combining pedagogy with practice allows one to overcome routine thinking and may lead to effective solutions. This needs further structuring and research on outcomes. Impact on Society Transforming Information towards Informing Systems has a significant impact by allowing users to make rational data driven decisions in an efficient way. Future Research: The future of this project is implementation of developed ideas and assessment of the results. Impact on Society : Transforming Information towards Informing Systems has a significant impact by allowing users to make rational data driven decisions in an efficient way. Future Research: The future of this project is implementation of developed ideas and assessment of the results.
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Шаблевский, Николай. "Review of: Studies in Semitic Linguistic and Manuscripts: A Liber Discipulorum in Honour of Professor Geoffrey Khan / ed. by N. Vidro, R. Vollandt, E.-M. Wagner and J. Olszowy-Schlanger. Uppsala: Uppsala University Library, 2018.(Acta Universitatis Upsaliensis. Studia Semitica Upsaliensia; vol. 30). 467 p. ISSN 0585-5535; ISBN 978-91-513-0290-4." Библия и христианская древность, no. 2(6) (June 17, 2020): 189–206. http://dx.doi.org/10.31802/2658-4476-2020-2-6-189-206.
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Шаблевский, Николай. "Review of: Studies in Semitic Linguistic and Manuscripts: A Liber Discipulorum in Honour of Professor Geoffrey Khan / ed. by N. Vidro, R. Vollandt, E.-M. Wagner and J. Olszowy-Schlanger. Uppsala: Uppsala University Library, 2018.(Acta Universitatis Upsaliensis. Studia Semitica Upsaliensia; vol. 30). 467 p. ISSN 0585-5535; ISBN 978-91-513-0290-4." Библия и христианская древность, no. 2(6) (June 17, 2020): 189–206. http://dx.doi.org/10.31802/2658-4476-2020-2-6-189-206.
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SZUKI, Hiroko. "Chiba University Library." Journal of Information Processing and Management 45, no. 2 (2002): 131. http://dx.doi.org/10.1241/johokanri.45.131.
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KATO, Yoshiro. "Keio University Library." Journal of Information Processing and Management 45, no. 3 (2002): 202. http://dx.doi.org/10.1241/johokanri.45.202.
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NAKAMOTO, Makoto. "Waseda University Library." Journal of Information Processing and Management 45, no. 6 (2002): 428. http://dx.doi.org/10.1241/johokanri.45.428.
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UNO, Takeshi. "Senshu University Library." Journal of Information Processing and Management 45, no. 7 (2002): 495–96. http://dx.doi.org/10.1241/johokanri.45.495.
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TAKANO, Mitsuyo. "Toyo University Library." Journal of Information Processing and Management 45, no. 8 (2002): 573–74. http://dx.doi.org/10.1241/johokanri.45.573.
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SEKI, Mitsuko. "Showa University Library." Igaku Toshokan 44, no. 1 (1997): 18–19. http://dx.doi.org/10.7142/igakutoshokan.44.18.
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KUWAHARA, Koji. "Juntendo University Library." Igaku Toshokan 42, no. 1 (1995): 24–25. http://dx.doi.org/10.7142/igakutoshokan.42.24.
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KOIDE, Yoko. "Azabu University Library." Igaku Toshokan 43, no. 2 (1996): 158–59. http://dx.doi.org/10.7142/igakutoshokan.43.158.
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Tanui, Tirongarap. "MOI UNIVERSITY LIBRARY: a new library in a new university." Information Development 5, no. 4 (October 1989): 235–39. http://dx.doi.org/10.1177/026666698900500411.
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MATSUMURA, Tamiko. "The Electronic Library. Electronic University Library." Igaku Toshokan 44, no. 1 (1997): 36–43. http://dx.doi.org/10.7142/igakutoshokan.44.36.
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SHIRAISHI, Mitsuo. "The Tsukuba University Library, Medical Library." Igaku Toshokan 39, no. 3 (1992): 239–42. http://dx.doi.org/10.7142/igakutoshokan.39.239.
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Yellaiah, B., and A. S. Chakravarthy. "Library Services for Differently Abled Persons in University Library: A Case Study of University Library, Osmania University." Pearl : A Journal of Library and Information Science 13, no. 4 (2019): 405. http://dx.doi.org/10.5958/0975-6922.2019.00049.4.
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