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Journal articles on the topic 'University of Michigan. Graduate Library'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Norton, Alix. "“Where do I find that?”: creating a central shared documentation system for publishing staff using Google tools at the University of Michigan Library." Library Hi Tech News 31, no. 10 (November 25, 2014): 6–9. http://dx.doi.org/10.1108/lhtn-08-2014-0067.

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Purpose – This aim of this report is to summarize how Google Sites can be used as an open-source, intuitive, and robust solution for designing an intranet system for a unique library department. Michigan Publishing is a department within the University of Michigan (U-M) campus library system that also includes a revenue-based operation as the U-M Press. The need for a central documentation system has become apparent to organize and streamline policies and procedures in this unique library department. Google Sites was chosen as a solution to compile departmental documentation and serve as a collaborative space for the many units within Michigan Publishing. Design/methodology/approach – One librarian and one graduate student intern worked on this project for 5-10 hours a week over the course of three months. Michigan Publishing managers created an inventory showing all existing informational resources in the department, and were then interviewed about these resources. An initial “landing page” was created for this Google-based site, and more comprehensive content has since been migrated from existing informational resources to this central site. Findings – A specific Google Sites Staff Intranet for Michigan Publishing has been an integral solution for providing a one-stop, central area for current internal resources. It also fosters a sense of departmental identity and community, since there are many separate units within the department, each with a different focus and place within the larger library system. This site provides an online forum for collaboration, communication and policy codification. Originality/value – This report summarizes how Google Sites can be used as an open-source, intuitive, and robust solution for designing an intranet system for a unique library department.

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2

Crum, Laurie. "University of Michigan Digital Library Project." Communications of the ACM 38, no. 4 (April 1995): 63–64. http://dx.doi.org/10.1145/205323.205342.

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3

Bucholtz, Tonia J., Bruce Palfey, Anna K. Mapp, and Gary D. Glick. "Graduate Education in Chemical Biology at the University of Michigan." ACS Chemical Biology 1, no. 8 (September 2006): 487–88. http://dx.doi.org/10.1021/cb600315r.

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Gafni, Ari, and Nils G. Walter. "The Interdisciplinary Biophysics Graduate Program at the University of Michigan." Biopolymers 89, no. 4 (2008): 256–61. http://dx.doi.org/10.1002/bip.20931.

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5

Buchholz, Tonia J., Bruce Palfey, Anna K. Mapp, and Gary D. Glick. "Correction: Graduate Education in Chemical Biology at the University of Michigan." ACS Chemical Biology 1, no. 9 (October 2006): 601. http://dx.doi.org/10.1021/cb600416x.

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6

Dirkx, John M., Kristin Janka Millar, Brett Berquist, and Gina Vizvary. "Graduate Student Learning Abroad: Emerging Trend?" International Higher Education, no. 77 (September 1, 2014): 14–15. http://dx.doi.org/10.6017/ihe.2014.77.5677.

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Within the United States and around the world, universities are increasingly sending their graduate students abroad. But we know relatively little about the learning derived from these international experiences or how they contribute to graduate-level education. Researchers at Michigan State University have begun to explore this “black box” of internationalization, providing some answers and raising more questions.

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7

Kim, Jane H., and David R. Dowling. "Graduate research opportunities in acoustics at the University of Michigan, Ann Arbor." Journal of the Acoustical Society of America 148, no. 4 (October 2020): 2744–45. http://dx.doi.org/10.1121/1.5147626.

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Flynn, Tyler J., and David R. Dowling. "Graduate research opportunities in acoustics at the University of Michigan, Ann Arbor." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1706. http://dx.doi.org/10.1121/1.5101253.

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Flynn, Tyler J., and David R. Dowling. "Graduate research opportunities in acoustics at the University of Michigan, Ann Arbor." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3679. http://dx.doi.org/10.1121/1.4987991.

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10

Geitgey, Terri. "The University of Michigan Library Espresso Book Machine experience." Library Hi Tech 29, no. 1 (March 8, 2011): 51–61. http://dx.doi.org/10.1108/07378831111116895.

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11

Weber, Edward C. "The Labadie Collection in the University of Michigan Library." Labor History 31, no. 1-2 (March 1990): 155–62. http://dx.doi.org/10.1080/00236569000890251.

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Schroeder, Heidi M. "Implementing accessibility initiatives at the Michigan State University Libraries." Reference Services Review 46, no. 3 (August 13, 2018): 399–413. http://dx.doi.org/10.1108/rsr-04-2018-0043.

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Purpose This paper aims to describe a variety of accessibility initiatives implemented at the Michigan State University (MSU) Libraries to better support persons with disabilities who want to use and access library services and resources. Design/methodology/approach By using two campus accessibility policies to help expand and improve its accessibility efforts, the MSU Libraries implemented accessibility purchasing procedures for e-resources; drafted a five-year accessibility plan, which launched an extensive multi-year staff accessibility training plan and detailed plans for content accessibility and accessibility investment; dedicated additional library staff positions and time to accessibility; drafted an accessibility statement and website documentation; established an in-house remediation service; increased library web page and collection remediation; and began leading efforts related to vendor e-resource accessibility in the Big Ten Academic Alliance library consortium. Findings As a result of these many accessibility initiatives, the MSU Libraries has thought strategically about and taken action on constantly improving its accessibility in a variety of areas; provided or hosted 29 staff accessibility training sessions; implemented new accessibility positions, roles and services; and helped influence and improve library e-resource accessibility, especially through its leadership in the Big Ten library consortium. Originality/value Most libraries strive to provide welcoming access to information and library services for all users, including persons with disabilities, but resources and literature on comprehensive accessibility initiatives in academic libraries are somewhat limited. The library accessibility initiatives implemented by a large, academic research library shared in this paper will hopefully contribute to the much-needed library and information science literature on this topic.

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13

Willis, Katherine. "TULIP at the University Of Michigan." Library Hi Tech 13, no. 4 (April 1995): 65–68. http://dx.doi.org/10.1108/eb047967.

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14

Gedeon, Randle, and George Boston. "Western Michigan University Libraries' “Electronic Journal Finder”." Acquisitions Librarian 17, no. 33-34 (February 15, 2005): 97–106. http://dx.doi.org/10.1300/j101v17n33_09.

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15

Robert Kohrman. "Selected List of Michigan-Related Titles Found in the Angling Library at the Clarke Historical Library, Central Michigan University." Michigan Historical Review 41, no. 2 (2015): 89. http://dx.doi.org/10.5342/michhistrevi.41.2.0089.

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Robert Kohrman. "Selected List of Michigan-Related Titles Found in the Angling Library at the Clarke Historical Library, Central Michigan University." Michigan Historical Review 41, no. 2 (2015): 89–98. http://dx.doi.org/10.1353/mhr.2015.0037.

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17

Noprianto, Eko. "Factors Affecting Library Anxiety of Graduate School Students in Gadjah Mada University." Record and Library Journal 5, no. 2 (December 22, 2019): 207. http://dx.doi.org/10.20473/rlj.v5-i2.2019.207-217.

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Background of Study: The library has an important role in supporting the process of education and research in a university. Students need a library as a place to study, discuss, work on assignments, or do research. But sometimes students who visit the library feel uncomfortable and confused about the condition they are facing that is usually known as library anxiety.Purpose: This study aims at identifying library anxiety among Graduate School Students in Gadjah Mada University, and examine several factors considered to affect library anxiety, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanical/technological, information retrieval, regulation, resources.Method: This is aquantitative deductive research, using a survey approach. The population were Graduate School Students at Gadjah Mada University, with a total sample of 60 students taken by purposive sampling technique. Data were collected using questionnaires. The data were analyzed using smartPLS 3.0.Finding: The results showed that 95% of Graduate School students at Gadjah Mada University experienced library anxiety. There are 8 factors that affecting library anxiety of Graduate School Students in Gadjah Mada University, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanic/technology, information retrieval, regulation, resources.Conclution: The library anxiety experienced by Graduate School students in Gadjah Mada University is 100% influenced by those 8 factors tested in this study.

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18

Willis, Katherine, Ken Alexander, William A. Gosling, Gregory R. Peters, Robert Schwarzwalder, and Beth Forrest Warner. "TULIP — The University Licensing Program: Experiences at the University of Michigan." Serials Review 20, no. 3 (September 1994): 39–47. http://dx.doi.org/10.1080/00987913.1994.10764219.

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19

Durfee, E. H., D. L. Kiskis, and W. P. Birmingham. "The agent architecture of the University of Michigan Digital Library." IEE Proceedings - Software Engineering 144, no. 1 (1997): 61. http://dx.doi.org/10.1049/ip-sen:19971024.

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20

Schmidt, Lisa, Cynthia Ghering, and Shawn Nicholson. "Digital Curation Planning at Michigan State University." Library Resources & Technical Services 55, no. 2 (April 1, 2011): 104–18. http://dx.doi.org/10.5860/lrts.55n2.104.

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21

Newman, Steven E., and Susan H. Ellsbury. "Increasing Library Skills of Horticulture Students." HortTechnology 1, no. 1 (October 1991): 126–28. http://dx.doi.org/10.21273/horttech.1.1.126.

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

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22

Chaichian, Mohammad, Ginger Macheski, William Ewens, and Nancy Backus. "Getting People Started: Teaching Assistant Workshop for Sociology Graduate Students at Michigan State University." Teaching Sociology 14, no. 3 (July 1986): 168. http://dx.doi.org/10.2307/1318471.

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23

Black, Christine, Bethany Harris, Katy Mahraj, Anna Ercoli Schnitzer, and Merle Rosenzweig. "Collaboration Between the University of Michigan Taubman Health Sciences Library and the University of Michigan Medical School Office of Research." Medical Reference Services Quarterly 32, no. 2 (April 2013): 179–84. http://dx.doi.org/10.1080/02763869.2013.776896.

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24

Jacob, Carol. "A Brief Review of the Fifth Off-Campus Library Services Conference, held in Albuquerque, New Mexico, 1992." Education Libraries 16, no. 2 (September 5, 2017): 25. http://dx.doi.org/10.26443/el.v16i2.31.

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The forty papers that make up the Fifth Off-campus Library Services Conference Proceedings were presented at the Offcampus Library Services Conference sponsored by the Central Michigan University Libraries and the Extended Degree Programs of Central Michigan University. The conference was held October 30 - November 1, 1992 in Albuquerque, New Mexico.

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25

Hawkins, Kevin S. "The Evolution of Publishing Agreements at the University of Michigan Library." Journal of Librarianship and Scholarly Communication 2, no. 4 (December 11, 2014): 1175. http://dx.doi.org/10.7710/2162-3309.1175.

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26

Badics, Joseph, and Rosina Tammany. "The Gifts and Exchanges Program at Eastern Michigan University." Acquisitions Librarian 11, no. 22 (October 18, 1999): 131–42. http://dx.doi.org/10.1300/j101v11n22_11.

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27

Wetli, Autumn. "Consultation scheduling with LibCal at the University of Michigan." Public Services Quarterly 17, no. 1 (January 2, 2021): 46–52. http://dx.doi.org/10.1080/15228959.2020.1832641.

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28

Jimerson, Randall C. "Graduate archival education at Western Washington University." OCLC Systems & Services: International digital library perspectives 17, no. 4 (December 2001): 157–66. http://dx.doi.org/10.1108/10650750110409353.

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29

Thomas, Charles F. "Cornell University Digital Library (The Making of America) and University of Michigan Digital Library Project9827Cornell University Digital Library (The Making of America) and University of Michigan Digital Library Project . Cornell University and University of Michigan, 1996. URL: http://moa.cit.cornell.edu/ MOA/moa‐main_page.html http://www.si.umich.edu/UMDL/ Free via the World Wide Web; some resources available only to respective academic communities." Electronic Resources Review 2, no. 3 (March 1998): 30–31. http://dx.doi.org/10.1108/err.1998.2.3.30.27.

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30

Olugbenga Ajala, Isaac. "Use of the University of Ibadan Library resources by graduate students." Library Review 46, no. 6 (September 1997): 421–27. http://dx.doi.org/10.1108/00242539710178425.

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31

Alqudsi-ghabra, Taghreed, and Elham Al-Dousari. "Graduate LIS Students' Attitude Toward University Libraries and Personnel." International Information & Library Review 51, no. 1 (February 22, 2018): 9–18. http://dx.doi.org/10.1080/10572317.2018.1433416.

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32

Black, Leah, and Colleen Hyslop. "Telecommuting for Original Cataloging at the Michigan State University Libraries." College & Research Libraries 56, no. 4 (July 1, 1995): 319–23. http://dx.doi.org/10.5860/crl_56_04_319.

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33

Knox, James E. "The University of Michigan barrier free computer users group." Library Hi Tech 11, no. 1 (January 1993): 77–79. http://dx.doi.org/10.1108/eb047877.

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34

Moberly, Heather K., Dong Joon Lee, Michael David Kessler, and Esther Elizabeth Carrigan. "Supporting the next generation of Texas A&M University scholars." Library Management 39, no. 8/9 (November 12, 2018): 597–604. http://dx.doi.org/10.1108/lm-10-2017-0104.

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Purpose The speed of information transfer, discovery, and evaluation is accelerating the timeline for young researchers to establish their scholarly identity. A clear scholarly identity is an essential element in developing and maintaining a scholar’s reputation. The paper aims to discuss this issue. Design/methodology/approach Texas A&M University is developing workflows and programmatic support for graduate students as they navigate a labyrinth of tools, such as ORCID iD, to establish and manage their identity and reputation. Findings This paper discusses the evolution of a collaboration between the Texas A&M University Libraries (A&M UL) and the Office of Research and Graduate Studies in the College of Veterinary Medicine & Biomedical Sciences to educate graduate-level students about scholarly identity and reputation. Originality/value The collaboration between the Texas A&M UL and the Texas A&M College of Veterinary Medicine & Biomedical Sciences Office of Research and Graduate Studies evolved into an intentional practice to assist emerging researchers as they navigate the labyrinth of standards and research information systems to establish their scholarly identity.

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35

Anderson, Linda. "Library Website Visits and Enrollment Trends." Evidence Based Library and Information Practice 11, no. 1 (March 15, 2016): 4. http://dx.doi.org/10.18438/b8f918.

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Abstract Objective – Measures of trends in Iowa State University library website visits per student/faculty/staff headcount show decreased use. Analysis was conducted to test for a relationship between this decrease and decreasing graduate/undergraduate enrollment ratios and decreasing visits to a popular digital collection. The purpose was to measure the influence of these factors and to produce an adjusted measure of trend which accounts for these factors. Methods – Website transaction log data and enrollment data were modelled with Box and Jenkins time series analysis methods (regression with ARMA errors). Results – A declining graduate to undergraduate enrollment ratio at Iowa State University explained 23% of the innovation variance of library website visits per headcount over the study period, while visits to a popular digital collection also declined, explaining 34% of the innovation variance. Rolling windows analysis showed that the effect of the graduate/undergraduate ratio increased over the study period, while the effect of digital collection visits decreased. In addition, estimates of website usage by graduate students and undergraduates, after accounting for other factors, matched estimates from a survey. Conclusion – A rolling windows metric of mean change adjusted for changes in demographics and other factors allows for a fairer comparison of year-to-year website usage, while also measuring the change in influence of these factors. Adjusting for these influences provides a baseline for studying the effect of interventions, such as website design changes. Box-Jenkins methods of analysis for time series data can provide a more accurate measure than ordinary regression, demonstrated by estimating undergraduate and graduate website usage to corroborate survey data. While overall website usage is decreasing, it is not clear it is decreasing for all groups. Inferences were made about demographic groups with data that is not tied to individuals, thus alleviating privacy concerns.

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Bembenutty, Héfer. "The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie." Teaching of Psychology 35, no. 4 (October 2008): 363–72. http://dx.doi.org/10.1080/00986280802390787.

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Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, Teaching Tips, is now in its 12th edition (McKeachie & Svinicki, 2006). Héfer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education.

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37

Hughes, Holly. "Left Wanting." TDR/The Drama Review 58, no. 4 (December 2014): 120–25. http://dx.doi.org/10.1162/dram_a_00403.

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In Spring of 2013, a group of students from the University of Michigan participated in the restaging of The Well of Horniness at the Graduate Center of the City of New York. Remounting the production in NYC some 30 years after its first production answered questions regarding the longevity of the play, but more importantly, generated a whole new set of questions.

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38

Barbrow, Sarah, and Megan Hartline. "Process mapping as organizational assessment in academic libraries." Performance Measurement and Metrics 16, no. 1 (April 13, 2015): 34–47. http://dx.doi.org/10.1108/pmm-11-2014-0040.

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Purpose – The purpose of this paper is to describe the value of process mapping to libraries as a first step in promoting a culture of organizational assessment. In addition, this paper offers a case study of the University of Michigan Library’s experience in building up a process mapping skill set and the workflow improvements resulting from these efforts. Design/methodology/approach – This case study is a description and assessment of a program to train library employees on process mapping. Findings – Process mapping in library settings empowers librarians and staff to identify and implement elements for improvements in routine work. When given the tools to assess processes, employees at the University of Michigan made several such improvements. Practical implications – While library staff tend not to be familiar with process mapping, these skills are critical for retaining institutional knowledge, training staff, and identifying areas for improvement in common and rarely used workflows alike. Originality/value – Process improvements were identified and implemented at the University of Michigan Library when the staff mapped the processes of their daily work.

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39

Delgadillo, Roberto, and Beverly P. Lynch. "Future Historians: Their Quest for Information." College & Research Libraries 60, no. 3 (May 1, 1999): 245–59. http://dx.doi.org/10.5860/crl.60.3.245.

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This paper examines how history graduate students at one research university seek information and how they use the university library in their information-seeking process. The general question framing the study was whether graduate students in history demonstrate the same information-seeking behavior as established scholars. Related questions explored the use of new technologies and the reliance that history graduate students place on reference librarians and librarians in special collections.

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40

Of College and Research Libraries, Association. "ACRL candidates for 2020: A look at who’s running." College & Research Libraries News 81, no. 1 (January 6, 2020): 22. http://dx.doi.org/10.5860/crln.81.1.22.

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Lynn Silipigni Connaway is the director of library trends and user research at OCLC Research, a position she has held since 2018. Prior to this, Connaway served as senior research scientist and director of user research (2016-18), senior research scientist (2007-16), and consulting research scientist III (2003-07), all at OCLC Research. She was vice-president of research and library systems at NetLibrary (1999-2003), and director and associate clinical professor of the Library and Information Services Department at the University of Denver (1995-99). She served as assistant professor in the School of Library and Informational Science at the University of Missouri (1993-95), and as head of technical services and cataloging at Mesa State College Library (1984-89).Julie Garrison is dean of university libraries at Western Michigan University, a position she has held since 2016. Prior to this, Garrison served as associate dean, research and instructional services at Grand Valley State University Libraries (2009-16); director of off-campus library services at Central Michigan University (2003-07); and as assistant/associate director of public services at Duke University Medical Center Library (2000-02).

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41

Banou, Christina, Petros A. Kostagiolas, and Anna‐Maria Olenoglou. "The reading behavioural patterns of the Ionian University graduate students." Library Management 29, no. 6/7 (August 13, 2008): 489–503. http://dx.doi.org/10.1108/01435120810894518.

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Singson, Mangkhollen, Md Firdaus, and S. Thiyagarajan. "Library Anxiety: A Survey on Post-Graduate Students of Pondicherry University, India." Journal of Knowledge & Communication Management 5, no. 2 (2015): 189. http://dx.doi.org/10.5958/2277-7946.2015.00015.7.

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Soderdahl, Paul A., and Carol Ann Hughes. "That's My Bailiwick: A Library-Sponsored Faculty Research Web Server." Information Technology and Libraries 19, no. 1 (September 17, 2017): 29–34. http://dx.doi.org/10.6017/ital.v19i1.10071.

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Römer, Ute, and Matthew Brook O'Donnell. "From student hard drive to web corpus (part 1): the design, compilation and genre classification of the Michigan Corpus of Upper-level Student Papers (MICUSP)." Corpora 6, no. 2 (November 2011): 159–77. http://dx.doi.org/10.3366/cor.2011.0011.

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In this paper, we provide a detailed account of the steps that were central to designing and compiling the Michigan Corpus of Upper-level Student Papers (MICUSP). MICUSP is a new collection of 829 papers (around 2.6 million words) written by University of Michigan students in their final undergraduate year or in their first three years of graduate education. The papers come from sixteen disciplines, ranging from Humanities and Arts to Physical Sciences, and represent a range of different text types. In this paper, we offer an overview of the design of MICUSP, the online submission process used to collect papers, and the text-type classification of the papers.

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45

Corby, Katherine, Shellie Jeffries, and Darlene P. Nichols. "Cooperation, Collaboration and Coordination: Education Librarians in Michigan." Education Libraries 22, no. 3 (September 5, 2017): 13. http://dx.doi.org/10.26443/el.v22i3.132.

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Formation of the Michigan Research Libraries Triangle consortium in 1991 served to bring the education librarians of Michigan State University, the University of Michigan and Wayne State University into a working relationship. The education programs at each institution have unique histories shaped by demographic, political and economic forces. The evolution of the programs profoundly influenced the physical and philosophical development of the education libraries at each institution and the education librarians have based their cooperation on the historic roles and unique strengths of each library 's collection. The level of activity and opportunityfor cooperation has fluctuated over the years due to institutional changes.

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46

Crane, Maurice A. "Labor history materials in the G. Robert Vincent voice library, Michigan State University." Labor History 26, no. 2 (March 1985): 288–90. http://dx.doi.org/10.1080/00236568508584799.

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47

Marko, Lynn, and Christina Powell. "Descriptive metadata strategy for TEI headers: a University of Michigan Library case study." OCLC Systems & Services: International digital library perspectives 17, no. 3 (September 2001): 117–21. http://dx.doi.org/10.1108/10650750110402585.

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48

Deardoff, Ariel, and Dylan Romero. "From Python to Raspberry Pi: Celebrating Pi Day with data science." College & Research Libraries News 79, no. 11 (December 5, 2018): 613. http://dx.doi.org/10.5860/crln.79.11.613.

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The University of California-San Francisco (UCSF) Library is a graduate-only health science university with four professional schools (medicine, pharmacy, nursing, and dentistry), a graduate division, and an academic medical center. For several years UCSF has been the number one public recipient of NIH funding, reflecting the school’s dedication to biomedical research. Around 2015, the UCSF Library began investigating new ways to serve the university’s research population. Seeing a need for more computational and entrepreneurship training the library piloted two new programs: the Data Science Initiative (DSI) and the Makers Lab.

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49

Ameen, Kanwal. "Graduate researchers’ perceptions and expectations." Reference Services Review 48, no. 2 (July 29, 2019): 227–42. http://dx.doi.org/10.1108/rsr-02-2019-0009.

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Purpose This study aims to explore the perceptions and expectations of graduate research students regarding reference and information services. The purpose was also to determine the information seeking and library usage patterns of the respondents. Design/methodology/approach The qualitative research design was used to conduct this study. Face-to-face interviews were conducted with 18 research scholars enrolled at the University of the Punjab in three main domains of knowledge: sciences, social sciences and humanities. The interviews were verbatim transcribed and analyzed using a thematic approach. Findings The findings revealed that the graduate research students had hardly any idea of reference and information services. Their perceptions of the services were vague. Due to this lack of understanding, they would not expect an important role of the library professionals in their research activities except providing access to physical or online information sources. The study recommends redesigning of reference and information services, as well as their promotion among communities. Research limitations/implications Being qualitative in approach, the findings are based on the perceptions and expectations of a limited number of researchers. However, libraries and institutions may use the findings for assessment of their services. Practical implications Public and university libraries in the developing countries like Pakistan can use the insight for developing user-focused reference and information services and create aggressive awareness strategies about the services offered. The research-related information services can enhance the quality of research output. Social implications The public image of information professionals can be enhanced by meeting the expectations of modern information seekers. Originality/value The paper is the first one in the context of a developing country on the subject of reference and information services. The users' perspectives have hardly been addressed in a qualitative manner. The findings reveal interesting aspects of reference and information services.

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Phelps, Sue F. "Library Fines Make a Difference in Academic Library Book Return Behaviour." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 96. http://dx.doi.org/10.18438/b8h89k.

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A Review of: Sung, J. S., & Tolppanen, B. P. (2013). Do library fines work?: Analysis of the effectiveness of fines on patron’s return behavior at two mid-sized academic libraries. Journal of Academic Librarianship, 39(6), 506-511. http://dx.doi.org/10.1016/j.acalib.2013.08.011 Abstract Objectives – To quantify library fines and their impact on patron return behaviour. Design – Hypothesis testing of data extracted from integrated library systems. Setting – Two midsize academic libraries, including one from the Pacific, University of Hawaii at Manoa (UHM), and one from the Midwest, Eastern Illinois University (EIU). Subjects – Undergraduates, graduate students, and faculty. Methods – The authors collected data from two midsized universities. The universities have identical integrated library systems, which allowed for uniform data extraction. The authors counted book returns in each population group (undergraduates, graduate students, and faculty) for those books that were returned before and after the due dates with a focus on late fees as the primary variable. The authors tested the following five hypotheses: • Hypothesis 1: “There is no difference in return rates before due dates among the UHM patron groups because the fine policy is the same for all patron groups” (p. 507). • Hypothesis 2: “Before 2006, the EIU undergraduate students’ return rates before due dates should be the highest among the three EIU groups because this was the only group which had overdue fines. . . . There should be no difference in the return rates before due dates between EIU faculty and EIU graduate students (both groups had no overdue fines)” (p. 507). • Hypothesis 3: “EIU graduate students’ return rates before due dates was lower for 2002–2006 than 2007–2011” (p. 507). This hypothesis tests the impact of a change in fine policy that the library implemented in the fall of 2006. • Hypothesis 4: “UHM undergraduate students’ return rates before due dates is higher than that of EIU undergraduate students” because there is no grace period for UHM undergraduates (p. 507). EIU undergraduate students have a 10-day grace period. • Hypothesis 5: “UHM faculty’s return rates before due dates is higher than that of EIU faculty” (p. 507). UHM faculty incur overdue fines, but EIU faculty encounter no penalty for overdue materials. From the integrated library systems, the authors extracted data for the number of books returned before due dates and after overdue notices and for the number of books borrowed by the different populations for the time period starting with Fall 2002 and ending with Spring 2011. The authors analyzed the data using Statistical Package for Social Science (SPSS) and made comparisons using analysis of variance (ANOVA) expressed with an F-ratio and p-value < 0.01 as the level of significance. Main Results – The findings did not support hypotheses 1 or 2. For hypothesis 1, in which fines were the same for undergraduates, graduate students, and faculty, return rates increased with academic level and faculty groups. The rates were 90.4%, 93.9%, and 95.7%, respectively (F = 112.1, p < 0.001). For hypothesis 2, the return rate was 88.8% for undergraduates, 92.6% for graduate students, and 80.1% for faculty. The group difference was small but still statistically significant (F = 171.4, p < 0.001). The graduate students, who were not fined, had significantly higher return rates before due dates than undergraduates who incurred fines. Graduate students had higher return rates than faculty, though both groups had no fines. The data did not support hypotheses 3 and 4. For hypothesis 3, no significant change occurred in return rates before and after imposing fines (F = 5.75, p = .031). For hypothesis 4, the return rates of undergraduates at the university with a grace period showed no statistically significant difference in return rates from those undergraduates with no grace period (F = 4.355, p = .044). The findings supported hypothesis 5. The return rates indicated a statistically significant difference between faculty with fines for overdue books and those with no fines (F = 1701, p < 0.001). For those hypotheses for which the differences were not significant, the authors cite other variables, including reminders, grace periods, maturity of the borrower, withholding of privileges, fees, and lost book charges, that may contribute to return rates. Conclusions – In answer to the main research question, the authors conclude that “fines indeed make a difference” (p. 511) in patron book return conduct. However, they also note that fines can mar the reputation of the library creating a barrier to access and that courtesy notices and overdue notices are also effective ways to ensure timely return of materials.

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