Academic literature on the topic 'Weeks Library'

Objective – To assess the impact of a university library instruction program.
 
 Design – Survey questionnaire administered post-intervention.
 
 Setting – A mid-size science and technology university in Hong Kong.
 
 Subjects – Student and staff participants in either course specific or open (elective) library instruction workshops.
 
 Methods – Surveys were conducted to measure the perceived effectiveness of the library instruction program, including various types of course specific (CS) and open workshops (OW). Librarians responsible for teaching nominated the sample of workshops for evaluation. Students in all but one CS workshop were provided with a 14-question paper questionnaire in class by their course instructor, while participants in all of the open workshops and one CS workshop received the same questionnaire via e-mail. The questionnaires were distributed between four to eight weeks following the workshops in order to gauge the “enduring” impact of the instruction. Most questions were closed, forcing participants to choose an answer from a list or select from a 4- or 7-point Likert scale. Comments were also solicited. Results were summarised and analysed using SPSS software. The CS and OW questionnaires were studied separately to allow for comparisons between groups.
 
 Main results – Out of 133 workshops taught in the fall of 2004, 25 were included in the sample: 15 CS and 10 OW. The overall response rate was 68%, with 466 participants completing questionnaires. Most participants indicated that the workshops were useful for learning about sources and search methods for finding information quickly. The majority (72.2%) responded that they felt an increase in confidence when conducting library research and slightly more than half (57.9%) agreed the workshops led to an increased interest in using the library. The responses differed significantly for the CS and OW groups: OW participants consistently rated the usefulness of the workshops higher than CS participants. In regards to retention of skills, 68.5% of participants responded in the affirmative when asked of they had continued using the skills taught, with rates ranging from 56 to 83% depending on the workshop. There was little difference in perceived retention between the CS and OW groups. The skills most frequently identified as having been learned included the abilities to “form better search strategies” and “find better Internet resources.” Written feedback included remarks on reducing class size and length, and increasing practice time and the number of handouts.
 
 Conclusion – A “delayed perception survey” revealed positive feedback from library workshop participants on questions about confidence, usefulness, and retention of skills learned. There was a significant difference in confidence levels reported between CS and OW groups, with OW participants reporting higher levels of confidence. The researchers surmise this might be a result of self-selection, as OW participants volunteered both to attend the library instruction workshops and to respond to the survey questionnaire. The short questionnaire is an efficient tool for assessing the perceived usefulness of library workshops for both course-integrated sessions and elective workshops.

Objective – The objective of the study is to increase the knowledge about what questions students ask at the library desk and what the purpose is of their use of the desk. Our focus has been on the physical meetings with the students. The aim is to contribute to the discussion on the future development of the library service desk. Methods – We recorded questions asked at the desks to explore how students use the library service desks. The recording, where library staff sorted questions into predefined categories, took place over four weeks between the years 2017–2018. Results – Our recording showed that 63% of the questions asked at the library service desks were about loan services, document delivery, and access to physical and electronic collections. Practical things such as opening hours, lost and found items, and the location of the group study rooms, accounted for 16% of questions. Questions about information technology (IT) made up 8% of questions. Finally, the results showed that 8% of the questions from the four weeks of counting were counselling and guidance questions, and 2% were about literature lists, reference management, and reference management tools. We found more questions about counselling and guidance in the spring weeks and more practical questions in the fall. We did not find any clear connection between the number of questions and the size of the branch libraries. Conclusion – By conducting this study, we have learned more about why students use the library desk. Our study shows that students come to the library desk to ask about a lot more than just borrowing staples. The results from the study will inform the development of the library desk service going forward.

Genetic linkage map is being constructed for watermelon based on a testcross population and an F2 population. The testcross map comprises 262 markers (RAPD, ISSR, AFLP, SSR and ASRP markers) and covers 1,350 cM. The map comprises 11 large linkage groups (50.7–155.2 cM), 5 medium-size linkage groups (37.5–46.2 cM), and 16 small linkage groups (4.2–31.4 cM). Most AFLP markers are clustered on two linkage regions, while all other marker types are randomly dispersed on the genome. Many of the markers in this study are skewed from the classical (Mendelian) segregation ratio of1:1 in the testcross or the 3:1 ratio in the F2 population. Although the skewed segregation, marker order appeared to be consistent in linkage groups of the testcross and F2 population. A cDNA library was constructed using RNA isolated from watermelon flesh 1 week (rapid cell division stage), 2 weeks (cell growth and storage deposition stage, 4 weeks (maturation stage), and 5 weeks (postmaturation stage) post pollination. Over 1,020 cDNA clones were sequenced, and were analyzed using the Basic Local Alignment Search Tool (BLAST). The sequenced cDNA clones were designated as expressed sequenced tag (EST) markers and will be used in mapping analysis of watermelon genome.

The greatest art library in the Netherlands returned to its original rooms inside the Rijksmuseum Amsterdam. How can this library with its own rich history serve the demands of a 21st-century user? What might be the appropriate measures to counter the struggles of the first weeks after the grand re-opening? After more than a decade of reconstruction and renovation the Rijksmuseum Amsterdam was reopened on 13 April 2013. The inside of the museum has been completely transformed and the building itself has been restored to its original splendour. The largest art research library in the Netherlands has become accessible to the general public, seven days a week from 10 am to 5 pm. More then 10,000 visitors a day are eager to explore the museum as well as its unique 19th-century reading room designed by P.J.H Cuypers. But how can the original concept be adapted to present day demands?

At a time when space in any academic library is at a premium, when we sometimes need to argue for shelf space rather than computers and group work pods, the University of Sydney Library has decided not only to keep and maintain its nineteenth century printing press, but to feature it through a printer in residence program.Now in its third year, the program brings together a printmaker and a letterpress for eight weeks during semester. The intent is to engage with the library and its users, to bring the print workshop to life, to draw inspiration from the library's collection and to create a publication for the Artists’ Book Collection within Rare Books & Special Collections.In an era of instant layout, digital word processing and electronic publishing what does the slow and laborious process of letterpress printing bring to a twenty-first century academic library? This residency demonstrates that understanding the process of making a publication can be just as vital and alive as the content of that publication - one letter at a time.

As students are increasingly overwhelmed with stress and anxiety, especially during exam weeks, it is important for libraries to demonstrate their impact on student wellness and success. While traditionally libraries have been focused on the educational aspects of student growth, it is important that as students’ needs have grown, libraries grow as well. One way LSU Libraries is doing this is through the creation of a Relaxation Room during exam weeks. The room not only helps provide outreach and engagement to students but it also helps with alleviating library anxiety as well as encouraging the idea of library as a place for community. By focusing on student’s needs, the library positions itself to be a community center on campus and a leader in helping to develop well-rounded students.

Businesses leverage excellent customer service to improve profitability. Although not profit-driven, libraries should leverage excellent customer service to achieve their unique missions. Evaluating and improving customer service practices will help a library determine if it is successfully serving its customers. The library should review three areas to improve customer service: the physical space of the library, how library employees work with library policies, and the communication skills of the library staff. By using the Take Five model, the library can make immediate, no-cost changes or plan for future improvements by taking just five minutes, every day, to assess specific areas. Over a few weeks or months, these small changes will result in better customer service.