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《图书馆管理杂志》2013,53(3-4):507-529
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Michael Anton Matos 《期刊图书馆员》2016,70(1-4):260-265
Libraries often wonder if their collections can support their faculty’s research. Large citation databases, such as Scopus or Web of Science, can help automate such a review process. This session will present findings about to what extent faculty were able to complete their journal publications without utilizing interlibrary loan. Using data gathered from Scopus, the range and date of journals referenced by faculty at my home institution will be compared with holdings from my library’s electronic resources knowledge base to determine the level of overlap. Results will be presented by journal discipline to highlight any variation among the science, social science, and arts and humanities divisions. Special emphasis will be given to using this data to inform decisions about purchasing journal backfile collections. 相似文献
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《Public Services Quarterly》2013,9(4):11-27
Abstract The article reports the results of a visual survey of library Web sites conducted over a seven-month period in 2000. Included in the survey were 100 ARL libraries in public and private universities in the United States. The author sought information about the libraries' policies regarding access to services and resources for unaffiliated users-library users who are not students, faculty, or staff of a library's parent institution. The author focused on four areas: entrance to the building, circulation policies, interlibrary loan service, and the use of proprietary databases. The author also looked for mention of services to unaffiliated users in library mission statements and the costs for use of services or resources. As expected, the variation among library Web sites was great, in terms of the amount of information provided, the level of access to services and resources, and the cost for access. No attempt was made to confirm the information by direct correspondence with staff at the libraries, in part because the intent was to determine only what one could learn from a library's Web site. 相似文献
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《Research Strategies》2001,18(1):85-93
Course-related library Web pages can be designed to introduce students to an academic library Web site and provide access to information relevant to specific courses. These pages are most often developed to support a library instruction session. The author's course-related pages are designed on a template that includes the main features of the library Web site (e.g., links to the online catalog, reference information, and interlibrary loan request forms), a list of pertinent online indexes and databases, links to electronic journals, and recommended Web sites. Technical and organizational issues related to creating and maintaining such pages are discussed, as are outreach efforts and faculty/student response to incorporating this type of Web page into library instruction. A sample evaluation form and a list of selected course-related library Web sites are included as appendices. 相似文献
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《Journal of Web Librarianship》2013,7(2-3):219-246
ABSTRACT As the World Wide Web has advanced since its inception, librarians have endeavored to keep pace with this progress in the design of their library Web pages. User recommendations collected from focus groups and usability testing have indicated that the University of Scranton's Weinberg Memorial Library's Web site was not working as intended, and the library's home page, in particular, was cluttered. Focus groups indicated that the process of accessing the library's databases from off-campus took too many steps, key resources were not located in key areas of the page, links were too close together, and the font was too small. Library staff determined it was necessary to rethink and redesign its pages. Self-reports from focus groups were insufficient to get at the mechanics of Web page use. Through usability testing, librarians were able to observe students and faculty completing simple research and directional tasks. Before “going live” with the new page in January 2007, users who had participated in the focus groups and in the usability testing were surveyed about the redesigned library Web page. The users indicated that the new Web page was less confusing, easier to use, and somewhat more intuitive than the previous library Web page. Web sites are always works in progress, and academic librarians should be proactive about making changes to their library Web sites to take advantage of emerging technology and to meet user expectations. 相似文献
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《The Reference Librarian》2013,54(82):57-68
Abstract Librarians at Northwest Vista College, a new community college, speculated that keeping faculty members informed about the library and its various resources would result in more instructors sending students to the library for library instruction and, ultimately, it would result in more students who were familiar with and comfortable using the library. This paper describes the librarians' comprehensive faculty outreach effort, which involved putting on special workshops for faculty, creating online forms, and Web links on the library Web page, and taking every opportunity to increase contact and collaboration between librarians and Other faculty and Staff. 相似文献
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Margaret Butler 《Legal Reference Services Quarterly》2013,32(3-4):239-269
This article contains the results of an empirical analysis and review of 199 American Bar Association-accredited law school library Web pages to identify the law library services for faculty that are advertised or promoted on law library Web sites. The analysis ranked the Web sites based on how thoroughly a law library communicates, or promotes on its Web site, the services it offers to faculty. The analysis also identified the percentage of law libraries advertising specific services for faculty, such as those related to library staffing, publishing support, teaching support, and research services. Suggestions are included for the promotion of the law library to faculty, including services some libraries are uniquely offering. 相似文献
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Robert Miller Edward O’Donnell Neal Pomea Joseph Rawson Ryan Shepard Cynthia Thomes 《图书馆管理杂志》2013,53(7-8):830-856
ABSTRACT At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students. 相似文献
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William H. Walters 《The Journal of Academic Librarianship》2019,45(6):102059
This study investigates the methods by which faculty obtain scholarly articles, books, and chapters. It focuses on full-text retrieval rather than discovery, drawing on a survey of 529 full-time faculty at U.S. colleges and universities in the Carnegie master's—large and master's—medium categories. When seeking articles, faculty rely mainly on their home-institution library collections, freely accessible online resources, and interlibrary loan. The situation is different for books, however; faculty most often purchase the books they need. Despite the continuing importance of formal access mechanisms (home-institution library collections and interlibrary loan), faculty rely on other sources of full text—informal access mechanisms—for 50% of the articles and 66% of the books they use. Nearly 25% get more articles from the open web than from any other source, and substantial minorities report heavy reliance on other sources. In particular, faculty sometimes use other libraries, often relying on current or past affiliations (e.g., part-time teaching) or on the user accounts of family, friends, and colleagues. Many are critical of their university library collections, but most are satisfied with freely accessible online resources and interlibrary loan. 相似文献
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Margaret Bausman Sarah Laleman Ward John Pell 《New Review of Academic Librarianship》2014,20(2):117-136
This article reports upon the assessment and research activities undertaken by a research group of faculty librarians at Hunter College regarding the perceptions, awareness, and usage of library services by non-librarian faculty members. Given the initial directive to measure faculty satisfaction with library services, the research group developed an ongoing action-research protocol to pursue more meaningful assessments of faculty awareness and use of library services and resources. The researchers employed both qualitative and quantitative methodologies, gathering data through informal information groups with faculty members and through an online survey measuring faculty awareness of library resources and services (Faculty Awareness of Library Services (FALS)). The findings show that while Hunter faculty value relational engagement with the library, they are more frequently aware of non-relational, self-service library resources. Further, the data suggest that tenured faculty members are aware of library services at a higher rate than tenure-track faculty. This data forms the foundation of an on-going action-research protocol to assess long-term trends, the products of which will continue to inform faculty services, outreach, and programming. 相似文献