Characteristics of E-Mail Reference Services in Selected Public Libraries,Victoria, Australia

SUMMARY

An analysis of 96 question and answer pairs from the Bayside Library Ask a Librarian Service found that 54 percent of the queries were received from Bayside residents. Forty-seven percent of the e-mail reference questions were classed as research queries. Although only 25.1 percent of the queries were submitted for formal education purposes, all of these were research questions, and took longer than any other category to answer. In 2001, only 6 of the 54 questions submitted were tertiary level questions, but it took a median time of 95 minutes to answer each one. The 24 general interest category questions took a median time of 47.5 minutes to answer, which is almost half the time it took to answer a tertiary level query.

Librarians from three other public libraries in Victoria offering e-mail reference were interviewed, and compared and contrasted with the Bayside Library Service.

Issues of disproportionate labour, the appearance of the passive role of the e-mail reference user, and the wisdom of public libraries devoting significant resources to answer questions for formal education were raised.     

Use of a search summary table to improve systematic review search methods,results, and efficiency

Background:Systematic reviews are comprehensive, robust, inclusive, transparent, and reproducible when bringing together the evidence to answer a research question. Various guidelines provide recommendations on the expertise required to conduct a systematic review, where and how to search for literature, and what should be reported in the published review. However, the finer details of the search results are not typically reported to allow the search methods or search efficiency to be evaluated.Case Presentation:This case study presents a search summary table, containing the details of which databases were searched, which supplementary search methods were used, and where the included articles were found. It was developed and published alongside a recent systematic review. This simple format can be used in future systematic reviews to improve search results reporting.Conclusions:Publishing a search summary table in all systematic reviews would add to the growing evidence base about information retrieval, which would help in determining which databases to search for which type of review (in terms of either topic or scope), what supplementary search methods are most effective, what type of literature is being included, and where it is found. It would also provide evidence for future searching and search methods research.     

UpToDate versus DynaMed: a cross-sectional study comparing the speed and accuracy of two point-of-care information tools

Objective:To compare the accuracy, time to answer, user confidence, and user satisfaction between UpToDate and DynaMed (formerly DynaMed Plus), which are two popular point-of-care information tools.Methods:A crossover study was conducted with medical residents in obstetrics and gynecology and family medicine at the University of Toronto in order to compare the speed and accuracy with which they retrieved answers to clinical questions using UpToDate and DynaMed. Experiments took place between February 2017 and December 2019. Following a short tutorial on how to use each tool and completion of a background survey, participants attempted to find answers to two clinical questions in each tool. Time to answer each question, the chosen answer, confidence score, and satisfaction score were recorded for each clinical question.Results:A total of 57 residents took part in the experiment, including 32 from family medicine and 25 from obstetrics and gynecology. Accuracy in clinical answers was equal between UpToDate (average 1.35 out of 2) and DynaMed (average 1.36 out of 2). However, time to answer was 2.5 minutes faster in UpToDate compared to DynaMed. Participants were also more confident and satisfied with their answers in UpToDate compared to DynaMed.Conclusions:Despite a preference for UpToDate and a higher confidence in responses, the accuracy of clinical answers in UpToDate was equal to those in DynaMed. Previous exposure to UpToDate likely played a major role in participants'' preferences. More research in this area is recommended.     

Pleasures and Pitfalls That Can Make or Break a Reference Encounter

Summary

I feel that I have had a successful reference encounter if I have: (a) used effectively my knowledge of reference sources, (b) properly negotiated the sometimes intricate psychological thicket of the reference interview, and (c) made the user feel positive about the reference department even if no answer was found to a particular question. Conversely, if I neglect one of these factors, I may have failed to help a user. If I am too tired, inattentive, or preoccupied to pay full attention to a reference question I am likely to forget a resource or a reference technique that would answer the user's question. Failure can be intellectual, psychological, or ethical, or some combination of these. I can forgive myself for simply forgetting a reference source. But it is more troubling to neglect to pay full attention to a question because something about the user irritates or threatens me. If I let a personal response to a user interfere with my professional obligation to listen nonjudgmentally to a question then I am not employing my intellectual powers to their full capacity and consequently not living up to my ethical obligation as a professional librarian to give service to all members of the public. This essay will discuss examples of encounters which demonstrate the pleasure of reference work when I live up to these principles and the pitfalls of reference work, when I do not live up to them.     

Innovative Instructional Methods

SUMMARY

Academic law librarians must teach law students the legal-research skills they will need both now and in the future. Furthermore, legal-research instruction should be consistent with a variety of learning styles in order to help all students learn more effectively and efficiently. This article discusses methods and tools that can be used to engage different learning styles, extend the learning environment beyond the classroom without unduly burdening the professor or student, and help students transfer what they learn to future legal research situations.     

English Legal History Research

Abstract

Questions about English law that require some historical research are not uncommon.This article will discuss the sources that can be found in a typical U.S.academic law library to answer these queries.     

How Many Libraries Do We Need?

ABSTRACT

According to the American Library Association, there are 119,000 libraries in the United States. But how many do we need? In this vision session report, Arizona State University Librarian James J. O’Donnell addresses this question through the lenses of discovery tools, usability, and marketing strategy. He also addresses the need for a more global and collaborative approach to collection building in libraries. This deliberately provocative talk provides several different ways to think about the answer to the title question—and several answers.     

Barron's Online (barrons.com)

ABSTRACT

In this article Jenkins and Beall, librarians at Auburn University, have identified free Web sites for providing answers to business reference questions most frequently asked in academic libraries. The authors determined these questions by polling other business librarians, researching the topic on the Internet and in business literature, and drawing upon their business reference backgrounds. Web sites were selected by searching the Internet extensively, querying other business librarians and business faculty, combing numerous business academic library Web pages, and experience by the authors in answering business reference questions via the Web. The researchers sought answers and noted productive sites for each question. Jenkins and Beall expect this article will help other librarians determine the most useful Internet sites for answering business reference questions. They also hope this research will provide guidelines for librarians in developing solid lists of essential Web sites for business researchers.     

Process Text Guides for Summarizing and Evaluating Empirical Studies

ABSTRACT

This article presents a model for creating library information literacy process text guides designed to help students summarize and evaluate quantitative empirical articles. Process text guides contain two strands of strategically embedded activities designed to simulate the processes used by “good readers.” One strand of exercises is included to help students develop the abilities to summarize an empirical research article by having them locate the main ideas of each of the article's paragraphs. A second strand of activities includes more evaluative questions about each of the sections of a research article—abstract, introduction, methodology, results and discussion, and references. Process text guides may be presented throughout a semester or quarter as handouts in library sessions and/or as online information literacy modules. An actual article from a peer-reviewed journal in psychology was used to create a sample process text guide.     

How Psychotherapists Handle Difficult Clients

Summary

Although librarians occasionally encounter difficult patrons in the course of their work, psychologists work with difficult clients much more frequently. This raises an interesting question-how is it that psychologists are able to manage these trying individuals, and in some instances even help them improve? This study attempts to answer that question by investigating how psychotherapists define, cope with, and treat difficult patients. It explains the psychology of difficult clients, techniques psychologists useinworking with them, and how these might be utilized by librarians. The importance of seeing difficult clients as a means of personal growth is also emphasized.     

Healing Hearts,Enriching Minds

Summary

The growing emphasis on storytelling for instruction in a variety of settings and subjects also raises the question of training for storytellers: How is storytelling itself taught, and what research exists to aid in the development of pedagogy for storytelling? This paper will address storytelling in the context of use as an instructional tool and the development of a storytelling project specifically designed for its utilization of multicultural literature and implementation of activities to support that focus.     

Cooperation in a Multi-Faceted Reference Department: Blending Resources,Personnel, and Services of Reference,Instruction, Interlibrary Loan,and Government Documents

SUMMARY

Cooperative reference is a valuable approach to serving patrons as well as a means of expanding one's professional knowledge. Members of the reference unit actively participate in cooperative reference for answering patrons' tougher queries, bibliographic instruction, and reference collection development. The cooperative efforts of our unit have expanded our ability to find better information faster. Cooperative reference extends to all librarians within the University Library as each librarian serves in a rotation to staff the reference desk on nights and weekends. Some of the benefits of practicing cooperative reference are the following: providing a balanced and sometimes more complete answer to a reference question; increasing the knowledge of the reference staff by sharing experiences; and increasing morale and support for the reference staff. All of this is accomplished by doing what librarians do best: sharing. Successful cooperative reference relies upon good communication within the department, respect for colleagues, flexibility, and commitment to serving our patrons.     

Instruction in radio and television in twenty‐five selected universities

The mushroom growth of radio and television instruction taking place since the end of World War II has left in its wake a patch‐work guilt of academic programs in colleges and universities from coast to coast. The importance of trying to answer the question ‘Where are we going?”; indicates a need for realistic stock‐taking and thorough curriculum evaluation.

In keeping with its policy of seeking to advance the field of knowledge as to education for broadcasting, the Journal presents a special report on the current state of the curriculum which, it is hoped, will prove of value to all those interested in education for broadcasting.     

Book Conservation within Library Preservation

SUMMARY

Maintaining the physical book in research libraries will be needed for some time. As a result, book conservation will be around. The question is Why have book conservation as part of a preservation program? Physical repair of books is only one aspect of the “continuum of care” of a preservation program. Having a team of preservation specialists address the full range of preservation issues allows each specialist, including book conservators, to play to her or his strengths. This “team” approach will result in more work being accomplished in all areas, including treatment, administrative, training, etc, effectively and efficiently.     

Fostering Civic Engagement in the Communication Research Methods Course

Courses: Communication Research Methods, Senior Capstone.

Objectives: After completing this course, students will be able to: ? appreciate the role of empirical communication research in solving social and organizational problems;

? identify issues and needs in the community that can be addressed with empirical communication research;

? choose appropriate research methods for addressing different issues and needs;

? use various communication research methods to address community issues and needs;

? present research findings and recommendations to community organizations;

? demonstrate an increased commitment to active citizenship.

     

IM and SMS Reference Services for Librarians (THE TECH SET #19), by Amanda Bielskas and Kathleen M. Dreyer

ABSTRACT

In an era where physicians rely on point-of-care databases that provide filtered, pre-appraised, and quickly accessible clinical information by smartphone applications, it is difficult to teach medical students the importance of knowing not only when it is appropriate to search the primary medical literature but also how to do it. This column will describe how librarians at an academic health sciences library use an unusual clinical case to make demonstrations of searching primary medical literature real and meaningful to medical students, and to illustrate vividly the importance of knowing what to do when the answer to a clinical question cannot be found in a point-of-care database.     

Academic Self-Efficacy,Information Literacy,and Undergraduate Course-Related Research: Expanding Gross's Imposed Query Model

ABSTRACT

The purpose of this article is to demonstrate the potential relevance of academic self-beliefs to Gross's imposed query model as they apply to undergraduate students, particularly at the IQ2 (transferred) and IQ3 (interpreted) stages. The author argues that, at these two stages, students will decide if they have the skills required to be successful, how much effort they will put into the research process, and if they will seek help from an expert information intermediary. Furthermore, the author proposes an expanded model of the IQ2 (transferred) and IQ3 (interpreted) stages to be tested by future research seeking to understand how undergraduate students navigate the course-related research process.     

Readin', Writtin' [sic], 'Rithmetic

Abstract

Much has been written about the education of reference librarians. Lamentations have been long, frequent and loud regarding library school education, and on-the-job training. Little, however, has been written about the education of librarians before they reach library school. If predictions regarding education are only half true, the future pool of reference librarians will be shallow indeed. Moreover, it is not entirely out of the question that those remaining in the pool may be so poorly educated as to require not on-the-job training, but a remedial education so extensive as to foreclose real on-the-job training for several years. Definition of the problem coupled with focused follow-up may help current reference librarians prepare now for the not-so-rosy future we may inherit.     

Building Positive Learning Experiences through Pedagogical Research Guide Design

Abstract

Library research guides are traditionally designed in a pathfinder-style format by resource type. However, would a pedagogical-style guide, which moves students through the research process, better support the student learning experience? This study sought to answer the question: Which guide design best supports the student information literacy learning experience outside of a classroom setting? This article reports results of a usability study (n?=?22) of first-year to graduate students who interacted with either a pedagogical or pathfinder-style research guide through a simulated research assignment. Results indicate that, although there is no statistically significant performance difference between guide type, students using the pedagogical guide reported a more positive experience than those using the pathfinder guide. As a result, this led them to spend more time on, interact more with, and consult more resources on the research guide. Librarians who wish to enhance the usability of research guides may get greater student engagement by designing their guides pedagogically.