When the Pilot Is Over: Picking the Program and Making It Stick,Purchase on Demand at the University of South Florida

In 2008 the Interlibrary Loan department of the University of South Florida, Tampa, began a Purchase on Demand program, using interlibrary loan requests to supplement Collection Development practices. After three years the program was analyzed for effectiveness and compared to other programs currently in operation. To achieve a complete evaluation, interlibrary loan patrons were surveyed on their awareness and use of the Purchase on Demand program. This article combines the analysis of USF's program with recommendations gained through administration and evaluation of Purchase on Demand.     

The Florida State Libraries Resource Sharing Initiative: Did the Predictions Pan Out?

This article revisits discussion from “The Florida State Libraries Resource Sharing Initiative: Unity Among a Disparate Group” (Schmidt & Smith, 2012) on the implementation of a new resource sharing program within the Florida State University Libraries called UBorrow. The program and its effects are assessed after 2 years with comparison to the project launch's original predictions.     

Radical Relocation: Adapting Print Collections to an E-Centric World

With the advent of e-journal preservation projects and publisher digitization of journal backfiles, academic libraries have begun to move their corresponding print volumes of these titles to storage to avoid duplication and save space. This article examines the supporting justifications, outreach mechanisms, and logistical procedures undertaken at American University Library to relocate the entire bound journal collection to offsite storage in order to address severe physical space constraints and to support patron use of and preference for electronic journal content. In addition, the article presents preliminary data regarding the use of bound volumes sent to storage and an overall analysis of this transformational project.     

The role of cognitive engagement in classroom learning and motivation

The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.     

ISSUES IN COUNSELING OLDER PEOPLE

This paper reports a thorough investigation of reading habits and activities which may require skills used in prose recall tasks as they occur in the everyday lives of adults. Over the space of five weeks, fifty‐four participants (18 young, aged 18‐32; 18 middle, aged 40‐54; 18 older, aged over 62) kept structured diaries in which they indicated how they spent their time, as well as the specific materials they had read and how long they had spent reading each item. Analyses were performed on each of 23 reading variables and 20 activity variables. Part I of this paper considers whether there were age and vocabulary differences in activities. Results indicate that while such differences exist, primarily in the amount of time spent reading, everyday activities and reading habits were also related to the requirements of daily life‐‐school, employment, retirement. Part II uses a cluster analysis of the data to demonstrate that the patterning of everyday activities was influenced more by current schooling and career factors than by the age and vocabulary level of the participants. Part II also considers the ecological validity of prose recall studies by examining the frequency of activities similar to laboratory‐style prose recall tasks and finds that such activities have a very low incidence in the everyday lives of adults.