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Descriptors:
Academic Libraries; Reference Services; Information Science Education; Librarians; Library Schools; Library Services; Electronic Libraries; Computer Literacy; Internship Programs; Volunteers; Computer Mediated Communication

Abstract:
The ability to navigate the vast ocean of available information and perform reference services in digital environments is an essential component of the job for most of today's reference librarians, especially those working in academic libraries. Reference librarians face a challenge: they must be highly skilled at searching for, locating, and interpreting information in a constantly changing landscape of online databases, catalogs, and free Web technologies while also possessing the skills to be competent instructors and being personable enough to interact face-to-face. Library schools contribute to some foundational skills that a librarian builds, but digital competency is built through longer term on-the-job or internship training. That is why to be competent at their jobs, today's librarians must seek out opportunities to foster and build upon the skills learned in their library programs. One way to build these skills early in a librarian's career is to intern or volunteer at a reference desk. New York University, which partners with Long Island University's Palmer School of Library and Information Science, takes the experience of the physical reference desk and brings it into the digital realm with guided mentoring in their virtual "chat" reference program. In this article, the author discusses her experience with the program and the ways in which it improved her competency as a reference and instruction librarian. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ethnicity; Cultural Background; Ethnography; Foreign Countries; Research Methodology; Information Science; Information Science Education; Researchers; Archives; Ethnic Groups

Abstract:
This paper argues that researchers involved in cultural heritage preservation need to adopt a more inclusive ethnographic research methodology that pays special attention to how power, class, and status shape the communities we study. Based on observations from field research in Ghimes-Faget, Romania, we discuss why the Hungarian ethnic identity was chosen as the village's most visible representation although residents had many other identities from which to choose. We show how local efforts to preserve culture, history and self "in one direction" were shaped by the current socio-economic reality in the village. Our findings suggest that identity selection is influenced by shifting power relations between ethnic groups over time as much as it is by the dominant ethnic group in a community. In an effort to show how existing research falls short, we discuss why one recently proposed "culturally responsive research methodology" could not support any kind of legitimate preservation agenda in Ghimes or any other community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Science; Library Science; Archives; Documentation; Information Science Education; Intellectual Disciplines; Prediction; Expertise; Information Scientists; Adjustment (to Environment); Interdisciplinary Approach

Abstract:
In this short paper, avowedly personal, partial and pointillist in nature, I (i) sketch the early days of (mainly Anglo-American) information studies and the field's gradual institutionalization, (ii) describe its maturation, as both an academic discipline and a domain of professional practice, and (iii) speculate on its future in the light of oft expressed predictions of its imminent demise as an autonomous enterprise within the academy. I invoke import-export data to demonstrate the newfound outer-directedness of the field and the growing attractiveness of its research to cognate disciplines. However, I also argue that the permeability of contemporary information studies' boundaries may in fact be the cause of its eventual undoing: in short, epistemic promiscuity comes at a price. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Science Education; Library Research; Doctoral Dissertations; Student Diversity; Information Science; Library Services; Scholarship; Teachers; Users (Information)

Abstract:
This article reports the findings of a study exploring the nature and extent of research on diversity in library and information science (LIS) doctoral dissertations from 2000 to 2009. By systematically examining the last decade of dissertations in the field, this study is meant to reveal the levels of interest in diversity research among doctoral students in LIS and the types of diversity topics and contexts being addressed by scholars who will represent the next generation of LIS scholars and educators. The level of focus on diversity by the next generation of scholars will heavily shape the amount of support library research can provide library resources, programs, services, and outreach in supporting ever more diverse service populations. Examining these dissertations serves to: (1) determine whether scarcity of diversity-related research in publications is also evident in dissertation studies; (2) reveal areas of diversity that need more research focus to support practice as these new scholars add their voices to the LIS discourse; and (3) suggest future directions that diversity research may support library practice. The authors begin by discussing their definition of diversity in LIS, proceed to presenting the details of the study, and then conclude with the implication of the findings to practice. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Control Groups; Undergraduate Students; Intervention; Learning Strategies; Information Systems; Program Effectiveness; Foreign Countries; Questionnaires; Learning Motivation; Outcome Measures; Self Management; Information Science Education; Synchronous Communication; Time Factors (Learning); Educational Environment; Experimental Groups; Comparative Analysis; Comparative Testing; Cognitive Style; Metacognition

Abstract:
This paper presents the outcome of an experimental design to investigate the impact of persuasive short messaging service (SMS) on students' self-regulated learning strategies while attending an introductory information systems course over a 12-week trimester. The participants were undergraduate students enrolled in INFO 101 at a tertiary institution in New Zealand. The instrument used in this study was the original motivated strategies for learning questionnaires (MSLQ) developed by Pintrich. MSLQ measures three general types of strategies: cognitive, meta-cognitive and resource management. The findings of the research identified that several aspects of students' learning strategies had been improved for the experiment group while the Time and Study Environment Management dimension of MSLQ had been significantly lowered for the control group who received no SMS intervention. The study demonstrates a positive impact of persuasive SMS on students' learning and suggests that the intervention is able to improve students' self-regulated learning effort compared to the control group. Moreover the study shows that students who received SMS intervention performed better than students who did not receive SMS intervention. Most importantly, the study shows that SMS intervention enables Maori and Pacific students, who historically have a lower performance than the main cohort, to perform better than the main cohort and to a significant level higher than those Maori and Pacific students who did not receive any SMS intervention. This study suggests that practitioners should consider the adoption of the persuasive SMS intervention by using the principles of persuasive technology for sending SMS messages especially for the high risk students. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Virtual Classrooms; Library Services; Reference Services; Intellectual Property; Library Instruction; Library Development; Distance Education; Electronic Learning; Minimum Competencies; Technological Literacy; Interpersonal Competence; Information Science Education; Trend Analysis

Abstract:
Despite the old-fashioned view of the academic library as a static institution, libraries can and do change in response to the needs of users and stakeholders. Perhaps the most dramatic shift in services has been the transition from a purely physical to a combination physical/virtual or even virtual-only environment. This article examines how twenty-first-century online academic librarians deliver instruction and reference services to their student body and faculty, and it explores the ramifications for the education of future librarians in U.S. library schools, including the areas of technology, instruction, interpersonal skills, and intellectual property. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Factors; Success; Online Courses; Predictor Variables; Information Technology; Information Science Education; Certification; Qualitative Research; Individual Characteristics; Demography; Learning Strategies; Motivation; Interaction; Identification; Educational Environment; Interaction Process Analysis; Best Practices; Questionnaires; Graduate Surveys; Achievement Need; Foreign Countries

Abstract:
There has been a growing body of research on the identification of particular characteristics or factors that can be used to predict learners' success in online learning environments. However, there still exists much uncertainty about the conditions that are essential to create a successful online venture for both learners and educators. The purpose of the study is to investigate the factors that support online learners' success from the online graduates' perspective without constraining it to one or two constructs. The study included 40 participants who graduated from Online Information Technologies Certificate Program in 2009. The qualitative methods were used to analyze the data. The findings were categorized under four main factors: demographic and personal characteristics, studying strategies, motivation and interaction. The results of the study might be worthy of consideration for future research studies and other online learning institutions who knows little about how to assist learners to be successful. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Students; Distance Education; Case Studies; Writing (Composition); Information Science Education; Information Science; Virtual Classrooms; Collaborative Writing; Synchronous Communication; Scholarship; Productivity; Academic Advising; Computer Mediated Communication; Group Discussion

Abstract:
This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of learning design that modifies the use of existing (synchronous) distance learning classrooms. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Blended Learning; Participant Satisfaction; Student Attitudes; Information Technology; Information Science Education; Database Management Systems; Courseware; Conventional Instruction; Intermode Differences; Videoconferencing; Educational Quality; Performance Factors; Models; Psychometrics; Program Validation; Outcome Measures; Gender Differences; Student Surveys; Likert Scales

Abstract:
Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior (Smith & Dillon, 1999). This article reports on a study conducted in the College of Information Technology to evaluate levels of student' satisfaction with blended learning. The particular blend of learning modalities used at the college combines an equal balance of traditional face-to-face and videoconference learning, complemented with the use of a learning management system (Moodle). Recently, discussions of blended learning have begun to examine the benefits derived from learning situations characterized by face-to-face education and mixed modalities of instruction. Regardless of comparisons made by researchers and developers, those studying blended learning have agreed that student satisfaction is a baseline requirement for successful implementation. Student satisfaction is considered an important factor in measuring the quality of blended learning. It results from a combination of factors. In this study a model is proposed by the aggregation of these factors into five groups: instructor, technology, class management, interaction, and instruction. The purpose of this study is to develop and validate an instrument that can be used to measure perceived student satisfaction with blended learning and explore whether satisfaction differs according to gender. The results indicate that the Student Satisfaction Survey Forms (SSSF) used were a valid measure of student satisfaction. They also show that students were satisfied with all components, although the level of satisfaction varied according to gender. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Guidelines; Teaching Guides; Teaching Methods; Teaching Skills; Writing for Publication; Guidance Programs; Writing Skills; Writing Strategies; Best Practices; Design Preferences; Design Requirements; Standard Setting; Information Science Education

Abstract:
"JISE" has a lengthy history of inviting the submission of Teaching Tips for publication consideration in the journal. Past submission guidance for Teaching Tips has consisted of asking contributors to document the teaching experience and indicate what has worked, and not worked, in its execution within a journal page constraint of one to five pages. Over time, and with increased senior editor attention to the academic rigor of the journal, the editorial board and reviewers have exhibited more demanding expectations for the publication of Teaching Tips. Additionally, the kinds of Teaching Tips that are applicable to our information systems discipline have evolved into a recognizable set of characteristics that can be used to guide future authors of such articles. To encourage Teaching Tip submissions, the purpose of this article is threefold: (1) to provide potential authors with guidance for writing Teaching Tip manuscripts; (2) to provide reviewers and editors with advice for accepting manuscripts for publication; and (3) to contribute to the body-of-knowledge for the reflective practice of information systems education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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