This paper systematically reviews research that analyzes satisfaction with electronic reference services, paying particular attention to how user satisfaction is measured. The application and value of evidence-based methodologies for Library and Information Science (LIS) research is explored. Design/methodology/approach: Database searches identified research concerned with electronic reference. Articles with a variable of user satisfaction were extracted and subjected to a critical appraisal. The remaining research was analyzed for similarities, differences and consistency. Findings: A wide variety of methods are used to measure user satisfaction. There was almost no overlap in specific questions considered although there were some similarities in methodologies used. The results of this analysis show a lack of standardization in LIS research on this topic. Research limitations/implications (if applicable): There may be some bias in the selection of research in that the reviewers were only able to obtain published findings. The lack of consistency in reporting results further limited the articles eligible for review and precluded a meta-analysis.
Being information and science literate are crucial in an age when scientific developments influence the political arena and vice versa. In order to become active and responsible citizens, students must understand such issues as global warming and stem cell research. Furthermore, they must be lifelong learners, capable of researching and educating themselves about new scientific developments. These are some of the complex issues that information literacy educators must address. This article reports on the results of a survey of student's attitudes towards science literacy and lifelong learning, their assessment of their own levels of science literacy, and on variables associated with their attitudes. Most of the students' attitudes and selfratings were positive, especially those who majored in one of the science disciplines.
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