PurposeThis paper aims to survey the published journal literature on reference transaction assessment. Its purpose is to highlight the need for a multiple perspectives approach due to the complexity of reference transactions. Satisfaction indicators, behavioral aspects, accuracy rates, success measures, and other desired transaction outcomes contribute to the need for a broader assessment picture.Design/methodology/approachThis is a review from the first decade of the twenty‐first century. Selected were papers from 2001 through 2010, filtered from search results from library literature databases. Primary inclusion criteria identified refereed papers, studies of academic library populations, evaluation or assessment of reference transactions, and methods contributing to systematic practices versus unique assessment events.FindingsBy viewing reference transactions as complex interactions, librarians are recognizing that simple counts and narrow views of assessment are not adequate. Missing in the assessment literature is a universally accepted set of standard approaches, study methodologies, and reporting formats for comparison and analysis. Improvements may contribute to efforts that go beyond local studies to more meaningful peer comparisons.Research limitations/implicationsAlthough not an exhaustive representation of all reference services assessment literature, the paper profiles the heart of reference, i.e. the interaction between users and library service providers. This focus fosters a concentration on a core reference activity: addressing library users' information needs.Originality/valueThis review highlights assessment challenges, unresolved problems, and topics addressed from 2001 to 2010. It also provides a look at tools that can enhance assessment programs.
PurposeThe intersection of persuasive technology and personalization features in enterprises such as Amazon.com delivers familiar consumer web interactions related to the purchase of goods. This paper aims to describe the intersection in terms of academic library database personalization features, persuasive technology, and student research.Design/methodology/approachThe paper compares personalization features in popular academic library databases and a case study of usage in a university system provides a perspective on use in the academic community. Research on student use of technology related to databases and Web 2.0 provides information on potential and actual use of personalization features.FindingsPersonalization and filtering features of research databases and the evolving Web 2.0 technology platform offer helpful tools to researchers, but the technology may not be persuasive enough to make significant changes in research behavior. Usage statistics indicate that personalization features are used, but compared to total enrollment, use is not high. There is much room for extension of persuasive elements in library databases.Research limitations/implicationsThere are many areas for exploration in determining how personalization may best be used in the future. This includes observing trends in usage, understanding users and their needs, and future technology changes.Practical implicationsLibrarians can provide instruction about personalization in library databases in multiple forms. Suggestions for extensions of technology provide a view of possible personalization enhancements including persuasive elements.Originality/valueThe description of the intersection of personalization and persuasive technology in the academic library database environment is unique. The paper's comparison of personalization features of academic library databases provides a view of features and options within popular library databases.
Resources for honors and honors college students support the needs of college or university faculty and others working with the gifted and honors population. With this critical selection of resources, faculty can locate literature in the field and librarians can effectively build collections that accommodate this higher education community.Some predominant characteristics of honors program or honors college students include high achieving, scholars-in-training, and motivated. While these characterizations are prevalent, there appear to be gaps in research studies about honors students in postsecondary settings. These gaps impede the development of concrete characterizations of this group, according to Rinn (2005). Of particular interest is research needed to compare honors students to the general student population. Libraries would find this information useful; more knowledge about unique needs and characteristics could provide evidence academic libraries need to tailor services and resources to honors students. Although differentiation from the general student population may be elusive, some academic libraries have offered special services to honors students. Models of graduate offerings provide some guidance. Requirements that may be unique to honors undergraduates, such as honors theses, provide incentives for ways to better meet students' needs.
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