Comparison of Select Reference Management Tools

Zhang, Yingting

doi:10.1080/02763869.2012.641841

Cited by 46 publications

(43 citation statements)

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“…Many websites and articles provide technical specifications and comparisons for these programs that help users choose the best tool for their specific needs (DuarteGarcia, 2007;Fenner et al, 2014;McKinney, 2013;Zhang, 2012). Sometimes, one tool can be used for one purpose and another one for a different purpose.…”

Section: Most Popular Bibliographic Management Programsmentioning

confidence: 99%

“…There are many websites and articles comparing the functionalities of these tools (Fenner et al, 2014;Wikipedia, 2014;Zhang, 2012), but many of these comparisons look like the technical specifications for software or hardware that you can see when looking for a digital camera or another electronic product.…”

Section: Choosing a Bibliographic Management Programmentioning

confidence: 99%

“…EndNote Online (previously, EndNote Web) is a free web version of EndNote (Duarte-Garcia, 2007;McKinney, 2013;Thomson Reuters, 2014;Zhang, 2012). Users can synchronize their EndNote Online account with the desktop version.…”

Section: Wwwmyendnotewebcommentioning

confidence: 99%

“…Mendeley is a desktop and web program for managing and sharing research papers, discovering research data, and collaborating online (Habib, 2014;Haustein, 2014;Zhang, 2012). It combines Mendeley Desktop, a PDF and reference management application (available for Windows, Mac, and Linux), with Mendeley Web, an online network for researchers.…”

Section: Mendeleymentioning

confidence: 99%

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Science information literacy and the role of academic librarians

Baykoucheva¹

2015

Managing Scientific Information and Research Data

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Teaching information literacy is a major responsibility for subject/liaison librarians, but advances in information-retrieval systems, such as improved natural language searching and Semantic Web, could significantly change the role librarians play in this area. This chapter examines the future of information literacy and how librarians could redefine their role by expanding it to include management of scientific information and research data, different instruction formats, and new approaches for assessing student learning. This will make library instruction a much more appealing, engaging, and useful experience for students and researchers. Responding to the needs of a generation born into a digital culture will require that librarians learn new skills and play new roles in supporting the educational and research goals of their institutions be redefined

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Section: Most Popular Bibliographic Management Programsmentioning

confidence: 99%

Section: Choosing a Bibliographic Management Programmentioning

confidence: 99%

Section: Wwwmyendnotewebcommentioning

confidence: 99%

Section: Mendeleymentioning

confidence: 99%

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Science information literacy and the role of academic librarians

Baykoucheva¹

2015

Managing Scientific Information and Research Data

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“…More detailed evaluation and comparison of these programs is available elsewhere. 22,23 The training on EndNote allowed students to quickly learn how to use the program. After getting familiar with its basic features, students performed searches in each of the databases, narrowed down results by different criteria and categories, and exported selected references to their EndNote libraries.…”

Section: Resources Covered In the Instructionmentioning

confidence: 99%

Integration of EndNote Online in Information Literacy Instruction Designed for Small and Large Chemistry Courses

2015

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The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40−60 students) and one large (380− 460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors. KEYWORDS: First-Year Undergraduate/General, Second-Year Undergraduate, Upper-Division Undergraduate, Cheminformatics, Curriculum, Computer-Based Learning, Hands-On Learning/Manipulatives, Internet/Web-Based Learning ■ INTRODUCTIONWith science becoming more interdisciplinary and complex and the volume of publications growing so quickly, it is becoming increasingly difficult for students and researchers to find and manage scientific information efficiently. Management of scientific information includes how students and researchers perform a search, narrow down results, export references to a bibliographic management program, and insert citations in a Word document. Teaching students how to find chemical information and manage scientific literature more efficiently could help them use such transferable skills not only in a particular course but throughout their college education and later in their professional life. 1 Information literacy instruction has been a major responsibility of chemistry librarians for decades and many articles describe how such programs were introduced in the chemistry curriculum. 2−8 Two recent books, "Chemical Information for Chemists: A Primer" 9 and "The Future of the History of Chemical Information" 10 include chapters written by experts in chemical information who share their vision of the field and its future. They also pro...

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Reference Management Systems

Proske,

Wenzel,

Queitsch

2023

Digital Writing Technologies in Higher Education

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This contribution focuses on reference management systems that help writers capture, store, organize, use, cite, annotate, and share source material for their writing. Reference management has become easier, faster and more social over the years: Originally introduced to reduce the effort required to correctly edit citations, reference management systems have evolved over time to incorporate new features such as online management of source material or bibliographic social bookmarking. The usefulness of typical functions of reference management systems for the use of source material in academic writing is discussed. Different reference management systems are described, focusing in particular on their unique features. Furthermore, research on the effectiveness of reference management systems is shortly summarized. The contribution concludes with suggestions on how to achieve wider acceptance and adoption of reference management systems by writers in their writing routines.

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Comparison of Select Reference Management Tools

Cited by 46 publications

References 1 publication

Science information literacy and the role of academic librarians

Science information literacy and the role of academic librarians

Integration of EndNote Online in Information Literacy Instruction Designed for Small and Large Chemistry Courses

Reference Management Systems

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