Implementing a Discovery Tool at Two HBCUs

Walker, Shaundra; Sims, Iyanna

doi:10.1080/10691316.2012.693370

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…A number of studies examine the cross between HBCUs and the LIS professions. Most discuss the contributions of HBCU campus libraries (Allen and Brooks-Tatum, 2014;Brown 1996;Gravois, 1664;1995a;1995b;Guthrie & McCoy, 2010;Hill, 2012;Love, 2016;MacDonald, 2003;Malone, 1996;Phoenix & Henderson 2016;Royster, 1998, Walker & Sims, 2012Walker, 2014;Youmans, 2009). The HBCU Library Alliance, a consortium that supports the libraries at these campuses, has published two State of Libraries at HBCUs reports (2005; 2011).…”

Section: Brief Overview Of America's Historically Black Colleges and ...mentioning

confidence: 99%

Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Ndumu

Walker

2021

EFI

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This perspective essay explores Gasman & Arroyo’s (2014) HBCU-inspired framework for Black student success as a prism for re-envisioning LIS education. In response to calls for anti-hegemonic LIS education, the authors discuss a potential tool for Black student success and suggest its benefits to LIS education. The framework can introduce non-white, anti-racist educational practices to the work of educating the U.S. library workforce; it is relevant in light of ongoing racial and political strife in U.S. society.

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Section: Brief Overview Of America's Historically Black Colleges and ...mentioning

confidence: 99%

Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Ndumu

Walker

2021

EFI

Self Cite

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“…However, abundant research exists on other aspects of discovery tools. Until now most research on discovery tools focused on usability (Jill, 2018;Power, 2018;Meirose & Lian, 2019;Rigda et al, 2018;Warren, 2017;Woods et al, 2016), user behavior (Cohen & Thorpe, 2015;Dempsey & Valenti, 2016), use pattern changes (Calvert, 2015;Fitzpatrick, 2010;Teolis et al, 2019), and the impact of discovery services on reference and library instruction (Copenhaver & Kochanes, 2016;Walker & Sims, 2012). There seems to be a gap on how discovery services display and promote content of libraries' local collections.…”

Section: Literature Reviewmentioning

confidence: 99%

Local Collections in Discovery Services: An Inquiry

Yang

Dawson

Ding

2019

IJoL

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Many libraries subscribed to discovery services in the hope of boosting the use of their local collections such as print materials, DVDs, or even subscribed ejournals and ebooks that are separate from licensed databases. However, anecdotal evidence shows that the implementation of a discovery service will increase the usage of the vendors’ electronic resources instead. This study aims to find out how well local collections are promoted through EBSCO Discovery Service (EDS), Primo, Summon, and WorldCat Discovery Services (WorldCat) by comparing results of queries in the discovery services versus the number of actual listings from these libraries’ traditional catalogs. Authors conducted three searches based on real-life student assignments in science, history, and sociology in each of the four discovery services. To offset the bias of location configuration, ten libraries with the same discovery tool were selected for each search and total results are averaged. ANOVA and Tukey Honest Significant Difference statistical analyses show differences among the four discovery services investigated. Discovery tools promote local collections in different ways. Some tools provide the possibility to list libraries’ local collections before listing the vendor’s database items, but others are less inclined to do so.

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“…Likewise, Grotti and Sobel (2012) write that librarians hold divided opinions of discovery, and that "truly formalized integration has not yet occurred" in library instruction (p. 21). A case study by Walker and Sims (2012) found that "some members of the instruction team have been reluctant" to include a discovery tool in sessions at their library, and a survey conducted by Howard and Wiebrands (2011) at their university revealed that while students and faculty had very positive feelings toward a new discovery service, librarians harbored "misgivings about its efficacy" long after implementation (p. 9). More recently, a survey by Kulp et al (2014) indicated that nearly two-thirds of the instruction librarians at Association of Research Libraries member institutions either rarely or never teach students how to use their "one-box" search tools.…”

Section: Teaching Web-scale Discoverymentioning

confidence: 99%

Teaching “format as a process” in an era of Web-scale discovery

Seeber

2015

Reference Services Review

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Purpose-Advancements in online discovery require academic librarians to develop new means of teaching and assessing information literacy, with an emphasis on having students employ critical thinking to evaluate sources. Design/methodology/approach-This conceptual paper analyzes how the threshold concept "format as a process" could be incorporated into information literacy instruction sessions which address web-scale discovery services and other online search tools. General guidelines for applying this concept are included, along with potential classroom activities and assessments. Findings-Format as a process provides a valuable framework for evaluating information, though librarians need to be mindful of how they present the concept to students. Instruction must be focused on fostering critical thinking skills, rather than how to perform tasks, and assessment must be qualitative in nature. Practical implications-These changes in online searching mean that information literacy programs will need to alter their approach to instruction and move beyond the "one shot" paradigm. Critical evaluation is a sustainable, lifelong skill which will continue to serve students after graduation, but developing that ability requires academic librarians to fulfill new roles in the classroom and on campus. Originality/value-The literature surrounding instruction of web-scale discovery is still limited, and does not incorporate the threshold concepts provided in ACRL's Framework for Information Literacy in Higher Education. This paper concentrates on one such concept, as well as discusses how future concepts could be addressed.

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Implementing a Discovery Tool at Two HBCUs

Cited by 6 publications

References 1 publication

Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Adapting an HBCU-inspired framework for Black student success in U.S. LIS education

Local Collections in Discovery Services: An Inquiry

Teaching “format as a process” in an era of Web-scale discovery

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