Recent Changes to Reference Services in Academic Libraries and Their Relationship to Perceived Quality: Results of a National Survey

Coleman, Jason; Mallon, Melissa; Lo, Leo S.

doi:10.1080/01930826.2015.1109879

Cited by 24 publications

(17 citation statements)

References 14 publications

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“…For example, do increased gate counts after merging public service desks signify improved service quality or increased educational outcomes? In the variety of configurations implemented by libraries, is it possible to say with any certainty what combination of services is most effective for libraries and patrons (Coleman, Mallon, & Lo, 2015)?…”

Section: Benefits and Challengesmentioning

confidence: 99%

Single service points in libraries: A review

Frederiksen

Wilkinson

2016

Journal of Access Services

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As libraries of all types and sizes continue to re-envision themselves to remain relevant in a rapidly changing information landscape, the single service point is visible evidence of this effort. In a complex environment, combining formerly disparate functional or service units is for many libraries both an innovative and effective way to manage resources and services. It is the intent of this overview to look beyond these issues to find similarities in theme and application that may be useful for those considering implementation of a one-stop model.

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Section: Benefits and Challengesmentioning

confidence: 99%

Single service points in libraries: A review

Frederiksen

Wilkinson

2016

Journal of Access Services

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“…The use of student reference workers, successful library instruction sessions, and replacing the traditional reference desk model for an appointment approach may be alternative explanations. 26 On a more philosophical note, Harley, Dreger, and Knobloch commented on the role of postmodern thinking in shaping student perceptions. Postmodernist notions of relevant truth, consumerism, and subjective thinking make researching on the web a preferred method for many students, contributing to fewer visits to the reference desk.…”

Section: Selective Review Of the Literaturementioning

confidence: 99%

Evolving and Enduring Patterns Surrounding Student Usage and Perceptions of Academic Library Reference Services

Jameson

Natal

Napp

2019

C&RL

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This descriptive study analyzes results from an 18-item survey that assessed students' usage and perceptions of library reference services at a comprehensive public metropolitan university. Among 235 surveys completed between November 2016 and January 2017, the majority of respondents represented the "Generation Z" population of college students, 18 to 24 years of age. Quantitative and qualitative findings revealed patterns of reference service usage, perceptions of librarians, and barriers and facilitators to seeking help from a librarian. These findings can inform decision making to improve marketing and outreach to students regarding general reference services, reference models, and liaison roles.

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“…In light of declining reference transactions at our institution, and supported by the literature (Bunnett et al, 2016;Coleman, Mallon & Lo, 2016;Stevens, 2013;Applegate, 2008), senior library assistants and MLIS students began to serve shifts on the reference desk. While there was consensus that it was important to maintain reference service hours, we decided that librarians did not need to provide all the frontline service.…”

Section: Referencementioning

confidence: 99%

A Course of Our Own: Taking an Information Literacy Credit Course from Inception to Reality

Raven

Rodrigues

2017

Partnership

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Since 2009 librarians at Mount Saint Vincent University in Halifax, Nova Scotia have been teaching a fully weighted (half-unit/three credit) course in information literacy (IL), LIBR2100: Introduction to Research in the Information Age. Course sections are capped at 30 students with classes offered on campus in a traditional classroom/lab environment, and via distance using multimode technology. Now firmly established in the University's curriculum, required in three programs and an elective in all others, the course is in demand with growing wait lists requiring that multiple sections be offered each term.While the literature supports the positive outcomes of IL credit courses for both the students enrolled and the librarians teaching, few universities or colleges currently offer such an opportunity. Based on our positive experience at the Mount, accomplished with a professional librarian compliment of only five, we strongly recommend other universities and colleges consider seriously their ability to offer their own IL course.This article reflects on the steps taken by librarians at Mount Saint Vincent University to get a credit course in IL on the books, how we managed course implementation, and negotiated the inevitable workload demands. While we also briefly discuss course objectives and curriculum, and their evolution over time, these are not our primary focus. Because the literature is largely silent on the mechanics of getting an IL course Partnership: The Canadian Journal of Library and Information Practice and Research, vol. 12, no. 1 (2017) 2 mainstreamed in a university or college curriculum, this article focuses on outlining the phases of credit course development and traces an IL course from conception to reality.

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Recent Changes to Reference Services in Academic Libraries and Their Relationship to Perceived Quality: Results of a National Survey

Cited by 24 publications

References 14 publications

Single service points in libraries: A review

Single service points in libraries: A review

Evolving and Enduring Patterns Surrounding Student Usage and Perceptions of Academic Library Reference Services

A Course of Our Own: Taking an Information Literacy Credit Course from Inception to Reality

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