Web Subject Guides: Virtual Connections across the University Community

McMullin, Rachel; Hutton, Jane

doi:10.1080/01930826.2010.488972

Cited by 16 publications

(6 citation statements)

References 1 publication

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“…The connection has been a significant topic of discussion at the 2009 and 2011 Association of College & Research Libraries conferences, and was the subject of a panel at the 2011 Internet Librarian conference (Gola and Dryden, 2011). Both Adebonojo (2010) and McMullin and Hutton (2010) mention embedding LibGuides in a Blackboard LMS environment, but unfortunately do not elaborate on how this may be done. To date, only Daly (2010) offers any amount of description of making a LibGuides-Blackboard connection.…”

Section: A Libguides Presencementioning

confidence: 99%

A LibGuides presence in a Blackboard environment

Bowen

2012

Reference Services Review

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Purpose-This paper aims to describe current approaches to and assess the value of placing course-level research guides generated through LibGuides software into Blackboard learning management system (LMS) shells. It also aims to describe the specific technique of such placement in Blackboard Vista and Blackboard Learn shells. Design/methodology/approach-A link to a library assignment made with LibGuides was embedded as a button in the left-side navigation bar of the Blackboard shell for an undergraduate communications course. A total of 57 student users responded to a survey on their perceptions of this method of accessing library resources. Findings-The paper reveals that students broadly value access to library resources from a convenient and persistently visible link within their course shell. They demonstrate a strong inclination to use the embedded library resource link first before using other information sources on the open internet. Practical implications-The study supports the placement of library research guides in a persistently visible position in LMS course shells and presents specific instructions on doing so. Further, this process requires and promotes coordination among librarians, instructors, and information technology staff. Originality/value-The paper fills a gap in the current practice and theory of the placement of library research guides in course-level LMSs. It provides empirical research results on the strong effectiveness of persistently visible embedded links to these guides with a student user survey. The paper also describes the practical procedure for combining the dominant instructional technology programs of LibGuides and both Blackboard Vista and Blackboard Learn.

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Section: A Libguides Presencementioning

confidence: 99%

A LibGuides presence in a Blackboard environment

Bowen

2012

Reference Services Review

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“…Shepley (2009) noted that as collaborators in online course development and learning, "librarians are seen as research experts whose viewpoints and skills are valued" (p. 94). These positive perceptions are crucial for libraries seeking to expand their embedded services, as McMullin and Hutton (2010) theorized that individual personalities and past relationships with librarians may impact an instructor's willingness to embed a guide. Ideally, collaborating with individual faculty members will expand the library's reach and create additional opportunities for collaboration.…”

Section: Opportunities For Librariansmentioning

confidence: 99%

Circle the Wagons & Bust Out the Big Guns! Tame the “Wild West” of Distance Librarianship Using Quality Matters^TMBenchmarks

Pickens

Witte

2015

Journal of Library & Information Services in Distance Learn

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The Quality Matters TM (QM) Program is utilized by over 700 colleges and universities to ensure that online course design meets standards imperative to student success in a Web-based classroom. Although a faculty-driven peer-review process, QM provides assessment from a student perspective, thereby identifying opportunities for improvement that may otherwise go undetected. While the benefit to academic librarians who also teach for-credit online or hybrid classes may be obvious, familiarity with QM also benefits academic librarians who create Web resources, act as embedded librarians for online classes, or who seek additional opportunities to collaborate with distance education faculty. This paper will provide academic librarians with an overview of the QM Standards and Rubric and will demonstrate how they can be used to facilitate stronger relationships with distance education departments, faculty, and students.

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“…As online research guides have become more prevalent in academic libraries, several studies have described and evaluated implementation processes and recommended best practices for design informed by the results of usability testing or other methods of gaining user feedback. Multiple studies focus on the overall implementation of online research guides at various institutions (Gonzalez and Westbrook, 2010;Little et al, 2010;McMullin and Hutton, 2010;Wakeham et al, 2012). Additional studies involve detailed RSR 42,2 analysis of specific design elements of LibGuides and provide useful guidance for guide design.…”

Section: Review Of the Literaturementioning

confidence: 99%

Psychology guides and information literacy

Pendell

Armstrong

2014

Reference Services Review

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Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats of a sample set of 36 psychology research guides. Findings – Although online research guides offer a platform for presenting instructional content in myriad formats, it was found that the sample set of psychology research guides rarely incorporated instructional content. Research limitations/implications – Psychology course guides were not part of the sample set; it is possible that guide authors approach the addition of instructional content in course guides differently than in general psychology subject guides. Practical implications – This paper provides an overview of how libraries are, or are not, using research guides as part of their instruction program. The researchers propose a framework for adding instructional content to psychology guides using Standard Two. Originality/value – Considering the ubiquity of online research guides on academic library Web sites, little research on the existing integration of instructional content into guides has been published. This study offers a snapshot of current guide practice and proposes a practical, systematic and unique model for aligning information literacy standards with guide content areas which has not been proposed elsewhere.

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Web Subject Guides: Virtual Connections across the University Community

Cited by 16 publications

References 1 publication

A LibGuides presence in a Blackboard environment

A LibGuides presence in a Blackboard environment

Circle the Wagons & Bust Out the Big Guns! Tame the “Wild West” of Distance Librarianship Using Quality Matters^TMBenchmarks

Psychology guides and information literacy

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Web Subject Guides: Virtual Connections across the University Community

Cited by 16 publications

References 1 publication

A LibGuides presence in a Blackboard environment

A LibGuides presence in a Blackboard environment

Circle the Wagons & Bust Out the Big Guns! Tame the “Wild West” of Distance Librarianship Using Quality MattersTMBenchmarks

Psychology guides and information literacy

Contact Info

Product

Resources

About

Circle the Wagons & Bust Out the Big Guns! Tame the “Wild West” of Distance Librarianship Using Quality Matters^TMBenchmarks