1,720,982 research outputs found
The Impact of Open Access on Collection Management
Full text linkOpen access (OA) is a relatively new concept in the long history of published scholarly communication. Although there were already some open access journals in 2002, many point to the Budapest Open Access Initiative (BOAI) held in that year as the beginning point of the “open access movement.” The BOAI called for freely available literature which permits “users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself.” 1 Since the BOAI, the open access movement has continued to grow and change, and in 2013 David Lewis predicted that over the next ten years, OA would “become the dominant mode for scholarly journal publishing” and recommended that academic libraries “continue to support open access initiatives: institutional deposit mandates; support for open access journals; or funding of open access author fees.” 2 Collection management was also expanding in the 2000s with the addition of access management: the need to facilitate effective and efficient access to electronic materials while still managing physical collections. 3 In 2011 Emilie Delquie asked if the philosophy of collection management was evolving from just collecting information to “‘hooking’ users up with information?” 4 This article examines if and how the integration of OA materials has changed collection and/or access management activities within academic libraries.PublishedYe
The Influence of Journaling on Nursing Students: A Systematic Review
Full text linkBackground: Nursing students often experience anxiety and stress from the expectations to develop clinical reasoning skills, internalize new knowledge, and learn to care for patients. Previous research has proposed reflective thinking as a tool to lessen anxiety and promote metacognition. This article examines the role of journaling in promoting reflection among undergraduate nursing students. Method: The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used to conduct the review. Concepts for journaling and nursing students were searched in four databases. Data were extracted from 19 sources to identify study type, participants, descriptions of journaling, and findings. Results: Studies took place in a variety of clinical and classroom settings; the majority used a guided format. Various frameworks and tools were used to provide conceptual support. Conclusion: Most studies found journaling to be effective in promoting reflection and the development of clinical judgment and emotional competency. However, more studies are needed to develop appropriate rubrics for assessment.PublishedYe
Information and Interaction Needs of Distance Students: Are Academic Libraries Meeting the Challenge?
Full text linkOne of the trends currently affecting academic libraries is higher education’s expanding use of online instruction and a rising number of totally online degree programs. As libraries have transitioned from primarily print holdings to a growing reliance on electronic formats, access has become more convenient for all, including distance students. However, the greater availability of e-resources can create a disconnect between the materials used by students and the institution that provides those resources, as well as the librarians who serve as instructors and guides. Libraries have struggled to close the gap by reinventing themselves as a ‘third place’ which students visit for study, assistance, collaboration, and socialization but are challenged with how to establish an identity and a presence with virtual students who are unable to utilize the physical library as a ‘third place’. This paper examines recent literature to understand what practices academic libraries are implementing in order to meet the needs of distance students.Publishe
Library instruction for students in speech-language pathology and audiology: Which databases should be covered?
Full text linkPurpose: 1) To determine which databases are commonly recommended for students in speech-language pathology (SLP) and audiology programs 2) To compare journal indexing in those databases to decide which ones should be prioritized when teaching “one-shot” sessions.
Methodology: Libguides of top-ranked audiology and SLP programs were examined to develop a list of recommended databases. Journal Citation Reports, SCImago Journal Rankings, and Google Scholar Top Publications were used to create a list of core journals in the subject area. Each of the identified databases was checked for indexing of core journals; the resulting spreadsheet was analyzed to determine which database or combination of databases offered the most complete coverage of core journals.
Results: Six recommended databases and 34 core journals were identified. One journal was not indexed in any of the databases; no single database indexed all the remaining 33 titles. Web of Science included the most titles (28) but only if all sections (Science Citation Index, Science Citation Index Expanded and Social Sciences Citation Index) are available; PubMed/Medline was second with 26 titles. Indexing for 32 of 33 titles is available in two different database combinations, 1) PubMed/Medline and PsycINFO or 2) Web of Science (all sections) and Linguistics and Language Behavior Abstracts.
Conclusion: A multi-session library instruction class might be able to cover the use of most or all of the six identified databases but many librarians are limited to one session with students and need to limit the number of new resources taught. This study found two database groupings which offer indexing for 32 of 33 core journals. Librarians can use information from this study together with institution-specific factors to decide which databases to prioritize in instruction sessions for SLP and audiology students
Expanding access: An evaluation of Readcube as an interlibrary loan alternative
No full textObjective: Readcube is a patron-driven, document delivery system which provides immediate access to articles from all journals owned by the Nature Publishing group. The purpose of this study was to evaluate the use of Readcube as an ILL (interlibrary loan) alternative for a segment of non-subscribed journals.
Methods/Setting/Participants: Faculty, researchers, undergraduate and graduate students at a large, southeastern, research university which includes a School of Pharmacy and a School of Veterinary Medicine. Methodology: A questionnaire about Readcube use including satisfaction with, benefits realized, and challenges encountered was developed, approved by the institutional review board (IRB) and emailed to Readcube users. Results of the survey along with an analysis of ten month’s usage and costs are presented.
Results: There were a total of 169 unique Readcube users from 3/1/2014 to 12/31/2014. These users accessed from 1 to 30 articles apiece, for a total of 420 articles and an average of 2.5 articles per user. The largest group of users were graduate students (42%, n=71), second was faculty (19%, n=32). Most requested journals were Nature Communications (n=81), Nature Protocols (n=65), Nature Climate Change (n=39) and Nature Methods (n=37). Readcube access resulted in the provision of over four times as many articles as the previous year’s access through interlibrary loan (n=91). However, cost for the 420 articles accessed through Readcube was only a few hundred dollars move than the 91 articles obtained through ILL from 3/1/2013 to 12/31/2013. Most survey respondents reported they were able to use Readcube successfully and that increased access was the most significant benefit of using Readcube. However, many respondents mentioned challenges including problems with printing and the clunkiness of the Readcube interface. In addition, some patrons resented the necessity of creating an account and logging in each time they wished to access an article through Readcube.
Conclusions: Although Readcube costs were slightly higher than the prior year’s ILL costs, users accessed over four times as many articles. Patrons expressed some concerns about difficulties in using Readcube, particularly with printing, but still felt they benefited from increased and more immediate access. Auburn University Libraries has found Readcube to be an acceptable alternative to ILL for unsubscribed Nature journals and, at current levels of use and cost, consider Readcube to be financially sustainable
Hosting an International Graduate Student Orientation
Full text linkIn Fall 2022, Auburn University Libraries faculty and staff hosted an orientation event for newly arrived
international graduate students. Highlights of the event included tours of major library service points, a
shared meal, and a meet and greet for graduate students and subject librarians. A key takeaway for both
groups was an increased awareness of the differences that exist between U.S. academic libraries and those in
other countries. The authors discuss elements of the library orientation that worked well, and address lessons
learned that will be used to improve future eventsPublishedN
Smartphone Use to Answer Clinical Questions: A Descriptive Study of APNs
Full text linkThis study examines the use of smartphones by Alabama Advanced Practice Nurses (APNs) to find information to address clinical questions and seeks to describe the types of questions answered using smartphones; barriers to information seeking; apps and online resources perceived as most helpful; and training/resource needs. Information collected in this study can be used by libraries that serve nursing students to develop training and resources to assist both nursing students and practicing nurses to become more efficient and effective information seekers.PublishedYe
Collecting Pre-class Information from First Year Pharmacy Students in Order to Increase Student Engagement with Library Instruction
No full textObjectives: To increase student engagement, both in a one-shot library instruction session and with the Pharmacy subject guide which provides supplemental instruction information.
Methods: Setting/Participants: 151 first year pharmacy students enrolled in an introductory drug literature class. Methodology: One week prior to library instruction, students were sent a link to the Pharmacy subject guide, asked to spend 10 to 15 minutes examining information on seven of the tabs, and then to answer three open-ended questions. The questions asked students to list at least one thing learned from the subject guide, one thing that confused them or that they would like more information about, and last what they believed to be most important for the librarian to cover in class. Information obtained was used to structure the library instruction session. Increased engagement was evaluated by comparing both student interactions in class (questions asked and answered by students) and use of the subject guide for six months after class to the previous year’s cohort.
Results: Seventy-six percent of students completed the pre-class questionnaire. Searching PubMed and Knowing which databases/resources to use ranked number 1 and 2 for the “Confused” question and number 3 and 2 for the “What should be covered” question. Number 2 for the “Confused” question was Finding full text with How to search more effectively ranking number 1 in “What should be covered”. Class interactions, both asking and replying to questions were greatly increased compared to the previous year’s cohort. Use of the Pharmacy subject guide for 6 months after the 2015 class was more than double use of the guide for 6 months after the 2014 class.
Conclusions: Current learning theories suggest that students are more engaged when they feel they have input into instruction. Asking students what confused them and what they would like to see covered seemed to increase engagement among first year Pharmacy students, both in class and after class with supplemental instruction material in the form of a subject guide
Connecting with Health Science Students and Faculty to Facilitate the Design of a Mobile Library Website
Full text linkObserving increasing usage of smartphones by students and faculty of the University of Mississippi Medical Center, librarians at Rowland Medical Library decided to explore student and faculty interest in a mobile website for the library. Focus groups were held to examine interest in a site, essential resources to include on a site, and format of the site itself. The study found significant interest in the development of a mobile library website; additionally, participants believed it essential that the site be simple and easy to use and that only certain library resources should be included on the site.Publishedye
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