…you will want to read this article describing some recent changes. These include information about indexing the journal content of Science Direct, moves to digitize journal content from various sources, and advice to search Google Books for journal content as well.
Great article in Library Journal on the positive response from students, faculty and librarians from putting librarians in the departments where they become active members of the faculty involved in teaching and research.
I’m breaking my own rule here–and I will put this on the LFA blog too–but this article that Sara Jameson forwarded is too good not to bring your attention to:
Digital Breadcrumbs: Case Studies of Online Research in a recent issue of Kairos http://kairos.technorhetoric.net/11.2/ comes complete with audio and visual files. Really fascinating ethnographic investigation of evolving search strategies among undergrads and grads with some insightful recommendations for where libraries need to go. Similar to many things said elsewhere (e.g., Jeremy’s article; Webster, et al article about Library Find, etc.) but in somewhat more accessible (less technical) language for those of us who need that. Some provocative material to spur discussions of library instruction, information literacy, etc. What exactly should we be teaching in the future?
Educause has published their study of student’s use of technology. There was one question related to the use of library materials (Q2.14, How often do you use an electronic device to access a library resource on an official college or university library web site) and one that asked them to rate themselves regarding various technology skills (e.g., spreadsheets, presentation software, course management software). 94% of the students surveyed answered that they had used the library web site; the median use is monthly. About an equal number rate their skill level as basic (46.9%) or advanced (43.7%), with seniors more likely to rate themselves as advanced (50.0% vs. 36.9% for freshmen).
Excellent set of articles in the current issue including very timely pieces on Faculty-Librarian Collaboration to Achieve Integration of Information Literacy (by Lindstrom & Shonrock), Core Competencies for Business Reference and Libraries in the Contact Zone: On the Creation of Educational Space (James Elmborg). RSS subscription available.
A final report from the University of California Libraries Bibliographic Services Task Force provides a somewhat daunting list of goals for better serving library patrons. Some things we are already well on our way to doing. Read the executive summary to get an overview.
Here are a couple of articles on federated searching that I found interesting.
The first, comparing Google Scholar to metasearch systems, is from an ejournal that most of you probably don’t scan regularly - the HEP Libraries Webzine (HEP stands for High Energy Physics), which is published at the CERN Library in Switzerland.
Sadeh, Tamar. Google Scholar Versus Metasearch Systems. HEP Libraries Webzine, Issue 12, March 2006.
From the conclusion of the article: rnrn
“Google’s attentiveness to the library community, as evidenced by the rapid implementation of the OpenURL standard in Google Scholar, indicates that this service might well be evolving in the right direction. Nevertheless, it is not likely to replace metasearch systems in the short term. A locally controlled and branded system that enables librarians to offer accurate, up-to-date, subject-specific research data and to customize relevant services renders metasearch systems highly valuable to the scholarly community.”
The second article was published in portal earlier this year. It takes a look at how federated searching impacts information literacy standards and implications for library instruction.
Cox, Christopher. An Analysis of the Impact of Federated Search Products on Library Instruction Using the ACRL Standards. portal: Libraries and the Academy 6.3 (2006) 253-267.
From the discussion session:
Based on analyses of the standards, it seems obvious that, with proper instruction, federated searching products will not have a significant impact on students’ information literacy. McCaskie, who came to the same conclusion, states it thus: “The tool does not make the user more or less information literate; it is the way it is used.”64 If anything, the products will expand students’ knowledge of the electronic resources the library offers and encourage greater use of our collections. Librarians, in turn, will need to assist students in using the tool effectively.
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