http://muse.jhu.edu/journals/portal_libraries_and_the_academy Project MUSE®: Latest articles in portal: Libraries and the Academy. daily 1 2012-01-13T00:05:01-05:00 text/html en-US The Johns Hopkins University Press Vol. 1 (2001) through current issue Latest Articles: portal: Libraries and the Academy Library Science and Publishing TWO Project MUSE® portal: Libraries and the Academy 1530-7131 1531-2542 Latest articles in portal: Libraries and the Academy. Feed provided by Project MUSE® http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.pritchard.html <p>By Sarah M. Pritchard</p> In October 2011, a constitutional convention established a governing structure, mission, and goals for the HathiTrust digital repository.1 Several of us from the portal editorial board were present, along with 130 representatives from 64 partner institutions in three countries. In one sense it was simply another of the many organizational meetings that are held every year in higher education and information technology and related areas, in which we form consortia, undertake joint projects, and strategize responses to trends. This meeting and this organization, however, may lay the foundation for a fundamentally different world for libraries, publishing, and information access.What became HathiTrust started in late ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.pritchard.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 HathiTrust Libraries Map a Shared Path: A Turning Point in Information Access 2012-01-13 text/html en-US The Johns Hopkins University Press HathiTrust Libraries Map a Shared Path: A Turning Point in Information Access 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.detmering.html <p>By Robert Detmering, Anna Marie Johnson</p> In his recent essay "Information Literacy as Situated Literacy," Van Hillard characterizes information literacy "as a set of behaviors adapted to the contingencies of any particular context of use." Hillard goes on to pose several intriguing questions regarding this situated or contextualized view of information literacy, including "How can we best observe and identify the complex of behaviors, attitudes, and social practices that constitute information literacy in use?" and "What sorts of narratives of individual adaption or improvisation might be uncovered?"1 Focusing on the contextual dimensions of information literacy, this project attempts to respond to Hillard's questions by turning to what we define broadly ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.detmering.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 "Research Papers Have Always Seemed Very Daunting": Information Literacy Narratives and the Student Research Experience 2012-01-13 text/html en-US The Johns Hopkins University Press "Research Papers Have Always Seemed Very Daunting": Information Literacy Narratives and the Student Research Experience College students 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.nolen.html <p>By David S. Nolen, Amanda Clay Powers, Li Zhang, Yue Xu</p> Patron demographics and market research are important for long-range planning and assessment in academic libraries. However, there can sometimes be an assumption in the academic realm that the community being served is well-defined and well-understood. As Morris Massey has stated, "Certainly, most librarians, as well as business people, have a great deal of 'gut' knowledge about their clientele."1 That is to say, any librarian who has worked at a public services desk can form a mental profile of the types of patrons entering the library at a given time.Unfortunately, librarians can be lulled into thinking that these subjective impressions are satisfactory for making decisions about services and resource ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.nolen.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Moving Beyond Assumptions: The Use of Virtual Reference Data in an Academic Library 2012-01-13 text/html en-US The Johns Hopkins University Press Moving Beyond Assumptions: The Use of Virtual Reference Data in an Academic Library Electronic reference services (Libraries) 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.samuels.html <p>By Ruth Gallegos Samuels, Henry Griffy</p> The success and viability of digital initiatives hinge on the software chosen to carry out the objectives. It is, therefore, crucial to choose carefully among available alternatives. In this paper, we provide a case-study and commentary about an in-depth evaluation of two open source software solutions for use in the electronic publishing (e-publishing) program at our research university library. We hope that this account will help colleagues who have been tasked with choosing software for their local situation. In addition, some of the methods we developed may prove useful for evaluations of other types of software, especially open source, with potential value for libraries.Libraries have increasingly taken on ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.samuels.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Evaluating Open Source Software for Use in Library Initiatives: A Case Study Involving Electronic Publishing 2012-01-13 text/html en-US The Johns Hopkins University Press Evaluating Open Source Software for Use in Library Initiatives: A Case Study Involving Electronic Publishing Electronic publishing 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.sinkinson.html <p>By Caroline Sinkinson, Stephanie Alexander, Alison Hicks, Meredith Kahn</p> Research guides are a common feature of many academic library websites. Also known as subject guides, pathfinders, or course guides, research guides often try to accomplish a complex set of goals, based on introducing digestible or tailored portions of library resources to library users. This may include teaching how to complete a given task, providing access to tools for actually doing it, promoting collections and services, educating users about the research process, and providing disciplinary context for in-depth research needs. New commercial and open source software facilitating the creation of guides, as well as greater customization and technological innovation, has been enthusiastically embraced by ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.sinkinson.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Guiding Design: Exposing Librarian and Student Mental Models of Research Guides 2012-01-13 text/html en-US The Johns Hopkins University Press Guiding Design: Exposing Librarian and Student Mental Models of Research Guides Reference sources 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.xia.html <p>By Jingfeng Xia, Sarah B. Gilchrist, Nathaniel X.P. Smith, Justin A. Kingery</p> Although open access (OA) self-archiving mandates have a history spanning less than ten years, more than three hundred institutions, funding agencies, and other academic programs around the world have implemented a policy requiring scholars to self-archive their research outcomes in a repository or on a website, to promote free access to and wide sharing of information. OA advocates have been optimistic about the prospect of making the content of digital repositories richer and more useful after the implementation of such policies.1 However, there are also mixed feelings regarding the effects of mandate policies,2 and institutions have responded in a variety of ways to the call for a self-archiving mandate.3 ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.xia.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 A Review of Open Access Self-Archiving Mandate Policies 2012-01-13 text/html en-US The Johns Hopkins University Press A Review of Open Access Self-Archiving Mandate Policies 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.novotny.html <p>By Eric Charles Novotny</p> This is not the book I expected. Anticipating a dense, theory-laden exploration of information seeking, instead I discovered a jargon-free, surprisingly accessible work, filled with fascinating historical anecdotes documenting the ebb and flow of information over time. Seeking to inform American moral choices, nineteenth century reformers flooded the country with a paper tidal wave. Between 1829 and 1831 the American Tract Society distributed 65 million pages of persuasive pamphlets; over five pages for every person in America. (p.81) Early airline travelers suffered from the opposite extreme - they lacked reliable information. Overbooked flights were cancelled without notice and passengers risked being bumped if ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.novotny.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Everyday Information: The Evolution of Information Seeking in America 2012-01-13 text/html en-US The Johns Hopkins University Press Everyday Information: The Evolution of Information Seeking in America Information behavior 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.battista.html <p>By Andrew Battista</p> It is an information-age commonplace that educators warm up to new technologies slowly. Often, we fail to recognize how students incorporate new technologies into their lives, and we can be similarly reluctant to account for the ways our students are already thinking, writing, and communicating before they enter the classroom. This is the point of departure for Cathy N. Davidson's Now You See It, which suggests that breakthroughs in cognitive science should recalibrate our sense of what it means to learn. According to Davidson, those of us in higher education are paradoxically obsessed with the implications of living in the "digital age," even though we have "yet to rethink how we need to be organizing our ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.battista.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn 2012-01-13 text/html en-US The Johns Hopkins University Press Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.devoe.html <p>By Kristina M. DeVoe</p> Librarians of all stripes are regularly thrust into the position of teaching and training their users, colleagues, and peers, regardless of whether "instruction" appears in their job title or description. For many, this is a challenging aspect of day-to-day work since librarians are often not grounded in educational theories or instructional design principles during their LIS education. In her book, Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators, Char Booth, Instruction Services Manager & E-Learning Librarian at the Claremont Colleges Library, as well as ACRL Immersion faculty member, aims to bolster the instructional confidence of novice librarians and others involved in ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.devoe.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Reflective Teaching, Effective Learning:Instructional Literacy for Library Educators 2012-01-13 text/html en-US The Johns Hopkins University Press Reflective Teaching, Effective Learning:Instructional Literacy for Library Educators 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13 http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.article.html Using Qualitative Methods in Action Research: How Librarians Can Get to the Why of Data, ed. Douglas Cook and Lesley Farmer. Chicago: ACRL, 2011. 264p. $60 (ISBN 978-0-8389-8576-2)So much of the information that librarians need to improve services comes in "soft," rather than in quantifiable form. Douglas Cook and Lesley Farmer have assembled an impressive group of librarians and faculty to provide an overview of methodologies and issues regarding qualitative research in libraries. The authors of this volume cover narrative inquiry, discourse analysis, peer observation, and other methods to investigate a wide range of library and instruction environments. The issues covered include LibQual assessment, multi-campus ... <a href="http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.1.article.html">Read More</a> Project MUSE® http://muse.jhu.edu/ 2012-01-13T00:05:01-05:00 Briefly Noted 2012-01-13 text/html en-US The Johns Hopkins University Press Briefly Noted Public services (Libraries) 2012-01-13 2012 TWO Project MUSE® 0 2012-01-13T00:00:00-05:00 2012-01-13