Kristin Hoffmann

"I felt like a real librarian": Field experiences as an opportunity for professional identity development

Kristin Hoffmann et al. — Mon, 28 Jan 2013 13:48:43 PST

Librarians’ professional identity is rarely addressed in LIS literature. Examining the roles of co-op placements in the formation of professional identity, this research explores issues associated with LIS education and field experiences.

A review of citation analysis methodologies for collection development

Kristin Hoffmann et al. — Wed, 28 Nov 2012 13:46:39 PST

While there is a considerable body of literature that presents the results of citation analysis studies, most researchers do not provide enough detail in their methodology to reproduce the study, nor do they provide rationale for methodological decisions. In this paper, we review the methodologies used in 34 recent articles that present a “user study” citation analysis with a goal of informing collection management. We describe major themes and outliers in the methodologies and discuss factors that require careful thought and analysis. We also provide a guide to considerations for citation analysis studies, so that researchers can make informed decisions.

Determining the Usability of eBooks Using the Think-Aloud Method

Kristin Hoffmann et al. — Mon, 09 Apr 2012 13:36:17 PDT

Not on the Same Page: Undergraduates’ Information Retrieval in Electronic and Print Books

Selinda Adelle Berg et al. — Mon, 09 Apr 2012 13:36:16 PDT

Academic libraries are increasingly collecting e-books, but little research has investigated how students use e-books compared to print texts. This study used a prompted think-aloud method to gain an understanding of the information retrieval behavior of students in both formats. Qualitative analysis identified themes that will inform instruction and collection practices.

Integrating Research into LIS Field Experiences in Academic Libraries

Selinda Adelle Berg et al. — Mon, 09 Apr 2012 13:36:15 PDT

Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.

Library Research Skills: A Needs Assessment for Graduate Student Workshops

Kristin Hoffmann et al. — Mon, 09 Apr 2012 13:36:14 PDT

Information literacy instruction programs for graduate students can be challenging to develop. One solution is to develop non-course-based, non-mandatory library instruction programs, in order to meet the information literacy needs of as many graduate students as possible. This was the approach taken by the Taylor Library at the University of Western Ontario, as we embarked on the development of a program for students in the areas of engineering, health sciences, medicine & dentistry, and science. As a first step, we conducted a needs assessment study via focus groups and an online survey. The study looked at graduate student perceptions of their library research needs, their preferences for learning about library research, and the appropriateness of a common instruction program for students in these disciplines. We found that graduate students wanted to learn about strategies for finding information, bibliographic management tools such as RefWorks, and tools for keeping current with scholarly literature. Students preferred online instruction, although in-person workshops were also found to be valuable. Students in all four faculties identified common information literacy needs, while expressing a desire for subject-specific instruction.

“It's about Helping People”: Co‐op Experiences of LIS Students in Academic Libraries

Kristin Hoffmann et al. — Mon, 09 Apr 2012 13:36:13 PDT

The current study examines the prominence of service/helping in the field experiences of Library and Information Studies students, and aims to gain greater understanding of LIS students perceptions of helping as a feature of their professional identity.