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Journal articles on the topic 'Library and information studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

A.KALISDHA, A. KALISDHA. "User Studies and its Related Activities Based on Library and Information System." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 270–73. http://dx.doi.org/10.15373/22778179/nov2013/86.

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2

McKevitt, Ian. "Patents information in the library/information studies curriculum." Education for Information 10, no. 3 (July 1, 1992): 223–36. http://dx.doi.org/10.3233/efi-1992-10303.

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3

Martin, William J. "From library studies to information science." Education for Information 5, no. 2-3 (April 1, 1987): 129–37. http://dx.doi.org/10.3233/efi-1987-52-305.

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4

Siracky, Hailey. "Mindfulness in library and information studies." Education for Information 35, no. 2 (June 10, 2019): 191–95. http://dx.doi.org/10.3233/efi-199004.

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5

Sciberras, Lillian. "Library and Information Studies in Malta." Information Development 10, no. 3 (September 1994): 196–99. http://dx.doi.org/10.1177/026666699401000310.

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6

Mugridge, Rebecca L. "Academic Library Management: Case Studies." Journal of Electronic Resources Librarianship 31, no. 1 (January 2, 2019): 52–53. http://dx.doi.org/10.1080/1941126x.2019.1596663.

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7

Vinney, Gemma De. "Introducing Students to Library and Information Studies." Journal of Education for Library and Information Science 27, no. 2 (1986): 120. http://dx.doi.org/10.2307/40323516.

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8

Carroll, Dewey E. "Undergraduate Education for Library and Information Studies." Journal of Library Administration 16, no. 1-2 (August 15, 1992): 19–28. http://dx.doi.org/10.1300/j111v16n01_04.

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9

Stoker, David. "Information and Library Studies At a Distance." Journal of Librarianship and Information Science 27, no. 1 (March 1995): 3–5. http://dx.doi.org/10.1177/096100069502700101.

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10

Olivia Frost, C. "Library studies at the school of information." Library Hi Tech 16, no. 2 (August 1998): 91–102. http://dx.doi.org/10.1108/07378839810304504.

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11

England, Claire. "Research methods in library and information studies." Information Processing & Management 27, no. 6 (January 1991): 732. http://dx.doi.org/10.1016/0306-4573(91)90014-d.

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12

Mata, Marta Leandro da. "Estudos de comportamento informacional e de práticas informacionais para o desenvolvimento da competência em informação." Perspectivas em Ciência da Informação 27, no. 2 (April 2022): 37–57. http://dx.doi.org/10.1590/1981-5344/40062.

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RESUMO Este artigo tem como objetivo trazer reflexões sobre como os estudos de comportamento informacional e práticas informacionais podem contribuir na elaboração de ações de competência em informação em ambientes de informação formais, informais e não formais. No que se refere aos procedimentos metodológicos, este estudo caracteriza-se como pesquisa exploratória e bibliográfica, de natureza qualitativa. No que diz respeito à análise dos resultados, fez-se a leitura e a análise dos documentos selecionados, realizando-se a extração e sistematização das possíveis relações entre os conceitos de comportamento informacional, práticas informacionais e competência em informação, os quais culminaram no desdobramento de uma revisão de literatura, contendo uma discussão sobre a temática proposta. Como resultados, observa-se que os estudos de usuários em suas diversas abordagens oferecem informações essenciais para auxiliar no planejamento, implementação e realização de programas e/ou ações de competência em informação em diversos locais, condizentes com as necessidades, características e peculiaridades dos indivíduos que fazem parte das instituições e de determinados ambiências, considerando-se a educação formal, informal e não formal.

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13

Sapa, Remigiusz. "Library and information science applied studies on collaborative information behavior." Library & Information Science Research 44, no. 4 (October 2022): 101204. http://dx.doi.org/10.1016/j.lisr.2022.101204.

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14

Mihaylov, Deyan. "Cryptography and Cryptanalysis in MS EXCEL." Mathematics and Informatics LXV, no. 1 (February 28, 2022): 53–71. http://dx.doi.org/10.53656/math2022-1-4-kri.

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This paper provides implementations of three well-known ciphers – Caesar Cipher, Vigenere Cipher and Hill Cipher in Microsoft Excel. It is shown how the ciphers can be broken by using Brute-force Attack, Frequency Analysis Attack and Known-plaintext Attack. For the purpose of the cryptanalysis the relative occurrence frequencies of the letters and the index of coincidence (κ ) in Bulgarian language are determined. The classical Frequency Analysis Attack is modified using the cross-correlation between frequencies of letters in the natural language and the cipher text. Modular matrix operations in MS Excel are shown.

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15

Steinberg, Reece Axl. "Case Studies, Cuts, and Critical Information Literacy." Journal of Contemporary Issues in Education 15, no. 1 (June 28, 2020): 51–64. http://dx.doi.org/10.20355/jcie29414.

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Post-secondary institutions are responding to cuts in government funding by prioritizing skills-building directly related to employment. Conservative governments ignore employers’ call for transferable skills in new graduates, and use funding cuts to pressure educational institutions’ focus. Librarians face the challenging task of offering instruction in both specific technical skills and transferable thinking skills in a limited time period. Critical information literacy is increasingly included as part of instruction in post-secondary libraries, in addition to technical use of library resources. Case studies in library classes or workshops fit within required guidelines for career-focused learning and practical skills-building while providing opportunities for students to engage in analysis of information. Cases lend themselves well to progressive, learner-focused, and flexible modes of instruction. This paper includes practical examples of library instruction using case studies, and reasons to consider them a radical, relevant tool in post-secondary library teaching.

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16

More, Sameer P. "User Studies." International Journal for Research in Applied Science and Engineering Technology 10, no. 8 (August 31, 2022): 1010–12. http://dx.doi.org/10.22214/ijraset.2022.46208.

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Abstract: The present paper attempts to study the concept of a user study. Information centers and research centers do not seem to meet the needs of the user. The user has been deprived for many years. User studies are mainly about library readers and the use of libraries. There is a huge amount of information being created in the world today, but if there is no use to read it, then the value of that information is zero. The library has a huge collection of books, but if you do not have the class to use it, then the library will not be of any use. Alternatively, the library will not be developed. User Study is a staff student as well as a researcher who needs to know information about different types of users.

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17

Cronin, Blaise, and Herman Totten. "The Management of Library and Information Studies Education." Journal of Education for Library and Information Science 36, no. 1 (1995): 77. http://dx.doi.org/10.2307/40322987.

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18

Marcella, Rita, and Graeme Baxter. "Information and library studies on a virtual campus." New Library World 102, no. 10 (November 2001): 362–71. http://dx.doi.org/10.1108/eum0000000006065.

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19

Brown-Syed, Christopher. "Library and Information Studies and Open-source Intelligence." Library & Archival Security 24, no. 1 (March 25, 2011): 1–8. http://dx.doi.org/10.1080/01960075.2011.551935.

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20

Luke, Stephanie. "Library and Information Science Source." Charleston Advisor 23, no. 1 (July 1, 2021): 25–27. http://dx.doi.org/10.5260/chara.23.1.25.

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EBSCO's Library and Information Science Source (LISS) is a subscription database that was developed from the merger of EBSCO and H.W. Wilson in 2011. LISS features journals, periodicals, conference proceedings, monographs, and book reviews in the field of library and information studies. It includes full-text access to over 180 journals in both English and other languages. It also provides extensive indexing, a comprehensive thesaurus, and coverage from as early as the 1930s. The database's lack of OA content is at odds with library science's increasing commitment to freely accessible content. LISS will be of the most interest to institutions with large library staff as well as those that offer a degree program in library and information studies.

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21

Weech, Terry, Clara M. Chu, Sandra Hirsh, Heidi Julien, Mary Anne Kennan, Diane L. Velasquez, and Bhuva Narayan. "Information science education and library and information studies education: Transnational conversations." Proceedings of the Association for Information Science and Technology 56, no. 1 (January 2019): 586–89. http://dx.doi.org/10.1002/pra2.98.

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22

Forrest, Dan. "Book Review: Case Studies in Library Security." Library Resources & Technical Services 49, no. 4 (October 1, 2005): 287–88. http://dx.doi.org/10.5860/lrts.49n4.287.

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23

Tatarka, Agnes, Kay Chapa, Xin Li, and Jennifer Rutner. "Library assessment plans: four case studies." Performance Measurement and Metrics 11, no. 2 (July 6, 2010): 199–210. http://dx.doi.org/10.1108/14678041011064106.

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24

Iivonen, Mirja, Ulla Nygrén, Anu Valtari, and Tanja Heikkilä. "Library collections contribute to doctoral studies." Library Management 30, no. 3 (February 20, 2009): 185–203. http://dx.doi.org/10.1108/01435120910937357.

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25

Stephenson, Mary Sue. "Teaching Research Methods in Library and Information Studies Programs." Journal of Education for Library and Information Science 31, no. 1 (1990): 49. http://dx.doi.org/10.2307/40323727.

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26

Yamanaka, Tadashi. "Characteristics of library and information science studies in Japan." Library and Information Science 24 (March 25, 1987): 31–44. http://dx.doi.org/10.46895/lis.24.31.

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27

Anaswah, Mohmad. "Importance of references’ science in information and library studies." Dirasat: Human and Social Sciences 49, no. 2 (August 2, 2022): 226–37. http://dx.doi.org/10.35516/hum.v49i2.1786.

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The research aims to explore the value of reference terms and its added value, and this by identifying the reference term opposite to bibliography term that has been restored to its origins in Arabic language, and its approval by the councils of the Arabic language and its display in Arab intellectual production. The documentary approach was used to achieve the goals of this research, which was one of its most prominent results, to reach that there is a disparity in understanding what is the reference term and its awareness and definition. The research concluded that the reference term is the Arab equivalent of the term bibliography, and the term of references as opposed to bibliographies and proven sources as opposed to the term sources and references, However, the reference term has many and varied benefits that go into all areas of describing intellectual production, which proves that it has a basic value and added value that comes in the form of indispensable returns and guidance for workers in the library sector, publishing houses and publishers in all their spectrum.

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28

Large, Andrew. "Undergraduate library and information studies programs in North America." Education for Information 15, no. 2 (April 1, 1997): 137–51. http://dx.doi.org/10.3233/efi-1997-15204.

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29

Paris, Martes. "Library and information studies in Malta: challenges and opportunities." Library Review 53, no. 2 (February 2004): 104–11. http://dx.doi.org/10.1108/00242530410522604.

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30

Juznic, Primoz, and Joze Urbanija. "Developing research skills in library and information science studies." Library Management 24, no. 6/7 (September 2003): 324–31. http://dx.doi.org/10.1108/01435120310486048.

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31

Swisher, Robert. "Management of a School of Library and Information Studies." Journal of Library Administration 16, no. 1-2 (August 15, 1992): 167–72. http://dx.doi.org/10.1300/j111v16n01_15.

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32

Eziukwu Edoka, B. "Library and Information Studies in English-Speaking West Africa." Information Development 3, no. 1 (January 1987): 30–35. http://dx.doi.org/10.1177/026666698700300105.

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33

Preston, Judith. "Editorial: Research methodology in library and information studies (LIS)." Library and Information Research 36, no. 112 (September 27, 2012): 1–5. http://dx.doi.org/10.29173/lirg543.

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34

Martin, Susan K. "A New Vision for Library and Information Studies Accreditation." portal: Libraries and the Academy 2, no. 3 (2002): 481–83. http://dx.doi.org/10.1353/pla.2002.0060.

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35

Davenport, Elisabeth, and Howard Rosenbaum. "Methods 2.0: Confessional methods in library and information studies." Proceedings of the American Society for Information Science and Technology 44, no. 1 (October 24, 2008): 1–4. http://dx.doi.org/10.1002/meet.1450440158.

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36

Maxted, Ian. "Book Reviews : Library Association, Local Studies Group Local studies libraries: Library Association guidelines for local studies provision in public libraries." Journal of Librarianship and Information Science 23, no. 2 (June 1991): 105–6. http://dx.doi.org/10.1177/096100069102300206.

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37

Fagan, Jody Condit. "Usability Studies of Faceted Browsing: A Literature Review." Information Technology and Libraries 29, no. 2 (June 1, 2010): 58. http://dx.doi.org/10.6017/ital.v29i2.3144.

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Faceted browsing is a common feature of new library catalog interfaces. But to what extent does it improve user performance in searching within today’s library catalog systems? This article reviews the literature for user studies involving faceted browsing and user studies of “next-generation” library catalogs that incorporate faceted browsing. Both the results and the methods of these studies are analyzed by asking, What do we currently know about faceted browsing? How can we design better studies of faceted browsing in library catalogs? The article proposes methodological considerations for practicing librarians and provides examples of goals, tasks, and measurements for user studies of faceted browsing in library catalogs.

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38

Nisonger, Thomas E. "A Review and Analysis of Library Availability Studies." Library Resources & Technical Services 51, no. 1 (January 1, 2007): 30–49. http://dx.doi.org/10.5860/lrts.51n1.30.

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39

Drabenstott, Jon, Sherman Hayes, Tjalda Belastock, John Laucus, David Cohen, Gary Ross, Barbara J. McNally, Jerilyn K. Oltman, and Steve Marquardt. "Truth in Automating: Case Studies in Library Automation." Library Hi Tech 7, no. 1 (January 1989): 95–111. http://dx.doi.org/10.1108/eb047752.

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40

Vorberg, Martin. "Information Logistics @ Bucerius Law School (Hamburg): Legal Information for Studies, Research, Teaching and Education." Legal Information Management 14, no. 2 (June 2014): 126–32. http://dx.doi.org/10.1017/s1472669614000310.

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AbstractThe aim of this article, written by Martin Vorberg, is to portray the approach to information logistics at a private law school in Hamburg, Germany which is a largely self-sufficient, coordinated library system, with occasional use of local libraries and supra-regional delivery services. The article describes the management of a main library and more than twenty branch libraries in the context of some challenging times and in relation to hybrid collections and the uses of electronic media.

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41

MacNaughtan, Alasdair. "Book Review: Information society studies." Journal of Librarianship and Information Science 34, no. 4 (December 2002): 221–22. http://dx.doi.org/10.1177/096100060203400409.

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42

Henry, Jo. "Academic library liaison programs: four case studies." Library Review 61, no. 7 (August 10, 2012): 485–96. http://dx.doi.org/10.1108/00242531211288236.

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PurposeThe purpose of this study is to compare and contrast four academic liaison programs.Design/methodology/approachAreas addressed include liaison subject specialization, communication methods, duties, and program evaluation.FindingsThis paper found similarities in areas of orientation meetings, library guides, and information literacy classes. Unique concepts among the four libraries studied include physical classroom embedment, use of specialized class web pages, faculty literacy classes, and concentrated faculty information literacy assistance.Originality/valueThe results presented provide insight into current academic library liaison practices and the faculty‐liaison relationship.

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43

Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 57. http://dx.doi.org/10.18438/b8b62p.

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A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484. Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials). Setting - College and university libraries Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods. Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis. The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns. Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence. It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity. The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction. Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.

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44

Stubbs, Kendon. "Statistics for Library Decision Making; Research Methods in Library and Information Studies (Book Review)." College & Research Libraries 52, no. 2 (March 1, 1991): 207–9. http://dx.doi.org/10.5860/crl_52_02_207.

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45

Budd, John M. "Phenomenology and information studies." Journal of Documentation 61, no. 1 (February 2005): 44–59. http://dx.doi.org/10.1108/00220410510578005.

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46

Nandhakumar, Joe. "Contrarian information systems studies." European Journal of Information Systems 19, no. 6 (December 2010): 687–88. http://dx.doi.org/10.1057/ejis.2010.49.

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47

Day, Ronald E. "Poststructuralism and information studies." Annual Review of Information Science and Technology 39, no. 1 (October 18, 2006): 575–609. http://dx.doi.org/10.1002/aris.1440390121.

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48

Van House, Nancy A. "Science and technology studies and information studies." Annual Review of Information Science and Technology 38, no. 1 (September 22, 2005): 1–86. http://dx.doi.org/10.1002/aris.1440380102.

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49

SÜMBÜL, Sinan, and Ceyhan GÜLER. "A QUALITATIVE ANALYSIS OF MASTER'S THESIS IN LIBRARY AND INFORMATION SCIENCE IN TURKEY." Zeitschrift für die Welt der Türken / Journal of World of Turks 14, no. 1 (April 15, 2022): 215–30. http://dx.doi.org/10.46291/zfwt/140117.

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In this study, master's theses written in the field of Library and Information Science (LIS) in Turkish Universities were analyzed. This study aims to identify and discuss the trends of studies dealing with LIS in Turkey. The research was conducted using qualitative research and, the data were collected and analyzed through content analysis. Master’s theses were accessed through the National Theses Database of the Council of Higher Education. The theses were categorized under a total of 6 titles according to their distribution over the years and types, types of investigation, data-collection method, social level, University distributions, and topics. The classification schemes for topics, research methods, data collection methods, and social levels of LIS used in the content analysis were those based on Järvelin and Vakkari's. As a result of the study, it is seen that the year when the highest number of theses were completed is 2019 (18,34%), the theses handled mostly the topic of research on library and information service activities (10,04%). The number of theses written is higher at Hacettepe University (28,38%) than any of the other Universities. It is noteworthy that the university, which stands out in its graduate studies, is a member of iSchool. Keywords: Library and Information Science, Master’s Theses in Turkey, Qualitative Analysis, Content Analysis, Research Trends.

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50

Varganova, G. "Philosophy and the library and information studies: Vectors of interaction." Scientific and Technical Libraries 1, no. 11 (November 7, 2019): 17–24. http://dx.doi.org/10.33186/1027-3689-2019-11-17-24.

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The author analyzes the origins of interest towards philosophical issues the book and library scientists and researcher bibliographers take. The need for more close interaction between philosophy and the library and information science in the circumstances of transition from information society to knowledge society and digital economy is substantiated. The process of cognitive institutionalization of philosophical knowledge in the library and information science is examined. The author analyzes several works by Arkady V. Sokolov on the content and specific features of bibliosophy as a philosophical system focused on biblioshere within the historical context. The key functions of philosophical knowledge are discussed as related to library and information science which enables rationalizing and reliable, accurate and relevant assessment of multiple and unique processes and phenomena in this disciplines. The focus is made on the worldview, ontological, gnoseological, methodological and axiological functions. The authors emphasizes the role of philosophy in developing conceptual, theoretical, logical and methodological structures for serious study of bibliosphere and its rational perception as one of the fundamental cultural segments

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