Library Staff Publications

Increasing Visibility, Accessibility, and Citations Through Open Access Publishing, School of Arts & Sciences Faculty Orientation

Erika Gearing — Tue, 30 Apr 2013 08:36:01 PDT

Information Literacy at Johnson & Wales University 2011-2012

Ariela McCaffrey et al. — Tue, 27 Nov 2012 07:10:30 PST

This initial document details some ideas and thoughts related to the development of librarians who instruct at the four Johnson & Wales University campuses. A group of five librarians at the four campuses developed the document; Amanda Samland, Ariela McCaffrey, Nicole Covone, Lisa Spicola, and Joe Eshleman, Seven aspects of library instruction are addressed as well as ideas for the application of the guidelines. Finally, next steps towards application of the guidelines are listed.

Open Access and the Institutional Repository

Erika Gearing — Thu, 30 Aug 2012 08:49:59 PDT

ScholarsArchive@JWU, 2012 Brochure

Erika Gearing et al. — Mon, 16 Apr 2012 06:08:03 PDT

ScholarsArchive@JWU is a web-based, searchable, open access publishing platform hosted by Johnson & Wales University Library. It makes publications and creative works freely accessible to anyone with access to the internet, providing a simple way for the university to preserve and showcase scholarship within a single, OCR-compliant site.

The Economies of Scholarship and Publication: Emerging Platforms

Erika Gearing et al. — Thu, 12 Apr 2012 17:40:04 PDT

Marketing Your IR to Create and Renew Buy-in From Administrators and Faculty

Erika Gearing et al. — Fri, 09 Dec 2011 09:42:54 PST

My goal with this presentation is just what the title says: To highlight the strategies I’ve used to market our Institutional Repository, ScholarsArchive@JWU, and create and renew buy-in from administrators and faculty. I’ll show examples I’ve used to target both audiences and talk about some of the successes and challenges I’ve had as a result.

Increasing Visibility, Accessibility, and Citations Through Open Access Publishing, Graduate School Faculty Meeting

Erika Gearing — Fri, 09 Dec 2011 09:42:53 PST

Turnkey Student Training: Transforming Communication and Content with a Wiki

Hilary Kraus et al. — Tue, 21 Jun 2011 08:29:18 PDT

The DePaul University Library's Reference Department began developing a wiki for student training and support in 2006. More than an online "reference binder," it was a sea change in how we communicated with our students and each other. It enabled us to:

Provide consistent training with reproducible results
Have materials accessible anywhere, anytime
Enable any team member to contribute to the process
Update our documents in seconds and not have to print new copies

The wiki transformed student training and laid the groundwork for adoption of a librarywide intranet.

This poster session featured background information on the wiki, challenges and successes, quotes from student and staff users, and sample pages.

Reference Olympic Glory! Motivating Student Employees Through Competitive Training

Hilary Kraus — Tue, 21 Jun 2011 08:20:58 PDT

The Library Olympics included group training sessions, independent learning activities, and team challenges. Training content ranged from basic skills (finding supplies, fixing the stapler) to more complex tasks (locating library resources online, searching the catalog). Concise and specific learning objectives served as the cornerstone of each event. Within those parameters, a concerted effort was made to build humor, physical activity, and competitive energy into events.

This poster session featured graphic signage from the program, sample event materials, and feedback from participants.

ScholarsArchive@JWU: The Power of Open Access Publishing

Erika Gearing — Mon, 25 Apr 2011 09:46:36 PDT

An institutional repository is an excellent vehicle for publicizing the quality of research conducted by the faculty, staff, and students, and for sharing unique institutional collections with a wide audience. Through the Scholars Archive, JWU scholarship and collections are able to gain more global visibility via the web. This has the potential to attract new students, researchers, faculty, and funding, as well as further increase Johnson and Wales’ reputation as an institution of higher education.

Using an Integrated Approach to Case Studies In Order to Enhance Critical Thinking

Richard J. Moniz — Wed, 02 Mar 2011 06:57:07 PST

Harvard University sponsors a multitude of leadership institutes and activities targeting many different university administrative roles. One of these institutes which they co-sponsor with the Association of College and Research libraries and I had the opportunity to attend in its 2003 iteration is a week-long camp which focuses on the use of case studies. Aside from the canned case studies provided to participants all members of that year's group are required to bring with them a summary of a case they have been involved in. They are also instructed to read the book Reframing Organizations by Bolman and Deal. The larger group is then broken into smaller teams with the goal of analyzing each other's case based on the concepts in the Bolman and Deal text. I believe the model used with this group of administrators can also be applied to graduate students and that this model significantly enhances the quality of the students' learning experiences and fosters critical thinking skills.

Communicating Who We Are: The Theory of Organizational Culture in the Workplace

Richard J. Moniz Jr. — Wed, 09 Feb 2011 11:48:09 PST

Listening to the Customer: Using Assessment Results to Make a Difference

Richard J. Moniz Jr. et al. — Mon, 07 Feb 2011 07:22:56 PST

The Use of Case Studies in Library Administration Courses and Work Student and Practitioner Perceptions and Insights

Richard J. Moniz Jr. — Mon, 07 Feb 2011 07:22:55 PST

Library and information studies (LIS) programs generally require that students complete a series of core courses. One of these common core courses required is library management, and for many students this may be the only opportunity to explore issues and concerns related to library management. Contrary to what they may think, most of these future librarians will have to make significant decisions related to management at some point in their careers. Almost every job in a library requires an awareness of the concepts of organizational behavior that typically underpin the library management course. Obviously this will be of greater importance for some than for others. Given the task of overseeing a small academic library shortly after graduating with my MLIS twelve years ago, I was especially sensitive to this need (I had originally planned to be an instruction librarian, not a library administrator). While it may be difficult to prepare library science students for every situation, we can provide them with some ways to improve their thinking when faced with problems and challenges. Active learning, specifically through the use of case studies, is one of the best ways to do just that. In an attempt to explore this further, preliminary research was conducted to investigate student perceptions of the value of case studies employed within a specific context. Additionally, practicing librarians were polled to determine whether or not the use of case studies in their MLIS program benefited them when making library administration decisions in their careers. The findings summarized in this paper illustrate both the benefits and shortcomings to the use of case studies in library education. Some implications for both library science students and practicing librarians are considered.

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students’ Functional Understanding of Plagiarism

Richard J. Moniz Jr. et al. — Mon, 07 Feb 2011 07:22:54 PST

To improve students’ functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a “module” inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

The Impact of Information Literacy-Related Instruction in the Science Classroom: Clickers Versus Nonclickers

Richard J. Moniz Jr. et al. — Mon, 07 Feb 2011 07:22:53 PST

The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast.

American Library Association Annual Conference Presentation - Chicago

Richard J. Moniz — Wed, 19 May 2010 12:19:29 PDT

This PowerPoint presentation was delivered as part of a talk for the American Library Association's Annual Conference in Chicago, IL (sponsored by ALA's Library Leadership & Management Association). It focuses on a variety of practical ways that the libraries at Johnson & Wales University's Florida and North Carolina campuses have sought to both understand and respond to student concerns. Assessments touched upon include LibQUAL+, annual library surveys, focus groups, etc. A more detailed description of this presentation is also available in Library Administration & Management.

LibGuides for Information Literacy at Johnson & Wales: Leadership

Rosita E. Hopper — Mon, 05 Oct 2009 05:29:44 PDT

This set of power point slides accompanied a talk given by Rosie Hopper to a seminar for independent school librarians, which took place on October 1, 2009 at the Lyrasis New England headquarters in Southborough, Massachusetts.

FOCUS 2011: An Annotated Bibliography

Fri, 25 May 2007 09:27:35 PDT

The works cited in this annotated bibliography were chosen for their relevance to the Johnson & Wales University Focus 2011 strategic plan. They address such higher education topics as campus culture, distance learning, general program improvement, institutional change, and retention.

Emotional Intelligence in Academic Library Leadership

Rosita E. Hopper — Thu, 02 Mar 2006 08:00:09 PST

Recent research by Peter Hernon and Nancy Rossiter (in press) analyzed the extent to which desired traits listed in current job advertisements for library directors correspond with the five components of emotional intelligence (EI) identified by psychologist Daniel Goleman (i.e. self-awareness, self-regulation, motivation, empathy, and social skill.) The research of Hernon and Rossiter also examined the level of importance that current library directors themselves ascribed to those traits found in the ads. This study quantifies the extent to which the ninety-six traits listed by Hernon and Rossiter are likewise described as desirable by the authors represented in five published collections of essays on library leadership. It identifies additional desired traits referred to in the essays and which did not appear in the Hernon/Rossiter lists, quantifies the extent to which these appear in the essays, and then examines whether or not the additional traits fit the emotional intelligence schema. This study also compares the top five rated traits in each set of rankings, identifies the highest and lowest ranked traits across both sets based on an average number of all points given per trait, ranks each component of emotional intelligence based on the average number of points given to traits associated with each component, and concludes that in spite of only moderate correspondence between the rankings from the current study and the Hernon-Rossiter study, the overall high correspondence of many of the desired traits identified in the essays with the components of EI makes the Goleman theory of emotional intelligence a relevant tool for characterizing effective library leaders. The study concludes first by suggesting a valuable report on the findings that could be made to decision makers in an academic library setting, and then by considering topics on emotional intelligence and on library leadership worthy of future research.