2021
31
Dec

New Year, New Cycles, New Platform

Update from the In the Library with the Lead Pipe Editorial Board In 2022, we will be refreshing, upgrading, and relaunching on a new platform and with new cycles for article submission and publication. To get ready for these big changes, we will pause submissions on January 15, 2022 at 11:59pm Hawaii Standard Time. (That...
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2021
13
Oct
, and

Source Evaluation: Supporting Undergraduate Student Research Development

By Iris Jastram, Claudia Peterson and Emily Scharf In Brief  Each year since 2008, librarians at Carleton College read samples of sophomore writing as part of the Information Literacy in Student Writing project. The data captured through this project combined with our experiences in consultations and instruction sessions give us a richer understanding of undergraduate information literacy habits....
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2021
21
Jul
, and

Dismantling the Evaluation Framework

(Atharva Tulsi, Unsplash, https://unsplash.com/photos/RVpCAtjhyuA) By Alaina C. Bull, Margy MacMillan, and Alison J. Head In brief For almost 20 years, instruction librarians have relied on variations of two models, the CRAAP Test and SIFT, to teach students how to evaluate printed and web-based materials. Dramatic changes to the information ecosystem, however, present new challenges amid...
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2021
9
Jun
, , , and

Service Ceiling: The High Cost of Professional Development for Academic Librarians

By Bridgette Comanda, Jaci Wilkinson, Faith Bradham, Amanda Koziura, and Maura Seale In Brief Academic librarian salaries are shrinking, but conferences and professional membership fees are increasing. How is this impacting our field and our colleagues? During early 2020, we fielded a national survey of academic librarians about their professional development and service costs that...
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2021
26
May
and

Equitable but Not Diverse: Universal Design for Learning is Not Enough

By Amanda Roth, Gayatri Singh (posthumous), and Dominique Turnbow In Brief Information literacy instruction is increasingly being delivered online, particularly through the use of learning objects. The development practice for creating learning objects often uses the Universal Design for Learning (UDL) framework to meet needs for inclusivity. However, missing from this framework is the lens...
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2021
31
Mar
and

Ethical Financial Stewardship: One Library’s Examination of Vendors’ Business Practices

By Katy DiVittorio and Lorelle Gianelli In Brief The evaluation of library collections rarely digs into the practices or other business ventures of the companies that create or sell library resources. As financial stewards, academic Acquisition Librarians are in a unique position to consider the business philosophy and practices of our vendors as they align...
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2021
24
Feb
, and

We Need to Talk About How We Talk About Disability: A Critical Quasi-systematic Review

By Amelia Gibson, Kristen Bowen, and Dana Hanson In Brief This quasi-systematic review uses a critical disability framework to assess definitions of disability, use of critical disability approaches, and hierarchies of credibility in LIS research between 1978 and 2018. We present quantitative and qualitative findings about trends and gaps in the research, and discuss the...
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2020
2
Dec
, , , and

Culturally Responsive Community Engagement Programming and the University Library: Lessons Learned from Half a Decade of VTDITC

By Craig E. Arthur, Dr. Freddy Paige, La’ Portia Perkins, Jasmine Weiss, and Dr. Michael Williams (Good Homie Signs’ “Hip Hop @ VT” mural 7/18) In Brief VTDITC: Hip Hop Studies at Virginia Tech is an award-winning series of experiential learning-focused, culturally responsive community engagement programs. It is deeply rooted in hip hop culture and...
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2020
21
Oct
, and

Creating a Student-Centered Alternative to Research Guides: Developing the Infrastructure to Support Novice Learners

In Brief: Research and course guides typically feature long lists of resources without the contextual or instructional framework to direct novice researchers through the research process. An investigation of guide usage and user interactions at a large university in the southwestern U.S. revealed a need to reexamine the way research guides can be developed and...
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