Social cognitive theory (aka social learning theory): How an individual perceives their own abilities influences whether they engage in a particular activity. 

Selection – The topic or approach to solve this gap in knowledge is chosen.

Exploration – Research on the general topic is conducted to expand knowledge.

Formulation – Anxiety and uncertainty lessen. From the knowledge gained from the information exploration, the topic has become more focused.

Collection – The user engages with the information system functions more efficiently and effectively. The user is searching for information on their newly focused topic.

Presentation – The information search is complete and the user begins to prepare a presentation of their information search or findings. 

 

This model applies to a digital and physical search.

 

How much information you should include in an annotated bibliography depends on its purpose.

 

All text must be indented, the author’s last name is the only test flush left.

 

Summarise: What is it about? What are the main points/arguments? The purpose?

Evaluation/Assessment: Why is it important? How is it written? How does it compare to other sources? Is the information reliable - biased/objective?

Reflection: Why is it important to the project?

 

Journal

Author’s Surname, Author’s First Name Initial. (Year). Title. Journal, Volume (number), pages. Link to source if online.

 

Book

Author Last Name, Initials. (Year). Name of Book. Publisher.

Author Last name, Initials., & Second Author Last name, Initials. (Year). Title. Publisher.

First Author Last name, Initials., Second Author Last name, Initials., Third Author Last name, Initials., Fourth Author Last name, Initials., & Sixth Author, Last name, Initials. (Year). Title. Publisher.

 

E-Book

Authors Last name, Initials. (Year). Title of work. Publisher. Retrieved from URL/DOI/eBook provider home page.

Republished Work

Author Last name, Initials. (Year republished). Title. Publisher. (Original work published Year)

 

Reference Sources – dictionary, thesaurus, encyclopaedia

Entry Editor, Author or Organisation Author name, Initials. (Year). Title of Entry. In Title of reference source. Publisher. URL/SOI

 

Quotations

Short Quotations (less than 40 words) = “insert quote between quotation marks” (Surname, Year, p. 77)

Long Quotations (more than 40 words) = No quotations

 

In the author’s research, they conclude that:

 

Insert paragraph here indented and without quotations marks followed by the reference (Surname, Year, p. 77).

 

The Call for the Centrality of User-Defined Information Needs and Uses – Adapt to the needs of individual users rather than trying to get the user to meet the needs of the system. 

 

The Call for Implementing a System Invention Mandate – If the system focuses on the users, the results of this could reinvent and redesign future systems. 

 

The Call for Capitalising on Technology - Technology has the potential to help serve user needs better but information systems do not capitalise on this.

How often users use sources, media, systems, documents, materials or channels. Need is based on where the demand for information is and where greater demand should be. 

 

Need is based on areas where user knowledge is lower than it should be.

 

Need is based on the satisfaction and dissatisfaction of users with a service.

 

Respondents are questioned on how they would like their information to be organised.

 

The demographic and environmental profiles of communities influence the program development needs.

 

Respondents list their interests, activities and group memberships and the data is matched to their information needs based on this.

Objective information has been the primary focus of information needs and uses studies. 

Objective information – meaning is constant and corresponds to reality. Subjectivity implies information does not have constant meaning. The information producer’s intent should be highlighted however.

 

Previous information studies assume the user is a passive recipient of objective information. People are actually purposive, self controlling and sense making beings. User behaviour has been ignored. 

 

Information needs and uses studies predict user behaviour according to static, across time space-models. Individuals function from different centres and different times and their cognitive maps are changing constantly. 

 

How users encounter information systems and the results of these encounters has been largely unexamined.

 

Emphasis on externals (eg. contacts with sources and use of system indicators) of needs rather than internal (eg. cognitive assessments). 

 

Inclusion of individual values of users within the information science field.

 

Quantitative is compatible with the traditional assumptions whereas qualitative may be better suited to newer approaches. 

 

The alternative paradigm suggests that people construct information. Users are able to construct sense. This paradigm highlights the importance of understanding the use of information in various situations and takes into account how the user comes across the information or system. Its main focus is the user. 

The problem of the user is the main focus. Problems are classified and linked to different information traits.

 

How do people make sense of the world around them and how they use information to do so. 

 

When someone needs help from an information system, this approach avoids information needs and focuses on the people in the situation who have a limited or incomplete view. User describes what has led them to their information search and what information they would like to gain. 

Competencies: Behaviours that excellent performers exhibit consistently and effectively. A behavioural basis is necessary because effective assessment of competencies depends on observed behaviour.

When faced with little recourses, seek volunteers through the available online resources eg. Laundromat Library League

 

Patron’s have agency and autonomy, protect this when it is threatened by the system’s desire for conformity

When a project is collaborative without a definitive leader, this provides an alternative to neoliberal institutions and how they are run eg. Liberation Library

 

There is more to be done about issues of accessibility other than just providing access to library materials. Different requirements for different areas. Library needs to provide access to people where they are living and where they need services eg. Librarians Without Borders

 

Your professional interests and skills can inform and shape your social justice activism. Teaching the activism you participate in can further this work eg. Library Freedom Project

Community is important for participation and project awareness. Being creative with marketing strategies will get people interested. Sometimes the smaller the project the better. The intimacy created with a small project should be maintained as the project grows eg.  

Progressionista

Speak to the teacher to learn what has already been discussed

Create a list of all plagiarised parts of the work

Review this list with the student

Give the student a guide on citing

Ask the student to correct the errors in the paper and return it to you

The student should sign a list of errors with the corrections to acknowledge what they have done. This could be sent to the teacher, parents and school administration. 

 

 
Elements to incorporate into instruction to achieve these outcomes are ethics instruction, case- based discussion and role-playing 

Looks at the groups and individuals impacted by an act of plagiarism. 

Assuming students are not knowledgable in ethical theory use Multidimensional Ethics Scale (MES) developed by Reidenbach and Robin. The MES can be used when dealing with issues of academic integrity. The MES asks the following questions – Is the action Fair? Is the action culturally acceptably? Does the action violate an unwritten contract?

Using a model that applies practical criteria to an ethical situation may be easier for some students to understand and contextualise within their own lives. Do the actions fall within the usual standards? If you were the perpetrator of plagiarism would you be comfortable seeing your actions on the front of the newspaper? Would Jane’s loved ones and friends approve? Same idea as MES but more relatable. 

Present the students with an issue of plagiarism where work has been stolen. Ask the students what they would do if they knew someone has plagiarised? There is an ethical obligation to report acts such as plagiarism and this should be encouraged by highlighting how refusal to speak up can impact various parties. 

Ethics training allows students to identify an ethical issue and analyse what is unethical about the behaviour. The goal is to also help students speak up if they see unethical behaviour being committed. Using scripts and role playing helps students know what to when when presented with an unethical issue (GVV).  Students can be asked to draft a script of the conversation they would have to address this behaviour. 

10-15 mins – review of why citing is necessary and what information should be cited

30-40 mins – case-based ethics instruction

 

2.     Intercurricular approach
Course=based module, 50 minute sessions on plagiarism prevention, PEAT and voicing values, 3 sessions.

Session 1 – overview of plagiarism and how to avoid it. Practical & tool-based

Session 2 – introduces PEAT by using a case-based approach analysing why an action is an ethical violation

Session 3 – Continuation of PEAT, GVV is introduced and students construct a script on how they would address plagiarism to a stakeholder

3.     Extracurricular approach 
50 minutes, noncurricular event such as international student orientation

15-20 minutes – sets a context about ethics in the university to international students through ethical concepts and tools

30-35 minutes – case based approach on applying the tools

Require the instructor attends the session/sessions

Include the session in possible assessments or as a graded component to the class/module

2. Use a numerical format eg scale of 1 to 5

3. Encourage written comments/suggestions from trainees

4. Gather reactions immediately after the session

5. Anonymous responses 

Scholarly/technical language

Longer

Abstract

Methods section

Full Citations

May be: Articles, books, conference proceedings, dissertations, reports.

Blind review - The reviewers may know the author but the author does not know the reviewer

Journal Homepage - statement regarding peer-review policy. Reference to editorial board

Limit search - when searching databases limit search results to peer reviewed articles

Icons - some databases have icons next to articles to show the have been peer-reviewed

OA Repositories 

OA Journals

information (the visceral need);

Q2—the conscious, within-brain description

of the need (the conscious

need);

Q3—the formal statement of the need

(the formalised need);

Q4—the question as presented to the information system (the compromised

need).

2. Objective and motivation

3. Personal characteristics of inquirer

4. Relationship of inquiry description to

file organisation

5. Anticipated or acceptable answers.

Usable – information needs to be presented in language that is accessible (e.g., nontechnical), which does not add to workload and fits within their caregiving workflow.

2 Closed planning processes

3 Solution selection processes

4 Implementation processes

5 Formative evaluation processes

6 Summative evaluation processes.

1 For what purpose are we doing this?

2 What questions do we need to ask, and of whom?

3 Who will ask them?

4 What methods will we use?

5 What resources are available to us?

6 What is a realistic schedule?

findings and seeks to determine a range of likely cause-and-effect relationships.

I - interpret the event - consider what it might mean, how does it make you feel, how does it relate to other things you have learned, what new insights have you gained?

E - evaluate the effectiveness - how beneficial or useful has the experience been?

P - plan for the future - outline a plan for how the experience may impact on your thinking and behaviour in the future

Don't concentrate on an event in isolation, see through context of other events and learning

Thoughts about event, during, after and since

How did it make you feel? Uncomfortable? Confident?

Why did you do it that way?

How would you change it in the future?

Implications - so what? How does it help?

Description merely to put reflection into context

How do you put that learning into action?

A controlled vocabulary consisting of descriptors (subject heading: describes the content of a record)

 

A keyword search looks for the term in the title, abstract, descriptors and identifiers fields

Could show up in a different context.

(parent/child) relationships between records. The hierarchical

relationship is the primary feature that distinguishes a thesaurus or taxonomy from simple controlled lists and synonym rings.

Hierarchical relationships are referred to by genealogical terms: child, children, siblings, parent, grandparent, ancestors,

descendants, etc.

- Genus/Species Relationships, Whole/Part Relationships, Instance Relationships, Polyhierarchal

Associative relationships: Relationships between records

that are closely related conceptually, but where the relationship is not equivalent and not hierarchical.

Where meanings are similar and terms are occasionally used as synonyms

together.

Switching: Use of a third vocabulary, a switching vocabulary, that itself can link to terms in each of the two original controlled vocabularies. As with direct mapping, this type of mapping also assumes that the meaning of the terms can be reconciled, in this case between all three terms. The advantage of this method is that the scope and format of the switching term may be made broad enough compensate for differences between the two original terms.

sharing, faculty status, and assorted other issues and concerns, a number of staff members have lost sight of a primary mission of the academic and public library—meeting patrons' information needs.

The librarians who were highly rated for their helpful behaviour took deliberate steps to overcome the barriers in the physical environment by using welcoming body language: smiling, nodding, looking up, putting away other work, and moving out from their desks. Users emphasised the importance of this body language in establishing contact and encouraging them to ask their question in the first place

tools, strategies, and skills so that they feel more confident and more oriented towards the user.

Two kinds of preparation would clearly help librarians: communication training and help with problem solving, including diversification of search strategies and learning techniques for appropriate referrals 

Probably what the librarian needs here is ongoing continuing education in order to be reminded that there is more than one way to answer a question or to instruct a user 

Other restrictions may emerge such as:

Motivation

Evidence

Logic

Left out

Why was the message made?

Who paid for the message?

How is the message trying to grab your attention?

Who is represented in the message and who is messing?

AND - retrieves items containing all specified terms

NOT - retrieves items that exclude specified search terms - use sparingly

Consider all of the terms about a given search concept and gather them using the OR operator

Step 2 - Then, think about how to narrow your search, using the AND operator

How far should you narrow your search? This differs from search to search, depending on whether you want to find specific information or a small set information you can reasonably review. 

Step 3 - Eliminate unwanted terms, taking care not to remove too much using the NOT operator

Can help point you in the right direction

Yearbooks provide facts for a given year. A chronology for the year, biographies for individuals who appeared in the news, obituaries of notable people, sports events and news

Phillips RGB Complete World Atlas 

Can help to understand the background of a topic and learn about crucial studies and writings. 

International bibliography of bibliographies in library and information science and related fields by Sawoniak

2. Emphasizing knowledge stock to the detriment of knowledge flow.

3. Viewing knowledge as existing predominantly outside the heads of individuals.

4. Not understanding that a fundamental intermediate purpose of managing knowledge is to create shared context.

5. Paying little heed to the role and importance of tacit knowledge.

6. Disentangling knowledge from its uses.

7. Downplaying thinking and reasoning.

8. Focussing on the past and the present and not the future.

9. Failing to recognize the importance of experimentation.

10. Substituting technical contact for human interface.
11. Seeking to develop direct measures of

knowledge.

The importance of

 

Based on George Kelly’s personal construct theory, the Information Search Process depicts information seeking as a process of construction

 

 

 

The uncertainty principle is expanded by six corollaries, each of which offers an explanation of a particular component of the Information Search Process: process, formulation, redundancy, mood, prediction, and interest

 

In order to have a successful reference transaction, it is essential that the reference librarian be approachable, make the patron feel comfortable. The librarian’s initial response in any reference situation sets the tone for the entire communication process, and influences the depth and level of interaction.

2. general information-gathering or getting the big picture; that must reflect its 

3. specific information-gathering; 

4. intervention, such as giving information, advice, or instructions; and 

5. ending, including feedback or summary.

2. Complex informational needs are presented in small libraries as well as in large ones.

3. Users’ questions may appear to be easy to answer but are often difficult.

4. Nearly half of these questions could not have been answered without the librarian’s help.

5. Users depend heavily on librarians not only to find the information they need, but also to find out how to use the system.

2. Users ask for something specific, but there is a mismatch between the specific thing they ask for and what they actually need to answer their question.

3. Users aren’t exactly sure how the library system works and ask a question based on a misunderstanding or to clarify their confusion.

4. Keywords in the user’s question are ambiguous.

5. The user’s question involves a reconstruction as the user tries to remember specific terms or details and reconstructs the meaning, but not the form, of a forgotten item.

6. The user’s question contains an error or misconception not about the library system itself, but about the outside world.

2. Be aware of the likelihood of the discrepancy between the user’s mental model of the library system and your own, and take steps to check for discrepancies

3. Mental models change through an incremental learning process.

This does not mean, however, that you should insist on giving unwanted instruction. You must assess— and not by guessing— what the users’ level of knowledge or ability is and whether or not they want to learn more on that particular day.

2. Bypassing the reference interview and accepting the initial question at face value

 3. An unmonitored referral, which occurs when the staff member refers the user to a source, either inside or outside the library, without taking any steps to check whether or not the user eventually gets a helpful answer. 

4. Failure to pay attention to cues from the user that the transaction was going offtrack

5. Lack of knowledge of appropriate sources.

use of clarifying questions. Reference interviews can be more easily conducted

face-to-face or even through chat services, which may lack full use of nonverbal cues

but allow a quicker method of clarification. Doing so through e-mail can take much

more time and multiple exchanges; there is still the chance that the question will not be

properly addressed. As Marcum notes, the risk of miscommunication is high through

this method of reference.

study can be unduly cumbersome. Transcript analysis is useful for examining several aspects of virtual reference services, such as quality of an answer, correctness of an answer, adherence to appropriate guidelines and interpersonal communication.

Through transcript analysis, several studies demonstrate that interpersonal rapport

appreciative of efforts employed for enhancing interpersonal communication through utilization of the user’s name or provision of contact information or name. Actions that users cite positively also include open and polite communication styles and interpersonal rapport developed through working with and follow-up with users and inviting users to return to the reference service.

reference.

service.

will ensure you correctly identify the patron’s information need and create a positive socioemotional experience; this will save time in the long-run.

or filling out a form.

 

The provision of information that is factual and without bias is essential to the reference librarian role. Personal biases must not come into a reference librarians provision of literature. 

 

Ready reference questions are simple questions with a distinct answer. Cassel highlights that despite the simple nature of a ready-reference question, a reference librarian must take this opportunity to show the user how they discovered the answer. This will help the user to discover information independently. Take the user on the journey of discovering the answer. Cassel actually advises creating a ‘ready reference section’ to aid users looking of these types of answers. This can include encyclopaedias, almanacs and dictionaries. 

 

Research questions are more detailed and often complicated. These types of questions may need detailed research that involves multiple sources to effectively come to a conclusion. Cassel notes that a questions that appears to be a ready reference question may be a research question so watch out for that. These types of questions often need the librarian to aid the user in their search by teaching them how to find relevant databases, journal articles and how to gain access to these in the library. These types of questions may also require the reference librarian to ask more questions about the topic to discover what it is the user actually needs. Cassel advises the librarian to discover “how much information is needed, what level of information is needed, and what other sources have already been consulted”. 

 

Cassel draws attention to the fact that reference librarians are not there to give a set answer on research questions. They should assume a guiding role to give students the tools to perform this research independently. 

 

Bibliographic verification involves verifying sources that the user has already gathered. This is a form of fact-checking or sometimes involves ensuring adequate citing has occurred. 

 

Now that the librarian knows exactly what information the user needs, they may begin using search terms and finding sources for the user. 

 

Continuing to ask the user what material they are looking for will help correctly identify what the user needs. Follow-up questions will help the librarian to know whether they have adequately responded to the query. Do not dismiss the user, end the conversation when you have done all you can but ensure that the user feels the same.