7040 Syllabus (Fall 2013) 8/21/13 7:10 PM

7040 Syllabus (Fall 2013)

St. Catherine University Master of and Information Science Program LIS 7040 G01: Information Access Services (10253) Fall 2013

As of 8/11/13; subject to change.

Credit hours: 3 semester hours Classroom: CDC 18 Time: Tuesday, 6:00-9:00pm Contact hours: 45 (15 interactive lecture, 10 discussion, 10 workshop, 10 project work) Prerequisite or co-requisite: LIS 7010 Instructors: Joyce Yukawa, Anthony Molaro Office - Yukawa: CDC 48; Hours: one hour before/after class & by appointment Office - Molaro: CDC 49; Hours TBD. Contact: Anthony Molaro: agmolaro[at]stkate[dot]edu; Joyce Yukawa: jyukawa[at]stkate[dot]edu; Course website: Registered students may request access at 7040f13 PBworks after Aug. 28. Site content subject to change. Please check the course website for required readings for the first class. We will also use D2L for submitting assignments. I. Course Description

As an introduction to effective reference service, the course addresses philosophy, principles, and practice of reference services, including the selection, evaluation and use of general reference sources; bibliographic control; online searching; reference research; reference interview; ; and functions and management of reference and online services. 3 credits. Prerequisite or co-requisite: LIS 7010. II. Course Texts http://www.jyukawa.com/main/print/88 Page 1 of 8 7040 Syllabus (Fall 2013) 8/21/13 7:10 PM

Required Text

Cassell, K.A. & Hiremath, U. (2013). Reference and information services in the 21st Century: An introduction. 3rd ed. New York: Neal-Schuman. Available for purchase in the St. Kate’s bookstore, 2nd Floor, Coeur de Catherine.

Other assigned and further readings are listed in the class wiki. III. Student Learning Outcomes

Course Learning Outcomes

Course Learning Outcomes MLIS Method of Program By successfully completing this course, the Assessment SLOs student will be able to:

1. Understand and compare the organization of Search Exercises, SLOs 6, information for access in print sources, Bibliography Plan, 7 databases, and on the web. Class Workshops. 2. Understand users' information seeking SLOs 1, Service Reports, behavior. 9 Class Workshops. 3. Demonstrate techniques used to retrieve, Search Exercises, SLOs 1, evaluate, and synthesize information from Bibliography Plan, 2, 7 diverse sources. Class Workshops. Search Exercises, 4. Cite sources precisely using a standard style SLO 8 Bibliography Plan, manual (APA). Services Report. 5. Evaluate the quality, accuracy, Search Exercises, comprehensiveness, timeliness, and utility of SLO 7 Bibliography Plan, individual reference resources. Class Workshops. 6. Understand and use "best practices" in SLOs 1, Service Reports, reference and user services, both face-to-face 6, 7, 9, Class Workshops and online. 10 SLOs 1, 7. Express an integrated philosophy of reference/ 5, 6, 8, Service Reports information service. 9, 10, 11 8. Understand and demonstrate information literacy instruction, such as user guides and brief SLO 10 Class Workshops bibliographic instruction sessions.

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9. Understand the issues and trends in SLOs 1, Context Book information access services. 8, 9 Report, Class Workshops

MLIS Program Student Learning Outcomes

This course helps students meet the following MLIS Program student learning outcomes (SLOs):

Identify and analyze information needs and opportunities of individuals and organizations. (SLO 1) Demonstrate critical thinking by integrating relevant models, theories, research and practices. (SLO 2) Communicate knowledge from library and information studies and related disciplines. (SLO 5) Demonstrate information technology fluency. (SLO 6) Demonstrate understanding of the selection, acquisition, organization, preservation, retrieval, and use of recorded knowledge and information resources. (SLO 7) Promote and model the professional values of ethical responsibility, intellectual freedom, and universal access to information. (SLO 8) Demonstrate awareness of diverse groups and how to serve them effectively. (SLO 9) Teach others to identify, analyze, organize, and use information. (SLO 10) Articulate a philosophy of service that demonstrates an understanding of the history, philosophy, principles, policies, and ethics of library and information science and technology. (SLO 11)

MLIS Program Curriculum Threads Addressed

Diversity Leadership Research Technology Ethics IV. Course Philosophy & Learning Strategies

The approach taken in this class is inquiry and project/problem-based learning, described as:

Student-driven Focused on exploration, questioning, critical thinking, and reflection Goes beyond information accumulation in a quest for knowledge that favors depth over breadth Seeks solutions, not answers Collaborative learning using diverse expertise to teach each other

Resources we bring to the learning:

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Knowledge of and experience with reference services Knowledge of and experience with critical thinking/research Teamwork in social and professional settings Motivation V. Assignments and Course Requirements

Search Exercises (30% of grade; Yukawa & Molaro)

Students answer reference questions using various types of print and electronic reference sources. Date due: various.

Context Book Report (15% of grade; Molaro)

The context book report is a way to hone your professional skills, look outside the box, and learn from the broader world. This is a group project. Each team will select a book from the list provided, write a brief reflection and reaction paper (around 1,000 words), and present the context book to the class. Book selection due Sept. 17; Report & presentation due Oct. 22.

Bibliography Plan (25% of grade; Yukawa)

Each student will create a plan for an annotated bibliography on a topic of his/her own choosing. An annotated bibliography is an organized listing of papers, books, articles, dissertations, theses, films, or other published and unpublished materials on a particular subject. Creating a bibliography plan involves selecting, exploring, and refining a topic; using a wide range of reference sources and tools; documenting your search strategies and findings; and reporting your information seeking experiences. The report should include 6 or more annotations of materials you would include in your planned bibliography. Report should be at least 4,000 words, not including annotations and references. Bib Plan topic selection due Oct. 8; Bib Plan due Dec. 17.

Service Reports (20% of grade; Molaro)

Service reports analyze the quality of the service that you receive from employees, representatives, or self-service systems of organizations serving the general public. Each report deals with a single current incident – but should identify multiple factors contributing to an evaluation of service as good or bad. You will observe and report on service received in 3 contexts: (1) general customer service; (2) library reference; and (3) virtual reference. Due Nov. 26.

Class Participation (10% of grade; Molaro & Yukawa)

Active class participation is essential to the atmosphere of this class because we learn from each other and participation acts as a model of reference work itself. Full points (10 points) will be given if all the following criteria are met: Completing all search exercises and assignments on

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time, perfect attendance, regularly contributing to class discussions, regularly contributing in small group exercises, encouraging others to participate in asking questions and making relevant comments during class discussions and lectures. The scale goes down to one (1) point for the following: Three or more absences for a weekly class or 2 absences for a weekend class, incomplete exercises, no contributions to class discussions, little contribution to small group work. VI. Assessment & Grading

Grading Scale

A A- B+ B B- C+ C C- F 95-100 90-94 87-89 83-86 80-82 77-79 74-76 70-73 0-69

This is a required course. You must earn at least a B grade or you will be required to retake the course.

Assignments and Grading

Assignment Grading Search Exercises 30% Context Book Report 15% Bibliography Plan 25% Service Reports 20% Class Participation 10% Total 100%

Assignment Due Dates & Absences

All assignments are due at the beginning of the class period. In case of emergency, please contact the instructor responsible for the assignment prior to the due date for an extension. In the case of an excused absence, make-up of course requirements (e.g. exams, quizzes, practical exam, papers, etc…) must be scheduled at a mutually convenient time. It is the student's responsibility to arrange a make-up schedule with the course instructor(s) PRIOR to the absence. In the case of an unexcused absence, make-up of course requirements that were missed must be completed by the student within three (3) school days of their original date. If not completed within this timeframe, the total point value of the course requirement is forfeited.

Incomplete Grade

A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, http://www.jyukawa.com/main/print/88 Page 5 of 8 7040 Syllabus (Fall 2013) 8/21/13 7:10 PM

such circumstances would involve matters that are not wholly within your control, such as illness. If you wish to receive an incomplete grade you must complete a Petition for Incomplete Grade form (available online) no later than the last day of the term in which course requirements are due. You must be making satisfactory progress in the course and you must have completed 75% of the course at the time the petition is filed. Incompletes are awarded at the instructor’s discretion. If granted, the normal deadline for completion of the work is no more than eight weeks after the last day of classes in the session or sub-session in which the course is offered. The instructor may establish a due date after the normal deadline if you request it and special circumstances warrant it. The instructor will submit an alternate grade that will automatically be recorded if you do not complete the requirements for the course by the deadline. If you complete the course requirements in the time allotted, the instructor must submit the final grade by the deadline. Extensions to the due date originally agreed to by you and your instructor must be approved by the appropriate academic dean. VII. Other Course Requirements & Information

Course Schedule

The Course Calendar with class session dates, topics, workshop activities, readings, and assignments can be found on the class wiki and the MLIS website syllabus.

SCU Attendance Policy

St. Catherine University defines attendance as participating in the faculty and student interaction required by the course. The manner of participation used for attendance is defined by the format of the course. For online courses, attendance means following the communication requirements and due dates on the syllabus. For in-class learning, attendance means that (1) students are expected to arrive at class on time and stay for the duration of the class; and (2) students, whether present or not, are responsible for in-class content. For hybrid courses, students must follow both the online and in-class attendance requirements. For individualized study (e.g. independent study, directed study, research credits), communication during the first week is required to establish attendance. Failure to attend, for any reason, may be taken into account in the evaluation of the student's work. Each instructor will include the attendance/participation policy in the course syllabus.

It is not required that attendance be reported throughout the semester. However, it is required that registered students attend the first day of class, or first week for online/individualized study/off campus courses that do not meet on a specific day. Regular class attendance (for in- class), or online communication (for online learning) is expected of all students.

Students who do not attend the first day/first week of class will be withdrawn from the course by the Registrar’s Office. Faculty who elect to take attendance have the option to request course withdrawal for students who do not attend the class for 14 consecutive calendar days. Under all other circumstances, the student must initiate withdrawal from a course. Even if a student does not attend class meetings or does not log into the online course, the student remains financially responsible for paying tuition for the course, up to the date of formal withdrawal. The academic

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calendars on the University's website contain the add, drop and withdrawal deadlines.

Professionalism and Academic integrity

Regular attendance is very important. It is very difficult to keep up without attending every class. If you will miss class, you should notify the instructor in advance.

You are responsible for checking your St. Kate's account for messages from the instructor. Check your email at least once a day.

St. Catherine University expects each of its students to uphold the Student Code of Conduct, which includes civility, respect for differences, and academic integrity and honesty. Appropriate credit must be given to original creators of all works used. Major violations are cheating and plagiarism. Cheating includes copying others’ works, collaborating without authorization, and accessing others’ computer files without authorization. Plagiarism includes intentionally or unintentionally using someone else’s words, works, thoughts, or expression of ideas without giving proper credit. Please see the St. Catherine University Academic Integrity Policy.

Accommodations

Special needs can include, but are not limited to, factors influencing the learning process in and out of the classroom, such as mobility, physical, learning, and cognitive challenges. Students with special needs are invited to contact the Disability Services office so that accommodations can be provided. Please inform the instructor during the first two weeks of class if you have special needs.

Saint Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the learning environment, accurate assessment or your achievement, please contact the Resources for Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill Center at 651-690-6563 to discuss academic adjustments or accommodations.

Emergency Situations

St. Kate's has an Emergency Preparedness page. We hope no one will be infected, but if you are, we will make every effort to allow you to complete the course without physically attending class.

Since St. Catherine University is committed to the healthy well being of our community, we support The Centers for Disease Control’s following recommendation: students, faculty, or staff with influenza like illnesses (temperature of 100.0 or greater, plus a cough or sore throat) are directed to self isolate (or stay home) for at least 24 hours after their fever is gone without the use of fever-reducing medicine. In the event that students are unable to attend classes due to this self isolation recommendation, they should notify their professors of their absence. Faculty will provide opportunities for these students to participate in alternative delivery of class material

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due to illness.

Liberal Arts Goals

LIS 7040 Reference & Online Services advances the attainment of the University’s “Goals of a Liberal Arts Education”, specifically as this course prepares students to explore the nature of critical thinking in library and information science. Specific liberal arts goals addressed in this course include: Ethics and Social Justice, Diversity and Global Perspectives, Critical and Creative Inquiry, Discipline-Based Competence.

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Calendar

As of 8/21/13 (subject to change)

Please read before the first class:

Text: Ch. 1, 2 Dewdney, P., & Michell, G.B. (1996). Oranges and peaches: Understanding communication accidents in the reference interview. Reference & User Services Quarterly, 35(4), 520-536. Harmeyer, D. (2010). Reviving the reference interview: From the desk to chat to phone. The Reference , 51(2), 163-166 Ross, C. S. (2003). The reference interview: Why it needs to be used in every (well, almost every) reference transaction. Reference & User Services Quarterly, 43(1): 38-43. RUSA. Guidelines for Behavioral Performance of Reference and Information Service Providers

Session & Topics Readings Due Date Session 1 - INTRODUCTION Text: Ch. 1, 2 Sep 10 Meeting the information needs Dewdney, P., & Michell, G.B. (1996). Oranges and Joyce & Tony of diverse users and peaches: Understanding communication accidents communities (JY) in the reference interview. Reference & User Dimensions of information Services Quarterly, 35(4), 520-536. work: humans, systems, Harmeyer, D. (2010). Reviving the reference resources (JY) interview: From the desk to chat to phone. The Overview of class projects (JY Reference Librarian, 51(2), 163-166 & TM) Ross, C. S. (2003). The reference interview: Why it The Reference Interview as a needs to be used in every (well, almost every) tool for information problem- reference transaction. Reference & User Services solving (TM) Quarterly, 43(1): 38-43. RUSA. Guidelines for Behavioral Performance of Reference and Information Service Providers. Session 2 - SYSTEM DIMENSIONS Buckland, M. Naming in the Library: Marks, Sep 17 Bibliographic Control Meaning, and Machines. PDF Tony Gorman, M. (1999). Authority control in the context of bibliographic control in the electronic environment. Retrieved from PDF Hutcherson, N.B. (2004). "Library Jargon: Student Recognition of Terms and concepts Commonly Used by in the Classroom." College & Research 65(4), 349-354. Mann, T. (2003). Why LC Subject Headings Are More Important Than Ever. American Libraries 34(9), 52-54. Marshall, J. (2005). Controlled Vocabularies: a Primer. Key Words 13(4), 120-4. Session 3 - SYSTEM DIMENSIONS Text: Ch. 3 Context Book selection Sep 24 Search Basics & Web Searching Bell, S. (2007). Tools every searcher should know (TM) Joyce and use. Online, 31(5), 22-7. Google Advanced Power Searching Skills (we'll look at selected Google Search Tactics) Devine, J. & Egger-Sider, F. (2013). Beyond

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Google: The invisible web (presentation). UC Berkeley Library. (2012). Invisible web: What it is, why it exists, how to find it, and its inherent ambiguity. NetMarketShare. (2013). Search engine market share. Session 4 - Oct SYSTEM DIMENSIONS Text: Ch. 8 1 Database Searching Quint, B. (1991b). Inside a Searcher's Mind: The Joyce Database Instruction workshop Seven Stages of an Online Search (Part 2). Online 15(4), 28-35. Session 5 - Oct HUMAN DIMENSIONS Text Ch. 21 - SE1 Web Searching (JY) 8 Information seeking and Liu, S. (2008). Engaging users: The future of - Bibliography Plan topic Joyce changing views of reference web sites (pdf). College & selection (JY) SYSTEM DIMENSIONS Research Libraries, 69(1). Finish Database Instruction Strothmann, M., McCain, C., & Scrivener, L. workshop (2009). “Ask a Librarian” pages as reference gateways to academic libraries. The Reference Librarian, 50(3), 259-275. Davidson, S., & Mikkelsen, S. (2009). Desk bound no more: Reference services at a new research university library. The Reference Librarian, 50(4), 346-355. Lanning, S., & Turner, R. (2010). Trends in print vs. electronic use in school libraries.The Reference Librarian, 51(3), 212-221. Watstein, S. B., & Bell, S. J. (2008). Is there a future for the ? A point-counterpoint discussion. The Reference Librarian, 49(1), 1-20 Session 6 - Oct RESOURCES DIMENSIONS Text: Ch. 4 & 17 SE2 Indexing Databases 15 Selecting and evaluating Farmer, L. S. J. (2009). The life cycle of digital (JY) Joyce & Tony sources TM reference sources. The Reference Librarian, 50(2), Bibliographic sources TM 117-136. Sharing ideas about our Beck, S. (1999). Rutgers University Libraries Staff Bibliography Plans JY Resources: Evaluation criteria for electronic Writing annotations JY resources. Miller, J. (2008). Quick and easy reference evaluation: Gathering users' and providers' perspectives. Reference & User Services Quarterly, 47(3), 218-222.

The OWL at Purdue, Annotated Bibliographies Skidmore College, Lucy Scribner Library, Writing an Annotated Bibliography Session 7 - Oct RESOURCES DIMENSIONS Text: Ch 5 & 7 Context Book Reports & 22 Encyclopedias Presentations (TM) Tony Dictionaries Guest speaker: Rachel Martin Cole, Encyclopaedia Britannica Session 8 - Oct HUMAN DIMENSIONS Text Ch. 11 29 Virtual reference Mu, X., Dimitroff, A., Jordan, J., & Burclaff, N. Tony RESOURCES DIMENSIONS (2011). A survey and empirical study of virtual Biographical sources reference service in academic libraries. The Journal https://7040f13.pbworks.com/w/page/66867243/Calendar?mode=embedded Page 2 of 5 8/21/13 7:05 PM

of Academic Librarianship, 37(2), 120-129. Ronan, J. (2003). The reference interview online. Reference & User Services Quarterly, 43(1): 43- Ward, J., & Barbier, P. (2010). Best practices in chat reference used by Florida's Ask a Librarian virtual reference librarians. The Reference Librarian, 51(1), 53–68. Haider, J., & Sundin, O. (2010). Beyond the legacy of the Enlightenment? Online encyclopaedias as digital heterotopias. First Monday, 15. Wleklinski, J. (2010). Get a life: Comparing online biography resources. Online, 34(1), 40-44. Session 9 - INTEGRATION Bravendar, P., Lyon, C. and Molaro, A. G. (2011). SE3 Reference Suites (TM) Nov 5 Virtual Class: Chat Reference Should Chat Reference Be Staffed by Librarians? Joyce & Tony Simulation An Assessment of Chat Reference at an Academic Library Using LibStats, Internet and Reference Services Quarterly. 16(3), p. 111 – 127. Buckland, M. (n.d.). Reference library service in the digital environment. PDF Coffman, S.; & Arret, L. (2004a). To Chat Or Not to Chat - Taking Another Look at Virtual Reference, Part I. The Searcher: The Magazine for Database Professionals 12(7), 38-46. Coffman, S.; & Arret, L. (2004b). To Chat Not to Chat: Taking Yet Another Look at Virtual Reference. The Searcher: The Magazine for Database Professionals 12(8), 49-56. Session 10 - HUMAN DIMENSIONS Chapter 9 & 18 Nov 12 Ethics in reference service Drake, M. (2001). Science, technology, and Tony RESOURCES DIMENSIONS information. The Journal of Academic Medical, legal and business Librarianship, 27(4), 260-262. sources Guidelines for Medical, Legal and Business Responses –RUSA Bunge, C. (1991). Ethics and the reference librarian. In F.W. Lancaster (Ed.), Ethics and the librarian (pdf - pp. 45-61). Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign. Session 11 - HUMAN DIMENSIONS Text: Ch. 10 & 16 SE4 Medical, Legal, Business Nov 19 Information literacy & Arp, L. Woodard, B. S., Lindstrom, J. & Shonrock, (TM) Joyce instruction D. D. (2006, Fall). Faculty-Librarian collaboration RESOURCES DIMENSIONS to achieve integration of information literacy. Geographical sources Reference & Users Quarterly, 46(1), 18-23. Oakleaf, M., & Van Scoy, A. (2010). Instructional strategies for digital reference: Methods to facilitate student learning. Reference & User Services Quarterly, 49(4), 380-390. Tripp, L. (2011). Digital youth, libraries, and new media literacy. The Reference Librarian, 52(4), 329-341. Session 12 - HUMAN DIMENSIONS Text Ch. 12, 19 SE5 Geographical Sources https://7040f13.pbworks.com/w/page/66867243/Calendar?mode=embedded Page 3 of 5 8/21/13 7:05 PM

Nov 26 Management and leadership Wall Street Journal. What is the difference (JY) Tony RESOURCES DIMENSIONS between management and leadership? Service Reports (TM) Government information Tyckoson, D. A. (2011). "Issues and Trends in the Management of Reference Services: A Historical Perspective”. Journal of Library Administration, 51(3). 259-278 Sinclair, G. (2007).No secrets @ your library: How government secrecy affects libraries. DttP, 35(2), 38-44. Session 13 - INTEGRATION Text: Ch. 20 SE6 Government Dec 3 Reference research & Hubbertz, A. (2005). The design and interpretation Information (TM) Joyce evaluation of unobtrusive evaluations. Reference & User Services Quarterly, 44(4): 327-35. Logan, F. F. (2009). A brief history of reference assessment: No easy solutions. The Reference Librarian, 50(3), 225-233. Logan, F. F., & Lewis, K. (2011). Quality control: A necessary good for improving service. The Reference Librarian, 52(3), 218-230. Nilsen, K., & Ross, C. S. (2006). Evaluating virtual reference from the users’ perspective. The Reference Librarian, 46(95-96), 53-79. Session 14 - HUMAN DIMENSIONS Services to Special Populations Dec 10 Dealing with difficult situations Greenway, S. A. (2007). Library services behind Joyce & Tony (Joyce) bars. and Outreach Services, 10(2), Services to Special Populations 43-64. (Tony) Gross, M. (2000). The imposed query and information services for children. Journal of Youth Services in Libraries 13(2), 10-17. Isaacson, D. (2004). Is the Correct Answer the Right One? Journal of Information Ethics, 13(1), 14-18. Levin, D. S. (2008). A special program and a special partnership: Serving a developmentally disabled adult population. Colorado Libraries, 34(3), 36-8. Miller-Gatenby, K.J.; & Chittenden, M. (2000). Reference Services for All: How to Support Reference Service to Clients With Disabilities. The Reference Librarian, 69/70, 313-326. Schon, I. (2006, May). Opening new worlds for Latino children. American Libraries, 37(5), 48-50. Tinerella, V.P.; & Dick, M.A. (2005). Academic Reference Service for the Visually Impaired: A Guide for the Non-Specialist. College & Research Libraries News 66(1), 29-32. Collins, L. N., Howard, F., & Miraflor, A. (2009). Addressing the needs of the homeless: A San José library partnership approach. The Reference Librarian, 50(1), 109-116. Morrone, M., & Friedman, L. (2009). Radical reference: Socially responsible librarianship

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collaborating with community. The Reference Librarian, 50(4), 371-396. Difficult Situations American Library Association. (2005). Guidelines for the development of policies and procedures regarding user behavior and library usage. Retrieved January 15, 2010. Shuman, B.A. (2002). Problem patrons: Reviewing your options. Public Libraries, 41(6). (full text available via Library Literature database) Session 15 - INTEGRATION Text: Ch. 22 Bibliography Plan (JY) Dec 17 Future of reference services Block, M. (2007). Possible futures for reference; a Tony & Joyce Guest speaker: Richard Kong presentation by Marylaine Block for the Rhode Island Library Association, June 7, 2007. Ignore the unwarranted "Warning!" Britton, L. (2012). A Fabulous Laboratory. Public Libraries, 52(4), 30-33. Courtney, N. (2001). Evaluating the Use of Paraprofessionals at the Reference Desk. College & Undergraduate Libraries, 8(1), 31. Dinkins, D., & Ryan, S. M. (2010). Measuring Referrals: The Use of Paraprofessionals at the Reference Desk. Journal Of Academic Librarianship, 36(4), 279-286. Jacobsen, M., & Anthony, C. (2011). Build your own digital media lab. Library Journal, (18), 36-40. King, D., & Porter, M. (2012). Outside In. Create a Library "Tech Shop". American Libraries, 43(3/4), 59-57. Peters, T. A. (2011). Left to their own devices: The future of reference services on personal, portable information, communication, and entertainment devices. The Reference Librarian, 52(1-2), 88-97 Uden, R. (2011). Making Space for Creativity. Library Journal, (18), 38-39.

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