New Issue of Evidence Based Library and Information Practice Available

June 18, 2022

Vol 17, No 2 (2022)

Table of Contents

Editorial

Evidence Summary Theme: Education
Heather MacDonald

Research Articles

Charting the Future of the Ginans: Needs and Expectations of the Ismaili Youth in the Western Diaspora
Karim Tharani

Enhancing Users’ Perceived Significance of Academic Library with MOOC Services
Flora Charles Lazarus, Rajneesh Suryasen

Audio Feedback Project: A Project to Increase Social Presence in a Virtual Library and Knowledge Service
Matt Holland

Assessing the Impact of an Information Literacy Course on Students’ Academic Achievement: A Mixed-Methods Study
Wilma L. Jones, Tara Mastrorilli

An Assessment of Information Control: Understanding Library Service Quality from Users’ Perspectives
Retno Sayekti, Muhammad Aditya, Nurhayani, Tessa Simahate, Yusniah, Rina Devianty

Using Evidence in Practice

Fostering Evidence-Grounded Dialogue in a Multi-Institutional Digital Library
Leah Duncan, Elizabeth Joan Kelly, Sophia Ziegler

Evidence Summaries

Rubrics May Be a Useful Tool for Assessing MLIS Student Learning Experiences
Jessica Koos

How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive
Eugenia Opuda

Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses
Kimberly MacKenzie

Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration
Jennifer Kaari

Academic Librarians Develop Their Teaching Identities Differently Depending on Their Years of Instructional Experience
Michelle DuBroy

Iranian Public Libraries Can Improve Self-Efficacy in Information Literacy, Especially When School Library Instruction Is Not Preparing Students for Lifelong Learning Readiness
Samantha J. Kaplan

Classic and Special Topics

Syntheses Synthesized: A Look Back at Grant and Booth’s Review Typology
Carrie Price

News

EBLIP Seeks Writing Assistants

(Via Evidence Based Library and Information Practice)

EBLIP is a peer reviewed, open access journal published quarterly by the University of Alberta Learning Services. The purpose of the journal is to provide a forum for librarians and other information professionals to discover research that may contribute to decision making in professional practice. EBLIP publishes original research and commentary on the topic of evidence based library and information practice, as well as reviews of previously published research (evidence summaries) on a wide number of topics.