New Issue of Evidence Based Library and Information Practice Available

March 28, 2020

Vol 15, No 1 (2020)

Table of Contents

Features

Advancing the Reference Narrative: Assessing Student Learning in Research Consultations
Doreen R. Bradley, Angie Oehrli, Soo Young Rieh, Elizabeth Hanley, Brian S. Matzke

Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices
Britt Foster

Digital Health and Professional Identity in Australian Health Libraries: Evidence from the 2018 Australian Health Information Workforce Census
Cecily Gilbert, Kathleen Gray, Kerryn Butler-Henderson, Ann Ritchie

University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys
Jung Mi Scoulas, Sandra L. De Groote

Understanding EBLIP at an Organizational Level: An Initial Maturity Model
Clare Thorpe, Alisa Howlett

Mixed Methods Research in Library and Information Science: A Methodological Review
Richard Hayman, Erika E Smith

Undercover Feminist Pedagogy in Information Literacy: A Literature Review
Emily Kingsland

Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 – 2018)
Elisabeth Nylander, Margareta Hjort

Developing, Implementing, and Monitoring a System for the Management of Corporate Policies: A Partnership Between Risk and Evidence
Amanda Minns, Carol McGhee

Gathering Evidence for Sustainable Development Goals: An Alignment Perspective
Paula Ochôa, Leonor Gaspar Pinto

How to Develop a Validated Geographic Search Filter: Five Key Steps
Lynda Ayiku, Jenny Craven, Thomas Hudson, Paul Levay

Research Articles

An Exploratory Study of Accomplished Librarian-Researchers
Marie R. Kennedy, Kristine R. Brancolini, David P. Kennedy

Using Evidence in Practice

Reimagining Research Guidance: Using a Comprehensive Literature Review to Establish Best Practices for Developing LibGuides
Mandi Goodsett, Marsha Miles, Theresa Nawalaniec

Evidence Summaries

Academic Social Networking Sites are Smaller, Denser Networks Conducive to Formal Identity Management, Whereas Academic Twitter is Larger, More Diffuse, and Affords More Space for Novel Connections
Scott Goldstein

The Types of Publications Read by Finnish Scholars Vary with Their Purposes for Reading
Barbara M. Wildemuth

Differences in Faculty Approaches to Plagiarism Deterrence are an Opportunity for Increased Collaboration in Information Literacy Instruction
Sarah Schroeder

User Education and File Standards Best Options to Ensure Open Educational Resources are Truly Open
Jordan Patterson

Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges
Kimberly MacKenzie

Libraries Support First-Generation Students through Services and Spaces, but Can Do More
Hilary Bussell

Survey Applies Public Collection Development Librarians’ Support for Intellectual Freedom to Collection Process
Laura Costello

Variation among Copies of Titles Catalogued as Identical Should Inform Retention Decisions
Rachel Elizabeth Scott

Focused Bedside Education May Improve Engagement of Hospitalized Patients with Their Patient Portals
Joanne M. Muellenbach

Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree
Eugenia Opuda

News

Call for Applications: Copyeditors for Evidence Based Library and Information Practice

(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.