Best of 2018, Part 2

Festive Holiday decoration with pink berries

Here are the remaining five picks for 2018:

Lambe, A., Anthoney, F., & Shaw, J. (2018). One door closes, another opens: Surviving and thriving through organizational restructure by ensuring knowledge continuity. Business Information Review, 35(4), 145–153. doi: 10.1177/0266382118802651

Part of information literacy is using information effectively, and an organization can’t do so if the information is lost.  The authors relate the story of improved continuity amid restructuring in the UK’s National Health Service.

Lawson, T. J., & Brown, M. (2018). Using pseudoscience to improve introductory psychology students’ information literacy. Teaching of Psychology, 45(3), 220–225. doi: 10.1177/0098628318779259

The authors describe an assignment in which students evaluate multiple information sources, including a pseudoscientific piece.  They evaluate the assignment and offer thoughtful insights on the results.  Since pseudoscience is out there, students–and the rest of us–would benefit from recognizing it.  Since this type of assignment is increasingly common, we librarians benefit from the discussion.

Lebeau, C. (2018). Libraries and local news: Expanding journalism, another user service grounded in reference. Reference & User Services Quarterly, 57(4), 234–237. doi: 10.5860/rusq.57.4.6698

The author discusses the need for local reporting and outlines possible solutions/alternatives for struggling local newspapers.  Some of these models involve libraries.  As but one example, youth can learn journalism basics and contribute stories to a community newspaper.  Libraries can help these young reporters research their pieces (p. 236).

Schaus, M. & Snyder, T. (2018). False starts and breakthroughs: Senior thesis research as a critical learning process. Portal: Libraries and the Academy 18(2), 251-264.

Students need scaffolded instruction to prepare them for senior thesis work.  The authors explore instructional improvements for thesis students in history and anthropology.  This improvement process includes student and faculty feedback.

Thielen, J. (2018). STEM chalk talks: Scientific information resource training for all librarians. Science & Technology Libraries, 37(3), 290-301. doi: 10.1080/0194262X.2018.1467296

This piece is aimed at science resource training for librarians without a science background.   As many librarians find themselves serving departments outside of their own background areas, this type of training is valuable.

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