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Two years ago I shared outstanding articles I had read in 2011. This year I am reviving the tradition with my favorite articles of 2013:
Helms, M. M., & Whitesell, M. (2013). Transitioning to the embedded librarian model and improving the senior capstone business strategy course. Journal of Academic Librarianship, 39, 401–413. doi:10.1016/j.acalib.2013.03.015
Since the authors refined their capstone course through four academic years, readers could see this piece as a longitudinal study of the course. The phases of the project model continuous improvement. Helms and Whitesell’s collaboration models embedded librarianship as well.
Holliday, W., & Rogers, J. (2013). Talking about information literacy: The mediating role of discourse in a college writing classroom. Portal: Libraries and the
Academy, 13(3), 257–271. doi:10.1353/pla.2013.0025
This study looks at the language that both librarians and writing instructors use to frame information literacy instruction. Could an emphasis on finding sources actually discourage engagement with these sources? The question bears consideration.
Ingraham, C. (2013). The archivist and autobiographer: Performing Wayne Booth’s legacy. Text & Performance Quarterly, 33(1), 5–21. doi:10.1080/10462937.2012.733408
During the 1991-1992 academic year I worked for Text and Performance Quarterly. Currently I serve on the Board of Directors for USM’s Franco-American Collection, an archival collection. How could I not include a TPQ article about an archive?
Magi, T. J., & Mardeusz, P. E. (2013). Why some students continue to value individual, face-to-face research consultations in a technology-rich world. College & Research Libraries, 74(6), 605–618.
I have nothing against technology in and of itself. Still, I find the human element important. It is heartening to read research that also values human interaction.
Rinto, E. E. (2013). Developing and applying an information literacy rubric to student annotated bibliographies. Evidence Based Library and Information Practice, 8(3), 5–18.
The annotated bibliography is such a versatile assignment. In this case it serves as part of an assessment. The rubric helps give a more nuanced view of how we evaluate sources. It covers relevance, authority, accuracy, currency, and purpose. In this particular study students show greater success with the first two criteria, and less success with the remaining three. These findings might influence how we discuss source evaluation.
I limited my list to articles published in 2013. Even so I could not include all of the thought-provoking articles of the year.