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7 Annotated Bibliography

Page history last edited by Natalia Ermolaev 9 years, 3 months ago

7. Bibliography



1. Buchanan, G., Cunningham, S. J., Blandford, A., Rimmer, J., & Warwick, C. (2005). Information Seeking by Humanities Scholars. ECDL, 218-229.

The authors set out to study how humanities scholars use electronic resources for research to discover the "gaps" between the information seeker and the resources used. 


2. Burke, John, Tumbleson, Beth (2011). A declaration of embededdness: Instructional synergies and sustaining practices in LMS embedded librarianship. In Mueller, Dawn M. (Ed.), Declaration of Interdependence: The Proceedings of the ACRL 2011 Conference, March 30-April 2, 2011, Philadelphia, PA (87-94). Association of College and Research Libraries.

Burke and Tumbleson argue that embedded librarianship is a highly effective way to provide information literacy to students. As an embedded librarian, today’s instruction librarian can work in collaboration with faculty and within their institution’s learning management system (LMS) to connect with students at the point of their learning. The authors describe how to establish and sustain a successful program of embedded librarianship. Embedded librarianship is the primary and most productive method academic librarians have to interact with students and faculty and teach the research process, its rationale, and skills.


3.Case, D. O. (1991). Conceptual Organization and Retieval of Text by Historians: The Role of Memory and Metaphor. Journal of the American Society for Information Science, 42(9), 657-668.

Analyzing the information seeking behaviors of historians to determine the design elements needed in the next generation of electronic resources. 


4. Stieg Dalton, M., & Charnigo, L. (2004). Historians and Their Information SourcesCollege & Research Libraries, 65(5), 400-425.

The author uses her 1981 study of the information behaviors of historians to determine if their habits have changed in the intervening 23 years. 


5. de Tiratel, S. R. (2000). Accessing Information Use by Humanists and Social Scientists: A Study at the Universidad de Buenos Aires, Argertina. The Journal od American Librarianship, 26(5), 346-354.

A comparison of the information behaviors of Humanists and Social Scientists in lesser developed countries to world powers such as Brittian and America.


6. East, John W. (2005). Information literacy for the humanities researcher: A syllabus based on information habits researchJournal of Academic Librarianship, 31:2, 134-142. 

In this article, East lays out learning objectives for planning information literacy training programs for humanities researcher so they can aquire the necessary professional cometencies. His syllabus describes both general and specific skills. General skills include: identifying appropriate bibliographic tools (print and electronic), searching databases effectively, keeping current, obtaining material not available locally, establishing a network of contacts, consulting library staff, organizing references effectively. He also describes what scholars need to know to engage with formats effectively: books, journal articles, book reviews, articles in books, theses, unpublished material, web resources. 


7. Ellis, David (1993). Modeling the information-seeking patterns of academic researchers: A grounded theory approach. Library Quarterly, 63(4), 469-486. 

In this largely theoretical article, Ellis reflects on his previous studies of information-seeking patterns of academic researchers and discusses his choice to use a grounded theory approach. He claims that his use of this method was an improvement over the previously dominant model - the “information retrieval model” - which was based on a set of assumptions that bear little resemblance to the actual information-seeking behaviors of social scientists. Ellis provides a succinct description of his famous six characteristics of the information-seeking process. 


8. Folster, Mary B. (1989).  A study of the use of information by social science researchers. Journal of Academic Librarianship, 15(1), 7-11. 

Folster describes the result of her survey of social science researchers (faculty, graduate students at various stages) asked to rank the importance of 21 information sources and services. While she found some differences between the faculty, early and late graduate students, she concluded that social scientists have identifiable patterns. Her findings show that: journals are the top choice for social science research information, followed by citations, abstracts and indexes, then private collections. Library staff, tools and services ranked 12th and 13th (faculty; advanced graduate students), and 6th for early-stage graduate students. Computerized literature search ranked as one of the least important sources of information. 


9. Ge, Xuemi. (2010). Information-Seeking Behavior in the Digital Age: A Multidisciplinary Study of Academic ResearchersCollege & Research Libraries, 71(5), 435-455.

Using social scientists and humanities scholars as a vehicle, Ge analyzes Ellis' information seeking model of starting, chaining, browsing, differentiating, monitoring and extracting to determine if it is applicable to electronic resources. Ge's findings confirm that Ellis’ model is still relevant today, but that two characteristics should be added: preparation and planning, and information management. 


 10. Massey-Burzio, V. (1999, Spring). The Rush to Technology: A View from the Humanists.Library Trends, 47(4), 620-638.

While dated, the study takes place in 1999,  this article gives a background of the attitudes of humanities scholars towards techology adn electronic resources in the beginning of the information age. 


11. Meho, Lokman, Tibbo, Helen. Modeling the information-seeking behavior of social scientists: Ellis’ study revisited (2003). Journal of the American Society for Information Science and Technology, 54(6 ), 570-87.

Meho and Tibbo revisit Ellis’ famous information-seeking model of social scientists and apply it to a unique group of researchers who study stateless nations. While their result confirm the relevance of Ellis’ model, Meho and Tibbo find that stateless-nation scholar’s information-seeking process has several more steps: accessing, networking, verifying, and information managing. The authors suggest an improved model where the steps are consolidated into four interrelated stages: searching, accessing, processing, and ending. 


12. Sukovic, S. (2008, July). Convergent Flows: Humanities Scholars and Their Interactions with Electronic TextsThe Library Quarterly, 78(3), 263-284.

Humanities interactions with "electronic text" was analyzed, as were the pros and cons of its use. Electronic text was defined as oral or written linguistic communication in a non-hard copy setting. 


13. Watson-Boone, R. (1994, Winter). The Information Needs and Habits of Humanities Scholars.RQ, 34(2), 203-216.

The author compares the modern, 1994, information behaviors of humanities scholars to the classical, 1983-1992 view.


14. Wiberley, S. E., & Jones, W. G. (2000, September). Time and Technology: A Decade-Long Look at Humanists' Use of Electronic Informaton TechnologyCollege & Research Libraries, 421-431.

This paper follows a group of 10 senior and 3 junior humanities scholars over a 10 year time period starting in the late 1980's. It tracks how they integrate emerging technology, such as word processing and e-mail, into their research.
















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