![[Project MUSE]](https://webarchive.library.unt.edu/eot2008/20090109212601im_/http://muse.jhu.edu/images/b_muse.gif){kind=small}
![[Search Page]](https://webarchive.library.unt.edu/eot2008/20090109212601im_/http://muse.jhu.edu/images/b_search.gif){kind=small}
![[Journals]](https://webarchive.library.unt.edu/eot2008/20090109212601im_/http://muse.jhu.edu/images/b_journals.gif){kind=small}
![[Journal Directory]](https://webarchive.library.unt.edu/eot2008/20090109212601im_/http://muse.jhu.edu/images/b_thisjournal.gif){kind=small}
![[Top]](https://webarchive.library.unt.edu/eot2008/20090109212601im_/http://muse.jhu.edu/images/b_top.gif){kind=small}
Although salary compression has previously been identified in such professional schools as engineering, business, and computer science, there is now evidence of salary compression among Association of Research Libraries members. Using salary data from the ARL Annual Salary Survey, this study analyzes average annual salaries from 1994–1995 through 2004–2005. It compares changes in salary ratios between entry-, mid-, and senior-level librarians for evidence of salary compression during this 10-year period for 16 of the 20 formally defined ARL position classifications. Evidence is found for salary compression among the position classifications, but, with certain exceptions, the phenomenon of compression has become less severe among ARL librarians over the 10 years surveyed.
As part of the University of Rhode Island Libraries' "Comprehensive Plan for Information Literacy," a three-credit class in the skills and concepts of information literacy was first offered in the fall of 1999. More than 1,000 undergraduate students have taken the class since that time. A pre-test was given at the beginning of each semester, followed up by a post-test at the end. The pre- and post-test results were analyzed to determine: (1) whether students improved their test scores over the course of the semester, (2) which concepts and skills students mastered, and (3) where the course might need revision and/or improvement. Analysis showed that skills were acquired and/or improved overall.
The literature on information literacy often assumes that there is an inherent link between the need for information literacy and what is commonly referred to as the information explosion. This assumed link is reflected in programs of information literacy instruction offered by academic libraries. This article argues that the basic concepts of information literacy predate and are largely independent of the new information environment. It contends further that an emphasis in information literacy instruction on the specific challenges posed by the Internet and related information technologies may lead to an insufficient emphasis on other more basic and enduring components of information literacy.
Researchers from Southern Illinois University Carbondale (SIUC) surveyed faculty members from 10 academic research libraries to learn about scholarly publishing activities, attitudes, and policies. Areas of special interest included the effect of publishers' intellectual property policies and institutional promotion and tenure processes on library faculty publishing decisions. The library faculty members were also asked about their experience in negotiating for additional rights from publishers and their experience in self-archiving their research. The researchers wanted to determine if there were any correlation between a library faculty member's rank and tenure status and the number of peer-reviewed articles published in refereed journals.
This study examines the use of chat in an academic library's user population and where virtual reference services might fit within the spectrum of public services offered by academic libraries. Using questionnaires, this research demonstrates that many within the academic community are open to the idea of chat-based reference or using chat for some loosely defined "research purposes," but this openness does not necessarily result in high levels of use. The primary purpose of this study was to determine whether the lack of virtual reference use could, in part, be explained by students' preference for competing methods and technologies for obtaining reference assistance. This study demonstrates a pattern that suggests chat-based reference does not compete well with other methods of providing reference service.
This review, in examining both the library and education literatures, explores two challenges currently facing many higher education faculty, librarians, and administrators: how one defines both information literacy and critical thinking skills, and who should be responsible for teaching either or both of these concepts.
NISO's 1995 guidelines for preserving paper records set narrow parameters for changes in temperature and relative humidity for existing library buildings. Although these guidelines are feasible in new structures designed to maintain stable environmental conditions, they are impractical for older facilities such as the University of Colorado's Norlin Library, a 65 year-old building in a semi-arid climate. Because Norlin's HVAC system uses evaporative cooling, its relative humidity is impossible to stabilize. Yet its collections are well preserved. Damage has occurred only to one collection—and only during a period when humidity, though higher than normal, was relatively stable. Norlin's experience reinforces the need to interpret the NISO's guideline for relative humidity, taking into account the different types materials within the collections as well as the building's HVAC system.
|
|
|
|
|
| |