Evidence Based Library and Information Practice

EBLIP is an open access, peer reviewed journal that is published quarterly, hosted by the University of Alberta Learning Services, and supported by an international team of editorial advisors. 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.

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Vol 9, No 2 (2014)

Table of Contents


Evidence of Impact Abstract HTML PDF
Alison Brettle 1-2
Editorial Responsibilities HTML PDF
Alison Brettle 3


Assessing the Fitness of an Academic Library for Doctoral Research Abstract HTML PDF
Susan Edwards, Lynn Jones 4-15

Evidence Summaries

Model Correlates Many Factors to Undergraduates’ Perceived Importance of Library and Research Activities, but Low Explanation Power Suggests More Research Needed Abstract HTML PDF
Diana K. Wakimoto 16-18
The Form of Search Tool Chosen by Undergraduate Students Influences Research Practices and the Type and Quality of Information Selected Abstract HTML PDF
Michelle Dalton 19-21
First Year University Students Arrive with Some Search Skills, But Struggle with Scholarly Sources Abstract HTML PDF
Cari Merkley 22-24
Critical Thinking Exercises in the Classroom are Helpful but not Sufficient for Improving Critical Thinking Test Scores Abstract HTML PDF
Heather L Coates 25-27
Information Literacy (IL) Intervention Workshop has Positive, but Limited, Effects on Undergraduate Students’ IL Skills Abstract HTML PDF
Lisa Shen 28-30
Content Analysis of Reference Transactions Provides Guidance Regarding Staffing of Library Service Points Abstract HTML PDF
Annie M. Hughes 31-33
Development of Deal- and Journal-level Metrics and Methods Assists Librarians to Evaluate Big Deals Abstract HTML PDF
Kathleen Reed 34-36


Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching Abstract HTML PDF
Andrea Baer 37-44

EBL 101

Research Methods: Sampling Abstract HTML PDF
Virginia Wilson 45-47


Cara Bradley Receives Robert H. Blackburn Distinguished Paper Award for Paper Published in EBLIP Journal Abstract HTML PDF
Alison Brettle 48
C-EBLIP Fall Symposium: Librarians as Researchers Wednesday, October 15, 2014 University Library, University of Saskatchewan Abstract HTML PDF
Alison Brettle 49-50
EBLIP Returns Down Under Abstract HTML PDF
Alison Brettle 51
LIRG and JIBS Student Prizes Abstract HTML PDF
Alison Brettle 52

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