Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Rethinking Customer Service Training: A Curricular Solution to a Familiar Problem(Taylor and Francis, 2016) Epps, Sharon; Kidd, Judith; Negro, Toni; Sayles, SheridanHigh-quality customer service is an important aim of the library experience. Its importance is evidenced by attention given to the topic in scholarly literature and academic conference proceedings. This article describes the challenging process of creating and delivering a blended customer service training curriculum to all library staff working at public service points in the University of Maryland Libraries. An online course, in-person workshops, and digital badges were devised. Assessment was conducted at the end of the first year, resulting in revisions to the course.Item Integration of EndNote Online in information literacy instruction designed for small and large chemistry courses(American Chemical Society, 2015-12-21) Baykoucheva, Svetla; Houck, Joseph; White, NataliaThe blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40–60 students) and one large (380–460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors.