the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To determine how parents select picture books for their children, and which bibliographic data are important when selecting a specific version of a title with multiple interpretations.Design -Qualitative, with interviews and task-based controlled observational studies.Setting -A public library in Slovenia.Subjects -36 parents of children between one and 6 years of age.Methods -The researchers recruited parents via convenience sampling in non-library, family-oriented locations (parks, playgrounds, beaches, and others). Participants were all interviewed regarding their methods of picture book selection and their use of library catalogues. Participants were then given six print bibliographic records for copies of Cinderella, available in libraries, and asked to select a book for their child based solely on these records. They were then presented with their selection and interviewed regarding their satisfaction with the book selected and their decision-making process. Finally, the researchers presented participants with all six physical copies of the book that had been represented by bibliographic records, and asked participants to select one of the books for their child. The researchers then interviewed participants regarding what information about the physical books should be included in records to assist in their decision-making.

A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To discover whether users can effectively complete common research tasks in a modified Primo Discovery System interface. Design -Usability testing.Setting -University of Houston Libraries.

A Review of: Rowe, N. (2017). Tracing the 'grey literature' of poster presentations: A mapping review. Health Information & Libraries Journal, 34(2), 106-124. Abstract Objective – To map the development and use of poster presentations in order to determine disciplines in which they are particularly prolific and how their popularity or presence may have changed over time. This will potentially assist health and interdisciplinary librarians asked to search for poster presentations in systematic reviews. Design – Informetric mapping review. Setting – An unnamed UK University Library search facility which processes 249 international databases and research publications. Databases and publications range across 37 research disciplines, including literature, medicine, and engineering. Subjects – Published literature connected to poster presentations – the authors state that this could be poster presentations themselves, abstracts, title listings in conference proceedings, or any variety of materials. They also state that over 99% of the results of this review were title citations or abstracts of conference poster presentations. Methods – An informetric mapping review was conducted via a UK University Library search facility by searching for the term “poster presentation” in 249 databases spanning 37 research areas. An index of databases used is provided as an appendix to the article. Results were not connected by the search facility to an individual database. Search results were categorized by discipline and decade of publication. Scholarly and peer-reviewed search limiters were used to obtain an idea of the themes and contributions to what could be considered core literature, and the search was also run in Google Scholar to provide a comparator. Duplications across databases were removed by the search service, although several results appeared both in aggregate (for example, conference proceedings encompassing all poster presentations) and individual form. Review of results took an informetrics approach, concerned with quantitative analysis (number of publications over time, number of publications in specific areas or by certain authors, etc.) of production, publication, and use of information, and not with its origins or quality. Main Results – Even with limiters for peer reviewed or scholarly sources applied, over 99% of returns were abstract or title citations for conference poster presentations – sources which by themselves may not meet the requirements for being scholarly information. From 1937-1969, results only uncovered references to poster use in an educational context. From 1970-1979, the researchers found that poster presentations became a common conference feature, although a less prestigious one than papers. 1980-1989 reiterated the commonality of academic posters, and saw publication of works to advise poster preparation and running poster sessions. During the years 1990-1999, health related disciplines became the main users of posters as an academic medium with 68% of search returns being in health care disciplines. The prominence of posters in health and medicine increased over time. From 2000-2009, search returns in this study show an increase of 360% from those located in 1990-1999. This could indicate an increase in poster sessions, an increase in search accuracy and online availability of material, or both. Health care and medical disciplines have demonstrated the most prominent use of poster sessions since the 1990s, although all disciplines have visible poster presentation activity. Conclusions – The author concludes that consistently increasing levels of return for poster abstracts indicate that poster presentations are a fulfilling and popular activity that will continue to be practiced by academics worldwide, but that literature in this review raises issues with the effectiveness of posters as ways to disseminate and discuss research. Locating and acquiring conference poster content, not just abstracts or titles, has been a recognized issue in libraries for many years. The authors conclude that the increasing number of poster presentations over time makes it more urgent that we determine what the personal and objective needs of poster users are and ensure that we are meeting them.

the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To discover how users interact with a new online interface for learning objects, user preferences for types of access when given both browsing and searching options, and user needs for tutorial subject matter.Design -Mixed methods, with quantitative analysis of web traffic and qualitative analysis of recorded search terms through grounded textual theory.