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dc.creatorMurphy, Sarah Anne
dc.creatorBlack, Elizabeth L.
dc.date.accessioned2013-12-10T20:19:34Z
dc.date.available2013-12-10T20:19:34Z
dc.date.issued2013-11
dc.identifier.citationSarah Anne Murphy, Elizabeth L. Black, "Embedding Guides Where Students Learn: Do Design Choices and Librarian Behavior Make a Difference?" Journal of Academic Librarianship 39, no. 6 (2013): 528-534. DOI: 10.1016/j.acalib.2013.06.007en_US
dc.identifier.issn0099-1333
dc.identifier.urihttp://hdl.handle.net/1811/58511
dc.description.abstractThis study investigated whether library guides embedded in a university’s learning management system fulfill their mission to promote library resources and maintain a librarian presence in the online course environment. Specifically, the study examined whether design elements, promotional practices, or other behaviors influenced guide use. It questioned whether students located the library guides and, if so, did students find the guides helpful. Results confirmed that students who used library guides found the guides helpful. Select faculty and librarian behaviors may also influence student use of library guides. Promotion and marketing practices, however, are not the only factors encouraging students to use library guides.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.rights© 2013 Elsevier Inc.en_US
dc.subjectsubject guidesen_US
dc.subjectlearning management systemsen_US
dc.subjectusageen_US
dc.subjectmarketingen_US
dc.subjectpromotionen_US
dc.titleEmbedding Guides Where Students Learn: Do Design Choices and Librarian Behavior Make a Difference?en_US
dc.typeTexten_US
dc.description.embargoPublisher allows immediate open accessen_US
dc.identifier.doi10.1016/j.acalib.2013.06.007
dc.identifier.osuauthormurphy.465
dc.identifier.osuauthorblack.367
dc.type.genreArticleen_US


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