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This study examines data from a survey conducted at a U.S. public research university, focusing on students' behaviors and attitudes toward the library, both physical and online. The analysis categorizes student users and nonusers based on demographics such as full-time enrollment, first-generation status, college, and grade point average (GPA). Results indicate that first-generation students were most likely to never use the online library. Low GPA respondents visited the physical library most frequently, whereas high GPA students were more inclined to use e-resources. The discussion section includes suggestions for improving services and resources to support student success. [ABSTRACT FROM AUTHOR]

Academic libraries providing chat reference services have a range of options for where and how library users can engage with chat providers. These entry points can be static or proactively invite users into the service. The study compares the URLs from which users entered chat reference at three large public research libraries in the United States. The URLs show where users were when they sought assistance with library tasks. This exploratory investigation is important for extending knowledge of user help-seeking behavior and how chat service configuration may impact use. Data are variables related to chat interactions (n = 19,839) at Bowling Green State University (BGSU), University of Illinois Chicago (UIC), and University of New Mexico (UNM) in three semesters 2019–20. Findings show users originated most chats from either the library website or discovery layer; chat initiations from other resources are minimal; chat traffic increased at all three during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

As libraries succeed in making journal literature seamlessly available through internet searches, faculty may be less aware of the library's role in their intellectual output. This research project explores how publication patterns of faculty at a public research university changed over time in relation to collection size, literature use, productivity, co-authorship, grant funding, and faculty demographics. Correlations among data points demonstrate how the availability and use of the literature is associated with faculty productivity. Use of the literature varies by discipline, co-authorship, and grant funding. [ABSTRACT FROM AUTHOR]

The study analyzes how chat reference providers refer patrons to subject specialists in 467 interactions from two years at a university library. Qualitative analysis showed variation in how referrals are presented: as an option versus a recommendation, putting follow-up in the hands of patrons versus librarians, and apologizing versus promoting benefits. Professional librarians referred more questions to specialists, framed more referrals as benefits, and sent more transcripts ("tickets") than graduate assistants or paraprofessionals did. Findings show correlations between patrons' positive responses to referrals and the extent of the reference interview and positive framing of the referral, but not the attempt to assist before referring. [ABSTRACT FROM AUTHOR]

This study investigated how library and information science (LIS) scholars who used qualitative data explained and justified their methods. It analyzed research tasks mentioned in the methods sections of 151 peer-reviewed LIS studies published from 2011 to 2015 and in a survey of their authors. The study assumed that professors of LIS would express different methodological concerns and perspectives than practicing librarians would. Findings show less contrast than expected between academics and practitioners and highlight five ways in which scholars in both groups frame ideas about rigorous research practices using quantitative and qualitative paradigms. The study provides a basis for expanding conversations about methodology to increase rigor. [ABSTRACT FROM AUTHOR]

This study investigates how reference staff at two libraries balance teaching with resource delivery in live chat reference. Analysis of 410 transcripts from one week shows that one library tends to deliver more resources from a wider range of database suggestions, to take more time in chat interactions, and to incorporate more teaching behavior with specific resource links. Two possible reasons for these differences are reference policies and staffing models: one library states that chat is for brief factual questions and monitors chat from a public service point; the other does not state a policy and monitors chat from private offices. Findings are important for staffing responsively, developing effective research guides, and improving teaching in online reference. [ABSTRACT FROM AUTHOR]

Academic reference librarians frequently work with students who are not aware of their professional roles. In online interactions, a student might not even realize that the librarian is a person. The ways students initiate conversations reveal their understanding of the mutual roles involved in reference encounters. Conversation analysis of live chat transcripts at two institutions establishes the importance of opening exchanges to shape the potential for teaching. Chats that students open with relational cues (greeting, introduction, courtesy, verbal softeners) last longer than chats without these cues. Longer chats include more expressions of enthusiastic gratitude. The transcripts show evidence of successful strategies by librarians to shift chats from transactional openings to conversations with potential for engaged learning. [ABSTRACT FROM AUTHOR]

Qualitative analysis of reflective essays by first-year students in an academic skills course documented outcomes related to the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Student narratives showed how novices encounter the clusters of concepts described in the Framework as "Scholarship as Conversation," "Searching as Strategic Exploration," and "Research as Inquiry." Assessing students' metacognition--that is, their thinking about the learning process--revealed that they connected personal identity with academic conversations, developed strategies for exploring subject classification, and balanced persistence with help-seeking. The open-ended exercise was effective as a collaborative approach to academic engagement and information literacy. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective: To compare self-reported patterns of health service utilisation among residents of urban and rural South Australia. Design, setting and main outcome measures: Secondary analysis of data generated by computer-assisted telephone interviews of 7377 adults done in 1995–6. Respondents were asked if they had used each of 18 different health services during the previous 12 months. Residence was classified in three ways: (1) capital city versus rest of the state, (2) by the Rural, Remote and Metropolitan Areas classification (RRMA) and (3) by the Accessibility and Remoteness Index for Australia classification (ARIA). Results: General practitioner services were most frequently used, by approximately 89% of respondents. Only 4% reported not using any service. Comparing capital city with rest of the state, modest but statistically significant differences in utilisation ( P < 0.01) were measured for nine services. In eight of these nine, utilisation was higher among rural residents. Analysing by RRMA, eight services were reportedly used differently and seven of these were the same as those identified from the capital city versus rest of state comparison. Across the five ARIA categories, six previously identified services were reported as being used differentially. Overall, rural residents had a higher than expected rate of moderate and high level of health service use. Conclusions: Self-reported use of a range of health services was broadly similar across urban and rural South Australia, with most cases of higher use were reported from rural areas rather than urban areas. Similar results were obtained when residence was classified in the three different ways. What is already known on this subject: It is widely reported that the health status of and access to health services for rural Australians is worse than their urban counterparts. However, while this is clearly the case for some conditions and some groups, further data is needed to understand... [ABSTRACT FROM AUTHOR]

• We measured spatial precision in vision and haptics for the perception of angles in children and adults. • A novel task was developed to capture children's ability to learn spatial angles through retracing using vision only, haptics only or bimodal inputs. • Accuracy in angle perception improved across childhood in all modalities. • Better performance for vision relative to haptics emerged during later development. • Performance in adults suggested that vision provided greater precision for angle perception, even across modalities. Geometrical knowledge is typically taught to children through a combination of vision and repetitive drawing (i.e. haptics), yet our understanding of how different spatial senses contribute to geometric perception during childhood is poor. Studies of line orientation suggest a dominant role of vision affecting the calibration of haptics during development; however, the associated multisensory interactions underpinning angle perception are unknown. Here we examined visual, haptic, and bimodal perception of angles across three age groups of children: 6 to 8 years, 8 to 10 years, and 10 to 12 years, with age categories also representing their class (grade) in primary school. All participants first learned an angular shape, presented dynamically, in one of three sensory tracing conditions: visual only, haptic only, or bimodal exploration. At test, which was visual only, participants selected a target angle from four possible alternatives with distractor angle sizes varying relative to the target angle size. We found a clear improvement in accuracy of angle perception with development for all learning modalities. Angle perception in the youngest group was equally poor (but above chance) for all modalities; however, for the two older child groups, visual learning was better than haptics. Haptic perception did not improve to the level of vision with age (even in a comparison adult group), and we found no specific benefit for bimodal learning over visual learning in any age group, including adults. Our results support a developmental increment in both spatial accuracy and precision in all modalities, which was greater in vision than in haptics, and are consistent with previous accounts of cross-sensory calibration in the perception of geometric forms. [ABSTRACT FROM AUTHOR]

Deals with a study which focused on academic libraries' remote access to academic environment. Definitions of on-campus remote users; Needs and expectations of remote library users; Gaps that exists between customer expectations and service performance; Service to remote customers in the non-library environment; Relationship between distance learning and academic libraries.

This paper illustrates a large research university library's experience in reusing data for research collected both within and outside of the library. The purpose of the paper is 1) to demonstrate when, why and how data are reused in a large public research university library, 2) to share tips on what to consider when reusing and reproducing data for research data, including issues of replicability and research ethics, and 3) to share challenges and lessons learned from data reuse and reproducibility experiences. This paper presents five proposed opportunities for data reuse conducted by three researchers at the institution's library, which resulted in three successful instances of data reuse and two failed data reuses. Learning from successful and failed experiences is critical to understand what works and what does not work in order to identify best practices for data reuse. This paper will be helpful for librarians who intend to reuse data for research and publication. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review national aeronautics and space administration (NASA's) broad investments in electrified aircraft propulsion (EAP). NASA investments are guided by an assessment of potential market impacts, technical key performance parameters, and technology readiness attained through a combination of studies, enabling fundamental research and flight research. Design/methodology/approach: The impact of EAP varies by market and NASA is considering three markets as follows: national/international, on-demand mobility and short-haul regional air transport. Technical advances in key areas have been made that indicate EAP is a viable technology. Flight research is underway to demonstrate integrated solutions and inform standards and certification processes. Findings: A key finding is that sufficient technical advances in key areas have been made, which indicate EAP is a viable technology for aircraft. Significant progress has been made to reduce EAP adoption barriers and further work is needed to transition the technology to a commercial product and improve the technology, so it is applicable to large transonic aircraft. Practical implications: Significant progress has been made to reduce EAP adoption barriers and further work is needed to transition the technology to a commercial product and improve the technology, so it is applicable to large transonic aircraft. Originality/value: This paper will review the activities of the hybrid gas-electric subproject of the Advanced Air Transport Technology Project, the Revolutionary Vertical Lift Technology Project and the X-57 Flight Demonstration Project, and discuss the potential EAP benefits for commercial and military applications. This paper focuses on the vehicle-related activities, however, there are related NASA activities in air space management and vehicle autonomy activities, as well as a breakthrough technology project called the Convergent Aeronautics Solutions Project. The target audience is people interested in EAP. [ABSTRACT FROM AUTHOR]