Library

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/318

Montana State University Library (MSU Library) is the academic library of Montana State University, Montana's land-grant university, in Bozeman, Montana, United States. It is the flagship library for all of Montana State University System's campuses. In 1978, the library was named the Roland R. Renne Library to honor the sixth president of the university. The library supports the research and information needs of Montana's students, faculty, and the Montana Extension Service.

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Now showing 1 - 6 of 6
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    Digitizing the Ivan Doig Archive at Montana State University: a rise to the challenge illustrates creative tension
    (Taylor & Francis, 2017-01) Arlitsch, Kenning; Hawks, Melanie; McKelvey, Hannah; Gollehon, Michelle; Zauha, Janelle
    This article contextualizes the leadership concept of creative tension by describing the acquisition, processing and digitization of the Ivan Doig Archive at the Montana State University Library. The project is framed as an illustration of strategies that can generate and sustain momentum toward achieving ambitious goals while building staff confidence. Perspectives from library staff and faculty who worked on the project are included alongside the view of the dean and an external organizational development manager.
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    The Importance of a Philosophy of Teaching Statement to the Teacher/LIbrarian
    (Communications in Information Literacy, 2008) Zauha, Janelle
    Statements of teaching philosophy are most commonly associated with regular teaching faculty outside the library. In this column, I will explore why librarians should also voice their philosophy of teaching, and how it can benefit their students, themselves, and their institution. I’ll also touch on resources for conceptualizing, writing, and using statements.
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    Scientific Data and Social Science Data Libraries
    (IASSIST, 1995) Barber, David; Zauha, Janelle
    There is a vast amount of quantitative information available in electronic form. Social science data makes up less than half that amount. The other, larger half is scientific data. While university libraries have made a considerable investment in social science data, little has been done about scientific data. If administrators, librarians, or others believed that more attention should be paid to scientific data, one of the suggestions that might naturally arise is that social science data specialists should be involved. Though some common ground between these areas should be acknowledged, the existence of very substantial differences must also be recognized. Those differences are especially significant because coping with them will require an investment of staff and financial resources by the data library.
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    Is There a Text in This Class? E-readers, e-books, and information literacy
    (Communications in Information Literacy, 2011) Zauha, Janelle
    This column focuses on the conceptual and practical aspects of teaching information literacy.
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    Rules of Engagement: Best Practices for Connecting with Students
    (Communications in Information Literacy, 2010) Zauha, Janelle
    One of the biggest challenges most of us face in our teaching is a very basic one: How do we engage students in learning to research? Whatever we call the instruction we provide – information literacy, critical thinking, research or library skills – and wherever that instruction occurs – in one shot classroom sessions, online, in credit courses, at the reference desk, or in the cafeteria – student engagement is a conundrum for us.
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    Library Commons Assessment Report
    (2013-01) Frank, Jacqueline; Hansen, Mary Anne; Hodges, Mike; Strittmatter, Connie; Zauha, Janelle
    The focus of this report is to assess how the summer 2011 renovation of the first floor of Renne Library into a Library Commons has impacted users, library staff, and library services, and, when possible, to gather information about further needs and directions for the area. The Commons opened in late August 2011 and data gathering took place between April and December of 2012 but focused on use of the Library from August 2011 through August 2012.
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