Practical Academic Librarianship: The International Journal of the SLA Academic Division <p>A peer-reviewed, open access journal for librarians serving academic departments or affiliated institutions including centers, institutes, specialized collections, &amp; special units within or related to academic units.</p> SLA: Special Libraries Association en-US Practical Academic Librarianship: The International Journal of the SLA Academic Division 1947-0037 Everything we publish is freely available. In the spirit of encouraging free open access journals, Practical Academic Librarianship applies the Creative Commons Attribution License (CCAL) to all works we publish (read the <a href="">summary</a> or the <a href="">full license legal code </a>). • Authors retain copyright and grant Practical Academic Librarianship right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Under the CCAL, authors retain ownership of the copyright for their article, but authors allow anyone to read, download, reuse, reprint, modify, distribute, and/or copy articles in PAL, so long as the original authors and source are cited. <strong>No permission is required from the authors or the publishers. </strong>In most cases, appropriate attribution can be provided by citing the original article in PAL. For any reuse or distribution of a work, you must also make clear the license terms under which the work was published This broad license was developed to facilitate open access to, and free use of, original works of all types. Applying this standard license ensures your right to make your work freely and openly available. By submitting a manuscript for review, author(s) acknowledge first publication rights are granted to PAL. Submission of a manuscript implies that the work described has not been published; that it is not under consideration for publication elsewhere; and that its publication has been approved by all coauthors and the responsible authorities at the institute where the work was conducted. As publisher, we are providing a process for your intellectual property to be reviewed by and distributed to your peers. It is the author’s responsibility to obtain all necessary permissions for the inclusion of copyrighted materials, such as figures and tables from other publications, and has paid any and all necessary fees. Appropriate credit should be shown in the body of the work. Previously published work will not be considered for publication; we do not accept any simultaneous submissions. Practical Academic Librarianship will, however, accept manuscripts based on presentations made at conferences sponsored by the Special Library Association, at the discretion of the Editor-in-Chief. Using Qualitative Methods to Supplement Quantitative Research: A Case Study in Evaluating Student Usage of Facilities <p>Quantitative research is an important tool in understanding library users; quantifiable data is objective and can be processed and analyzed in ways that bring about new insights. Unfortunately, it is better at telling us where and when than it is at telling us the whys. Our library, the Business, Engineering, Science, and Technology library at Miami University, did a headcount study to see how many people were using which rooms at what times of the day and night. There were many things we learned from that data, but in order to flesh it out and make it more of a three-dimensional picture of our users we decided to use methods from ethnography. We ran a survey and then interviewed several of the survey respondents. The result was a “thick description” that allowed us to better understand the motivations behind some of the behavior seen in the quantitative study.</p> Matthew M Benzing Susan Hurst Thom Gerrish Copyright (c) 2020 Practical Academic Librarianship: The International Journal of the SLA Academic Division 2020-10-09 2020-10-09 10 1 3 23 Sense of Direction: Embedding a Virtual Tour in Course-Integrated Instruction Sessions at an Academic Library <p>Because academic library tours typically require an entire class period to conduct, some professors are reluctant to provide students with opportunities for physical library orientation. Thus, when classes meet for course-integrated instruction without a tour, some students enter the library for the first time with little sense of their surroundings. For many students, an academic library can be overwhelming, posing potential barriers to learning. As an attempt to solve these problems, the University of Wisconsin-Stevens Point Library created a 4-minute virtual tour. In fall 2015, the tour was embedded as a quiz in the course management system D2L. That semester, two professors assigned the D2L quiz to five freshman English classes, and 88 undergraduate students attempted the assignment. This case study describes how a virtual tour was embedded in a course management system to enhance library instruction. This paper also examines original data to determine if video viewership increased after the virtual tour was assigned in courses and if students satisfactory completed a 10-question quiz based on the tour.</p> Troy William Espe Copyright (c) 2020 Practical Academic Librarianship: The International Journal of the SLA Academic Division 2020-10-09 2020-10-09 10 1 24 37 Employers Needs Versus Student Skillsets <p>This paper is a review of the skills employers seeks in new graduates and the skillsets new graduates have to offer. Employers report they want to hire people with solid soft skills, research, critical thinking and problem-solving skills (Stewart, Wall, Marciniec, 2016). The question is: Does the literature support recent graduates’ media education and training in research, critical thinking and problem-solving skills? </p><p> </p><p>This paper will examine literature to determine whether there is a disparity between employers’ needs and the abilities of recent graduates who have grown up in an e-learning environment, and if so, where those disparities exist. Synthesizing this information has broad implications for future research into how universities can best educate and prepare students for success after graduation. Certainly, today’s undergraduate students are computer and Internet savvy, can they apply critical thinking skills to the vast amount information available to determine reliable sources? When using Google, can students identify a credible source, determine fake news from real, identify native advertising from editorial content, or learn to take researched information in, digest it, and apply it to real-world applications? This paper sets the stage for future research into the above questions and beyond. </p> Susan E. Hahn Jocelyn Pedersen Copyright (c) 2020 Practical Academic Librarianship: The International Journal of the SLA Academic Division 2020-10-09 2020-10-09 10 1 38 53 Introduction to This Issue <p>Introduces two new co-editors for the journal and recognizes those who have been involved in its nearly ten year history.</p> Stacey Greenwell Jennifer Bartlett Copyright (c) 2020 Practical Academic Librarianship: The International Journal of the SLA Academic Division 2020-10-09 2020-10-09 10 1 1 2