William H. Weare, Jr

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William Weare is the Associate Dean for Academic Engagement and Public Services, Assistant Professor, for the University Libraries. William earned an MA in Library Science from the University of Iowa, a BFA in Painting from Southern Illinois University Carbondale, and a BA in English and History from the University of Massachusetts Boston. Prior to joining the Wichita State University Libraries, William worked at Texas A&M University, Indiana University-Purdue University Indianapolis, Valparaiso University (Indiana), and Central College (Iowa). He has presented and published on a variety of topics, including service philosophy statements in academic libraries, peer review of teaching for instruction librarians, and core leadership competencies for the library profession.


Recent Submissions

Now showing 1 - 5 of 22
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    Focus group research in the academic library: An overview of the methodology
    (Qualitative and Quantitative Methods in Libraries (QQML), 2012-09-20) Weare, William H., Jr.
    Through the use of focus groups, academic librarians can discover what students really think, feel, need, and want. Equipped with this knowledge, librarians will be better positioned to design and deliver effective programs, improve services, and shape the development of facilities to better meet the needs of current and future users. Concerned about the efficacy of various library programs and initiatives at Valparaiso University (Valparaiso, Indiana, USA), two public services librarians conducted a series of focus groups with undergraduate students to gain a better understanding of their perceptions of the library. This paper provides an overview of the focus group methodology employed in this study.
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    Web search field trip: Find it on the web with field searching
    (Linworth Publishing, Inc.) Weare, William H., Jr.
    The author describes the functionality of field searching, a search technique which locates specific terms in a specific field. The author points out field searching options available via the advanced search page of the four largest search entities and provides examples that demonstrate the use of syntax to do field searching from the main page, as well as advanced search options not available from the advanced search page.
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    What ‘open to the public’ means at IUPUI
    (2013-09-01) Weare, William H., Jr.
    The article presents the author's views on the move of Indiana University-Purdue University Indianapolis' (IUPUI) University Library which opened its doors to the public. He states that IUPUI's University Library is an academic and community library which is reportedly considered as an important economic and social resource. He adds that most of the library's regular clients are homeless people who have behavioral or hygiene issues.
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    Library instruction and student engagement in the age of Google
    (LOEX Press, 2010) Weare, William H., Jr.; Kowalsky, Michelle
    A typical library instruction session generally includes demonstrations of how to use the library catalog, how to access information via library-provided electronic resources, and how to use the electronic journal list. Given limited time with a new group of students, many librarians would not opt to include instruction on how to effectively and efficiently use a search engine. The 2006 OCLC report College Students’ Perceptions of Libraries and Information Resources indicates that “that 89 percent of college student information searches begin with a search engine." Librarians should also consider beginning their library instruction sessions at the place where their students would begin—with Google. Such an approach not only motivates students, but it also enables the instructor to build on the students’ prior knowledge and research experiences more quickly and efficiently. Lessons which begin by briefly evaluating a student's prior knowledge make good pedagogical sense. Students naturally feel more confident and eager to learn something new when it appears that the topic is familiar. Activating prior knowledge prepares the mind to integrate new knowledge and concepts. Using Google to help students connect new knowledge to old helps them build sequences of memories that associate library searching with their previously 'easy' and 'enjoyable' search engine experiences. Lessons which extend student understanding of a familiar concept help to create better student searchers. In this session the presenters will demonstrate a variety of ways in which instruction librarians can use search engines and related web search products to increase student engagement.
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    Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching
    (LOEX Press, 2012-05-03) Alabi, Jaena; Weare, William H., Jr.
    In recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians.