@article{oakleaf_vanscoy_2010, title={Instructional Strategies for Digital Reference Methods to Facilitate Student Learning}, volume={49}, ISSN={["2163-5242"]}, DOI={10.5860/rusq.49n4.380}, abstractNote={In today’s climate of accountability in higher education, most colleges and universities—and therefore academic libraries—consider student learning the cornerstone of their missions. Reference service is one area in which libraries can demonstrate their commitment to support student learning. Are librarians using reference service to teach students? Or are they letting teachable moments pass by? This study identifies eight instructional strategies librarians can apply in digital reference transactions and analyzes the presence of these strategies in digital reference transcripts. The results suggest that librarians use a few instructional strategies, but could learn and employ several more in their efforts to create information-literate students. The authors hope that increased training in the use of these eight instructional strategies will allow librarians to maximize their impact on student learning. Portions of this article were presented at the RUSA Reference Research Forum at the 2009 ALA Annual Conference.}, number={4}, journal={REFERENCE & USER SERVICES QUARTERLY}, author={Oakleaf, Megan and VanScoy, Amy}, year={2010}, pages={380–390} }
 @article{vanscoy_oakleaf_2008, title={Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction}, volume={69}, ISSN={["2150-6701"]}, DOI={10.5860/crl.69.6.566}, abstractNote={Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a “tiered” approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first- and second-year students and advanced skills to third- and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised.}, number={6}, journal={COLLEGE & RESEARCH LIBRARIES}, author={VanScoy, Amy and Oakleaf, Megan J.}, year={2008}, month={Nov}, pages={566–575} }
 @article{ciccone_vanscoy_2003, title={Managing an Established Virtual Reference Service}, volume={8}, DOI={10.1300/j136v08n01_08}, abstractNote={SUMMARY Virtual reference, no longer a “new thing,” has become an integral part of reference services. While implementing a new virtual reference service may not be as difficult now as it was in the past, established services must still grapple with several difficult philosophical, managerial, and policy issues. This article discusses how the North Carolina State University (NCSU) Libraries has dealt with four areas common to developing virtual reference services: getting too many patrons at once, problem patrons, training and quality assessment, and expanding and improving the service.}, number={1-2}, journal={Internet Reference Services Quarterly}, publisher={The Haworth Press}, author={Ciccone, Karen and Vanscoy, Amy}, year={2003}, month={Jun}, pages={95–105} }