The Ithaka S+R US Faculty Survey 2012 Page: 19
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Although journal articles and monographs are less widely used than textbooks,
a significant share of respondents indicated they assigned their students to read
either of these formats (including both entire monographs and individual chap-
ters). A significantly larger share of respondents reported assigning these materials
to their upper division courses than to their lower division courses. About two-
thirds of respondents reported assigning scholarly articles in their lower divi-
sion courses, while almost 9 out of 10 reported doing so in upper level courses. A
smaller share-only about 40%-reported assigning monographs or monograph
chapters in lower division courses, with slightly over half reporting that they
assign these material types in their upper level courses. There is a strong disciplin-
ary pattern; a notably smaller share of scientists assigned either journal articles or
monographs to their upper and lower division students; undergraduate teaching in
the sciences is substantially more driven by textbooks than by scholarly materials.
In recent years there has been great interest-even beyond the academic com-
munity-in how students are using primary sources in the classroom.12 Many
respondents indicated that they do in fact use primary source materials in their
teaching, with roughly two-thirds of respondents-slightly more in the case of
upper division courses, and slightly less in the case of lower division courses--
indicating that they assign their students to engage with primary source materi-
als in their courses. These responses also differed by discipline; a substantially
smaller share of scientists reported that they assign primary source materials
than either humanists or social scientists. A similar pattern can be seen for films,
audio, artwork, and other non-textual materials, with these materials commonly
assigned in both upper and lower division classes, particularly in the humanities
and (to a lesser degree) the social sciences. These materials are much less com-
monly assigned, at either level, by scientists.
Discovery
While a wide array of primary and secondary scholarly resources remain
important to scholars in their research and teaching, the ways that they find
these materials have evolved evolved substantially as an increasing share are
made available digitally. Libraries have continued to offer a growing variety of
tools to support scholars in navigating the scholarly literature, including long-
established tools like the library catalog and infrastructure to support linking to
and between needed materials. Recently, many libraries have invested heavily
in indexed discovery services, tools that provide single search box interfaces to
explore a range of different types of library collections.13 In addition to library-
provided infrastructure, mainstream search engines such as Google and Bing,
targeted academic discovery products by mainstream search providers (tools
12 Roger Mummert, "Handle This Book!" New York Times, October 30, 2008, http://www.nytimes.com/2008/11/02/
education/edlife/rarebks.html.
13 Judy Luther and Maureen C. Kelly, "The Next Generation of Discovery," Library Journal, March 1,
2011, http://www.libraryjournal.com/Ij/home/889250-264/the_next_generation of discov-
ery.html.csp; Michael Kelley, "Stakeholders Strive to Define Standards for Web-Scale Discovery
Systems," Library Journal, October 11, 2012, http://www.thedigitalshift.com/2012/10/discovery/
coming-into-focus-web-scale-discovery-services-face-growing-need-for-best-practices/Ithaka S+R US Faculty Survey 2012 * April 8, 2013
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Housewright, Ross; Schonfeld, Roger C. & Wulfson, Kate. The Ithaka S+R US Faculty Survey 2012, book, April 8, 2013; New York, New York. (https://digital.library.unt.edu/ark:/67531/metadc234917/m1/19/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .