| Accommodating faculty requests and staying true to your pedagogical ideals in the 1-shot information literacy session R Scott Communications in Information Literacy 10 (2), 8, 2016 | 27 | 2016 |
| Part 1. If we frame it, they will respond: Undergraduate student responses to the framework for information literacy for higher education RE Scott The Reference Librarian 58 (1), 1-18, 2017 | 20 | 2017 |
| Transformative? Integrative? Troublesome? Undergraduate student reflections on information literacy threshold concepts RE Scott Communications in Information Literacy 11 (2), 3, 2017 | 17 | 2017 |
| Do, or do not, make them think?: A usability study of an academic library search box KC Haggerty, RE Scott Journal of Web Librarianship 13 (4), 296-310, 2019 | 16 | 2019 |
| The edition-literate singer: Edition selection as an information literacy competency RE Scott Music Reference Services Quarterly 16 (3), 131-140, 2013 | 16 | 2013 |
| Exploring open access practices, attitudes, and policies in academic libraries RE Scott, C Harrington, A Dubnjakovic portal: Libraries and the Academy 21 (2), 365-388, 2021 | 15 | 2021 |
| Leveraging existing frameworks to support undergraduate primary source research B Billeaudeaux, RE Scott Reference & User Services Quarterly 58 (4), 246-255, 2019 | 11 | 2019 |
| Promoting interlibrary loan in the traditional catalog and discovery layer: Two pilot projects RE Scott, G Barton Library Resources & Technical Services 62 (2), 74-74, 2018 | 10 | 2018 |
| Part 2. If we frame it, they will respond: Student responses to the Framework for Information Literacy for Higher Education RE Scott The Reference Librarian 58 (1), 19-32, 2017 | 10 | 2017 |
| HIP librarians: an introduction to historically informed performance for music librarians RE Scott Music Reference Services Quarterly 17 (3), 125-141, 2014 | 10 | 2014 |
| Exploring faculty perspectives on text selection and textbook affordability RE Scott, M Jallas, JA Murphy, R Park, A Shelley College & Research Libraries, 2023 | 6 | 2023 |
| Assessing the value of course-assigned e-books RE Scott, M Jallas, JA Murphy, R Park, A Shelley Collection Management 47 (4), 253-271, 2022 | 6 | 2022 |
| Generations in Tennessee Libraries. B Park, R Scott, J Schnabel Tennessee Libraries 64 (3), 2014 | 6 | 2014 |
| Performance as conversation: Dialogic aspects of music performance and study RE Scott Disciplinary Applications of Information Literacy Threshold Concepts, 239-50, 2017 | 5 | 2017 |
| Exploring the Research and Library Needs of Student-Parents RE Scott, B Varner College & Research Libraries 81 (4), 598, 2020 | 4 | 2020 |
| A Selected Comparison of Music Librarians' and Musicologists' Self-Archiving Practices RE Scott portal: Libraries and the Academy 19 (4), 635-651, 2019 | 4 | 2019 |
| Teaching Copyleft as a Critical Approach to" Information Has Value" K Haggerty, R Scott Critical approaches to credit-bearing information literacy courses, 2019 | 4 | 2019 |
| " Having a Textbook Locks Me into a Particular Narrative": Affordable and Open Educational Resources in Music Higher Education RE Scott, A Shelley Notes 79 (3), 303-334, 2023 | 3 | 2023 |
| Documenting an Open Future in a Post-Policy World C Harrington, RE Scott The Serials Librarian 82 (1-4), 113-121, 2022 | 3 | 2022 |
| Integrating Library Resources in a Learning Management System: Exploring Instructor Obstacles and Motivations K Haggerty, C Harrington, RE Scott College & Research Libraries 83 (1), 111, 2022 | 3 | 2022 |
Anne ShelleyIowa State UniversityVerified email at iastate.edu
