Ken Haycock
About
In The Last Decade
Ken Haycock
76 papers receiving 319 citations
Peers
Comparison fields: 5 of 70
- Library and Information Sciences 204
- Education 200
- Information Systems 132
- Sociology and Political Science 38
- Developmental and Educational Psychology 24
Countries citing papers authored by Ken Haycock
This map shows the geographic impact of Ken Haycock's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ken Haycock with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ken Haycock more than expected).
Fields of papers citing papers by Ken Haycock
This network shows the impact of papers produced by Ken Haycock. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ken Haycock. The network helps show where Ken Haycock may publish in the future.
Co-authorship network of co-authors of Ken Haycock
This figure shows the co-authorship network connecting the top 25 collaborators of Ken Haycock. A scholar is included among the top collaborators of Ken Haycock based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ken Haycock. Ken Haycock is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Connecting British Columbia (Canada) school libraries and student achievement: A comparison of higher and lower performing schools with similar overall funding | 8 |
| 2 | Leadership is about you | 0 |
| 3 | Predicting sustainability for programs in library and information science: Factors influencing continuance and discontinuance | 3 |
| 4 | The bunheads are dead: Discovering high tech, high touch opportunities in Library and Information Science | 1 |
| 5 | The Student Perspective | 0 |
| 6 | Effective Roles for Student Achievement. | 3 |
| 7 | Filtered or Unfiltered | 7 |
| 8 | 12 | |
| 9 | Evaluation: The Person or the Program?. | 0 |
| 10 | Reinventing School Libraries: Alternatives, Models and Options for the Future. | 2 |
| 11 | Implementing National Guidelines and Standards: A Model for Action. | 2 |
| 12 | What Works: Integrated Information Skills Instruction. | 1 |
| 13 | Information rich but knowledge poor? : emerging issues for schools and libraries worldwide | 4 |
| 14 | Evaluation of the Teacher-Librarian: A Discussion Guide. | 1 |
| 15 | Selecting the teacher-librarian: A compendium of interview questions | 1 |
| 16 | The school-housed public library | 3 |
| 17 | Beyond Courtesy: School and Public Library Relationships | 2 |
| 18 | Strengthening the Foundations for Teacher-Librarianship. | 3 |
| 19 | Resource sharing: Vancouver’s developmental approach | 1 |
| 20 | Program advocacy: The missing element | 1 |
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.