Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Digital literacy and informal learning environments: an introduction
This map shows the geographic impact of Ruth V. Small'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 Ruth V. Small with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ruth V. Small more than expected).
This network shows the impact of papers produced by Ruth V. Small. 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 Ruth V. Small. The network helps show where Ruth V. Small may publish in the future.
Co-authorship network of co-authors of Ruth V. Small
This figure shows the co-authorship network connecting the top 25 collaborators of Ruth V. Small.
A scholar is included among the top collaborators of Ruth V. Small 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 Ruth V. Small. Ruth V. Small is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Arnone, Marilyn P., Ruth V. Small, & Shicheng Weng. (2016). Are self-perception measures used in school library research transferable to the context of public library summer reading programs?. 19.1 indexed citations
2.
Small, Ruth V. & Marilyn P. Arnone. (2014). WebCHECK: The Website Evaluation Instrument.. Knowledge quest. 42(3). 58–63.4 indexed citations
3.
Small, Ruth V.. (2012). Teaching for inquiry : engaging the learner within.9 indexed citations
4.
Arnone, Marilyn P., Ruth V. Small, Sarah A. Chauncey, & H. Patricia McKenna. (2011). Curiosity, Interest, and Engagement in Technology-Pervasive Learning Environments: A New Research Agenda. SSRN Electronic Journal.1 indexed citations
5.
Small, Ruth V., et al.. (2010). The Impact of New York's School Libraries on Student Achievement and Motivation: Phase III.. 13.28 indexed citations
6.
Small, Ruth V. & Jaime Snyder. (2009). The impact of New York's school libraries on student achievement and motivation: Phase II-In-depth study. 12.7 indexed citations
7.
Small, Ruth V.. (2009). Reading Incentives that Work: No-Cost Strategies to Motivate Kids to Read and Love It!.. School library media activities monthly. 25(9). 27–31.3 indexed citations
8.
Small, Ruth V., et al.. (2005). Internet information literacy: a study of older adults.4 indexed citations
9.
Small, Ruth V., et al.. (2004). Web Site Evaluation: How Would Your School's Web Site Measure Up?. 31(3). 19.2 indexed citations
10.
Small, Ruth V.. (2002). Collaboration: Where Does It Begin?.. 29(5). 8–11.7 indexed citations
11.
Small, Ruth V., et al.. (2001). Building a "Motivation Toolkit" for Teaching Information Literacy.. Knowledge quest. 29(3). 28–32.4 indexed citations
Zhang, Ping, et al.. (2000). A Two-Factor Theory for Website Design. SSRN Electronic Journal.7 indexed citations
14.
Arnone, Marilyn P. & Ruth V. Small. (1999). Evaluating the Motivational Effectiveness of Children's Websites.. Educational Technology archive. 39(2). 51–55.22 indexed citations
15.
Small, Ruth V.. (1999). An Exploration of Motivational Strategies Used by Library Media Specialists During Library and Information Skills Instruction.. 2.11 indexed citations
16.
Arnone, Marilyn P. & Ruth V. Small. (1995). Arousing and Sustaining Curiosity: Lessons from the ARCS Model. International Journal of Training Research. 4. 103–116.7 indexed citations
17.
Small, Ruth V. & Myke Gluck. (1994). The Relationship of Motivational Conditions to Effective Instructional Attributes: A Magnitude Scaling Approach.. Educational Technology archive. 34(8). 33–40.47 indexed citations
18.
Small, Ruth V., et al.. (1994). Information location and use, motivation, and learning patterns when using print or multimedia information resources. 3(3). 251–273.13 indexed citations
19.
Small, Ruth V.. (1994). Adding Value to the Case Study Method: The Potential of Multimedia.. 8(1). 18–19.
20.
Small, Ruth V. & Barbara L. Grabowski. (1992). An Exploratory Study of Information-Seeking Behaviors and Learning with Hypermedia Information Systems.. Journal of educational multimedia and hypermedia. 1(4).15 indexed citations
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.