The Academic Reading Format International Study (ARFIS) collected data from more than 21,000 university students in 33 countries regarding their reading format (print or electronic) preferences and behaviors when engaging with academic texts during a three-year period. Quantitative analysis shows a consistent preference for print reading among most students worldwide. This paper presents new findings from our qualitative analysis of students’ survey comments, addressing the questions: Why do students prefer to read in print or electronically? What factors affect their decisions to read a text in their less preferred format? Are there behavioral patterns that will assist librarians and educators when deciding upon format policies?
{"title":"Beyond the Surveys: Qualitative Analysis from the Academic Reading Format International Study (ARFIS)","authors":"Diane Mizrachi, A. Salaz","doi":"10.5860/CRL.81.5.808","DOIUrl":"https://doi.org/10.5860/CRL.81.5.808","url":null,"abstract":"The Academic Reading Format International Study (ARFIS) collected data from more than 21,000 university students in 33 countries regarding their reading format (print or electronic) preferences and behaviors when engaging with academic texts during a three-year period. Quantitative analysis shows a consistent preference for print reading among most students worldwide. This paper presents new findings from our qualitative analysis of students’ survey comments, addressing the questions: Why do students prefer to read in print or electronically? What factors affect their decisions to read a text in their less preferred format? Are there behavioral patterns that will assist librarians and educators when deciding upon format policies?","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87985246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is important to encourage intercultural understanding in our universities. The Globalized Library helps inform librarians about intercultural opportunities and challenges they may not be focusing on. The book provides insights into how collections can be enhanced, students can be served, and librarians can grow by approaching library work from an international perspective. The Globalized Library is a collection of chapters by a variety of authors, organized in five sections that look at information literacy for international students, international student outreach, international collections, library services abroad, and international professional development. This organization aids the reader and captures some of the most important avenues for fostering internationalization in libraries. The book is an assortment of research studies and reports of intercultural programs run by libraries. One drawback to the book is that many graphics are too small and blurry and are thus of limited value.
{"title":"The Globalized Library: American Academic Libraries and International Students, Collections, and Practices. Yelena Luckert with Lindsay Inge Carpenter, eds., for the Association of College and Research Libraries. Chicago, IL: American Library Association, 2019. 448p. Paper, $90.00 (ISBN 978-0-8389-8","authors":"Sarah Rose Fitzgerald","doi":"10.5860/crl.81.5.891","DOIUrl":"https://doi.org/10.5860/crl.81.5.891","url":null,"abstract":"It is important to encourage intercultural understanding in our universities. The Globalized Library helps inform librarians about intercultural opportunities and challenges they may not be focusing on. The book provides insights into how collections can be enhanced, students can be served, and librarians can grow by approaching library work from an international perspective. The Globalized Library is a collection of chapters by a variety of authors, organized in five sections that look at information literacy for international students, international student outreach, international collections, library services abroad, and international professional development. This organization aids the reader and captures some of the most important avenues for fostering internationalization in libraries. The book is an assortment of research studies and reports of intercultural programs run by libraries. One drawback to the book is that many graphics are too small and blurry and are thus of limited value.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73256045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juliet L. Hardesty, Jennifer Johnson, J. Wittenberg, N. Hall, Matt Cook, Zack Lischer-Katz, Zhiwu Xie, Robert McDonald
This study identifies challenges and directions for 3D/VR repository standards and practices. As 3D technologies become more affordable and accessible, academic libraries need to implement workflows, standards, and practices that support the full lifecycle of 3D data. This study invited experts across several disciplines to analyze current national repository and preservation efforts. Outlined models provide frameworks to identify features, examine workflows, and determine implications of 3D data on current preservation models. Participants identified challenges for supporting 3D data, including intellectual property and fair use; providing repository system management beyond academic libraries; seeking guidance outside of academia for workflows to model.
{"title":"3D Data Repository Features, Best Practices, and Implications for Preservation Models: Findings from a National Forum","authors":"Juliet L. Hardesty, Jennifer Johnson, J. Wittenberg, N. Hall, Matt Cook, Zack Lischer-Katz, Zhiwu Xie, Robert McDonald","doi":"10.5860/crl.81.5.789","DOIUrl":"https://doi.org/10.5860/crl.81.5.789","url":null,"abstract":"This study identifies challenges and directions for 3D/VR repository standards and practices. As 3D technologies become more affordable and accessible, academic libraries need to implement workflows, standards, and practices that support the full lifecycle of 3D data. This study invited experts across several disciplines to analyze current national repository and preservation efforts. Outlined models provide frameworks to identify features, examine workflows, and determine implications of 3D data on current preservation models. Participants identified challenges for supporting 3D data, including intellectual property and fair use; providing repository system management beyond academic libraries; seeking guidance outside of academia for workflows to model.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87568874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We have been talking about diversity and inclusion in the library world for a long time. There have been articles and books written on the subject. There are sessions at conferences. Our communities and our patrons are more diverse, so why hasn’t the profession become more diverse? Shannon Jones and Beverly Murphy have addressed the issue of making libraries more diverse and inclusive, taking it head-on with a systematic review of what diversity and inclusion mean for libraries and why they are important. But they don’t stop there. They segue into discussions on how to make our libraries and our profession more diverse and inclusive. The book is rounded out by real-life examples, true “voices from the field.”
{"title":"Diversity and Inclusion in Libraries: A Call to Action and Strategies for Success. Shannon D. Jones and Beverly Murphy, eds. Lanham, MD: Rowman & Littlefield, 2019. 210p. Paper, $35.00 (ISBN 978-1-5381-1439-1).","authors":"Kelli L. Johnson","doi":"10.5860/crl.81.5.883","DOIUrl":"https://doi.org/10.5860/crl.81.5.883","url":null,"abstract":"We have been talking about diversity and inclusion in the library world for a long time. There have been articles and books written on the subject. There are sessions at conferences. Our communities and our patrons are more diverse, so why hasn’t the profession become more diverse? Shannon Jones and Beverly Murphy have addressed the issue of making libraries more diverse and inclusive, taking it head-on with a systematic review of what diversity and inclusion mean for libraries and why they are important. But they don’t stop there. They segue into discussions on how to make our libraries and our profession more diverse and inclusive. The book is rounded out by real-life examples, true “voices from the field.”","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73012002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Boundaries are much on my mind these days—from travel restrictions and lockdowns between countries, state border checks, local shelter in place orders, and all the way down to maintaining 6 feet of distance between individuals. Space is playing a heightened role, whether it is political or physical. Our only locus of control seems to be within the four walls that we inhabit, and that is even debatable.
{"title":"Boundaries: Some Thoughts on Space…","authors":"Wendi Kaspar","doi":"10.5860/crl.81.5.748","DOIUrl":"https://doi.org/10.5860/crl.81.5.748","url":null,"abstract":"Boundaries are much on my mind these days—from travel restrictions and lockdowns between countries, state border checks, local shelter in place orders, and all the way down to maintaining 6 feet of distance between individuals. Space is playing a heightened role, whether it is political or physical. Our only locus of control seems to be within the four walls that we inhabit, and that is even debatable.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75060491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the more fraught adjectives in academic discourse is the word “critical.” The term “critical” as a precedent to any number of terms (“theory,” “pedagogy,” “literacy,” and “librarianship” are only a few) brings to the reader’s mind an array of scholarship, a large body of literature and criticism, as well as a spectrum of possible interpretations of meaning and consequence. At their core, each of these critical approaches represents a close examination and questioning of that which represents the consensus, the status quo, the establishment understanding of the subject. Our shared consensus understanding has developed through systemic choices, leading to an academic and larger socioeconomic environment that has centered the viewpoints of, and worked to the advantage of, predominantly white middle- and upper-class heterosexual men. A critical approach to information literacy pedagogy therefore seeks to decenter this predominant, consensus viewpoint from how we teach information literacy.
{"title":"Critical Approaches to Credit-Bearing Information Literacy Courses. Angela Pashia and Jessica Critten, eds. Chicago, IL: Association of College and Research Libraries, 2019. 328p. Paper, $62.00 (ISBN 978-0-8389-8947-0).","authors":"Scott Curtis","doi":"10.5860/crl.81.5.886","DOIUrl":"https://doi.org/10.5860/crl.81.5.886","url":null,"abstract":"One of the more fraught adjectives in academic discourse is the word “critical.” The term “critical” as a precedent to any number of terms (“theory,” “pedagogy,” “literacy,” and “librarianship” are only a few) brings to the reader’s mind an array of scholarship, a large body of literature and criticism, as well as a spectrum of possible interpretations of meaning and consequence. At their core, each of these critical approaches represents a close examination and questioning of that which represents the consensus, the status quo, the establishment understanding of the subject. Our shared consensus understanding has developed through systemic choices, leading to an academic and larger socioeconomic environment that has centered the viewpoints of, and worked to the advantage of, predominantly white middle- and upper-class heterosexual men. A critical approach to information literacy pedagogy therefore seeks to decenter this predominant, consensus viewpoint from how we teach information literacy.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73478913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Lund, I. Omame, Solomon Tijani, Daniel A. Agbaji
Artificial intelligence (AI) has emerged as a topic of interest among information technology innovators. As AI is refined, practical uses of the technology to improve the transfer of information are increasingly investigated, developed, and adopted in a variety of public environments, including in libraries. Given the relatively recent emergence of AI in this respect, it presents an opportunity to investigate the emergence of public perceptions toward the innovation and the relationship this holds with the adoption of emerging technologies, as envisioned in Roger’s Diffusion of Innovations model. This study describes the results of a survey of practicing librarians regarding the adopter category (innovator, early adopter, early majority, late majority, laggard) with which they identify and the relationship of this identification with perceived knowledge and perceptions of AI technology within and outside the library environment. The findings of this survey have both theoretical implications for the Diffusion model within the library technology context as well as practical implications for supporting the process of diffusion of emerging technologies among academic library employees.
{"title":"Perceptions toward Artificial Intelligence among Academic Library Employees and Alignment with the Diffusion of Innovations’ Adopter Categories","authors":"B. Lund, I. Omame, Solomon Tijani, Daniel A. Agbaji","doi":"10.5860/crl.81.5.865","DOIUrl":"https://doi.org/10.5860/crl.81.5.865","url":null,"abstract":"Artificial intelligence (AI) has emerged as a topic of interest among information technology innovators. As AI is refined, practical uses of the technology to improve the transfer of information are increasingly investigated, developed, and adopted in a variety of public environments, including in libraries. Given the relatively recent emergence of AI in this respect, it presents an opportunity to investigate the emergence of public perceptions toward the innovation and the relationship this holds with the adoption of emerging technologies, as envisioned in Roger’s Diffusion of Innovations model. This study describes the results of a survey of practicing librarians regarding the adopter category (innovator, early adopter, early majority, late majority, laggard) with which they identify and the relationship of this identification with perceived knowledge and perceptions of AI technology within and outside the library environment. The findings of this survey have both theoretical implications for the Diffusion model within the library technology context as well as practical implications for supporting the process of diffusion of emerging technologies among academic library employees.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81544939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alex Berrio Matamoros seeks to help academic instruction librarians accommodate their students’ different learning styles and cultures “by introducing them to a differentiated instruction teaching approach, explaining the approach and its benefits for students” (2). In addition, he aims to provide advice to librarians regarding strategies for implementing differentiated instruction for both information literacy courses and one-shot sessions. Matamoros is Manager of Knowledge Management at an international law firm. He was also an associate law library professor and emerging technologies librarian at the City University of New York School of Law. The author effectively describes differentiated instruction and suggests practical advice on how to introduce the approach within the context of teaching information literacy; however, some of the theory presented to justify the use of differentiated instruction is disputed.
Alex Berrio Matamoros试图帮助学术教学图书馆员适应学生不同的学习风格和文化，“通过向他们介绍差异化教学方法，解释这种方法及其对学生的好处”(2)。此外，他旨在为图书馆员提供关于在信息素养课程和一次性课程中实施差异化教学的策略的建议。马塔莫罗斯是一家国际律师事务所的知识管理经理。他也是纽约城市大学法学院的法律图书馆副教授和新兴技术图书管理员。作者有效地描述了差别化教学，并就如何在信息素养教学中引入差别化教学提出了切实可行的建议;然而，一些理论提出的合理化使用差别化教学是有争议的。
{"title":"Alex Berrio Matamoros. Information Literacy for Today’s Diverse Students: Differentiated Instructional Techniques for Academic Libraries. Santa Barbara, CA: Libraries Unlimited, 2018. 159p. Paper. $75.00 (ISBN 987-1-4408-6207-6). LC 2018031624.","authors":"M. Hendley","doi":"10.5860/crl.81.5.884","DOIUrl":"https://doi.org/10.5860/crl.81.5.884","url":null,"abstract":"Alex Berrio Matamoros seeks to help academic instruction librarians accommodate their students’ different learning styles and cultures “by introducing them to a differentiated instruction teaching approach, explaining the approach and its benefits for students” (2). In addition, he aims to provide advice to librarians regarding strategies for implementing differentiated instruction for both information literacy courses and one-shot sessions. Matamoros is Manager of Knowledge Management at an international law firm. He was also an associate law library professor and emerging technologies librarian at the City University of New York School of Law. The author effectively describes differentiated instruction and suggests practical advice on how to introduce the approach within the context of teaching information literacy; however, some of the theory presented to justify the use of differentiated instruction is disputed.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83547492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although most academic library websites include a webpage of information intended for users with disabilities, no research was located that solicited feedback about users’ needs or preferences for these pages. To address this discrepancy, 12 university students with disabilities were interviewed about their perspectives on navigation, search terms, organization, desired content, and the overall look and feel for such a webpage. These interviews revealed numerous important considerations around accessibility and inclusivity, and a list of recommendations was compiled.
{"title":"“Without That Detail, I’m Not Coming”: The Perspectives of Students with Disabilities on Accessibility Information Provided on Academic Library Websites","authors":"Amelia Brunskill","doi":"10.5860/crl.81.5.768","DOIUrl":"https://doi.org/10.5860/crl.81.5.768","url":null,"abstract":"Although most academic library websites include a webpage of information intended for users with disabilities, no research was located that solicited feedback about users’ needs or preferences for these pages. To address this discrepancy, 12 university students with disabilities were interviewed about their perspectives on navigation, search terms, organization, desired content, and the overall look and feel for such a webpage. These interviews revealed numerous important considerations around accessibility and inclusivity, and a list of recommendations was compiled.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74553391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the development of a source evaluation assessment, and presents the results of using this instrument in a one-semester information literacy course for journalism students. The assessment was developed using the threshold concept perspective, the “authority is constructed and contextual” frame, and an established source evaluation rubric. As formative assessment, the instrument showed that students’ source evaluations lacked evidence and included ritualized language. As summative assessment, it showed that students used a greater range of indicators of authority than they used initially, and used evidence more frequently. The assessment can measure students’ source evaluations across the disciplines.
{"title":"News Credibility: Adapting and Testing a Source Evaluation Assessment in Journalism","authors":"Piotr S. Bobkowski, K. Younger","doi":"10.5860/crl.81.5.822","DOIUrl":"https://doi.org/10.5860/crl.81.5.822","url":null,"abstract":"This paper discusses the development of a source evaluation assessment, and presents the results of using this instrument in a one-semester information literacy course for journalism students. The assessment was developed using the threshold concept perspective, the “authority is constructed and contextual” frame, and an established source evaluation rubric. As formative assessment, the instrument showed that students’ source evaluations lacked evidence and included ritualized language. As summative assessment, it showed that students used a greater range of indicators of authority than they used initially, and used evidence more frequently. The assessment can measure students’ source evaluations across the disciplines.","PeriodicalId":10686,"journal":{"name":"College & Research Libraries","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90278623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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