Pub Date : 2022-09-09DOI: 10.1080/13614533.2022.2122853
J. Lusk, K. Jones, A. Ross, Veronique Lecat
{"title":"Insight into Faculty Open Access Perceptions: A Quantitative Analysis Among UAE Faculty","authors":"J. Lusk, K. Jones, A. Ross, Veronique Lecat","doi":"10.1080/13614533.2022.2122853","DOIUrl":"https://doi.org/10.1080/13614533.2022.2122853","url":null,"abstract":"","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/13614533.2022.2122854
Rachel L. Edford
In the wake of the COVID pandemic, many academic libraries sought virtual instruction options, like the embedded librarian model, bringing renewed interest to the topic. Debates defining embedded librarianship are plentiful and varied, but a review of the professional literature reveals a commonly used metaphor comparing embedded librarians to embedded journalists. This paper analyses the prevalence of that metaphor in the professional discourse through the lens of cognitive metaphor theory (CMT) to reveal the semantic and pragmatic implications of its use. CMT highlights the power of figurative language to reflect and define professional identities. The metaphor’s militaristic rhetoric counters negative stereotypes of librarians as passive or meek, while the metaphor’s combative rhetoric discloses complex power dynamics between academic librarians and faculty. However, the etymology of ‘embed’ reveals more productive definitions related to geology, computer science, and linguistics. Embracing these multiple definitions will help librarians shape that role in the future. [ FROM AUTHOR] Copyright of New Review of Academic Librarianship is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Figuring embedded librarianship: An analysis of the embedded journalist metaphor in the professional discourse","authors":"Rachel L. Edford","doi":"10.1080/13614533.2022.2122854","DOIUrl":"https://doi.org/10.1080/13614533.2022.2122854","url":null,"abstract":"In the wake of the COVID pandemic, many academic libraries sought virtual instruction options, like the embedded librarian model, bringing renewed interest to the topic. Debates defining embedded librarianship are plentiful and varied, but a review of the professional literature reveals a commonly used metaphor comparing embedded librarians to embedded journalists. This paper analyses the prevalence of that metaphor in the professional discourse through the lens of cognitive metaphor theory (CMT) to reveal the semantic and pragmatic implications of its use. CMT highlights the power of figurative language to reflect and define professional identities. The metaphor’s militaristic rhetoric counters negative stereotypes of librarians as passive or meek, while the metaphor’s combative rhetoric discloses complex power dynamics between academic librarians and faculty. However, the etymology of ‘embed’ reveals more productive definitions related to geology, computer science, and linguistics. Embracing these multiple definitions will help librarians shape that role in the future. [ FROM AUTHOR] Copyright of New Review of Academic Librarianship is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47248094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/13614533.2022.2122852
J. Cady, Karen Beavers, Amy Jiang, Liberty McCoy
Abstract Student employees are essential to academic libraries on college and university campuses. The employment programme at this mid-sized university library intentionally seeks to engage students in work that not only benefits the library, but also provides students the opportunity to learn and hone skills that can contribute to academic and professional success. The pandemic had a significant impact on the student employment programme. The pivot to remote and hybrid services changed how library supervisors worked with student employees. In order to continue to offer students meaningful work, library staff conducted an evaluation of the programme, using a survey and focus groups. The evaluation team implemented programme changes and improvements based on student feedback in regard to scheduling and career preparation, with more plans to follow. This article describes how academic library staff can work with student workers on developing a meaningful employment programme, beneficial to both students and library services.
{"title":"Developing a Meaningful Student Employment Experience for Students’ Success on Campus","authors":"J. Cady, Karen Beavers, Amy Jiang, Liberty McCoy","doi":"10.1080/13614533.2022.2122852","DOIUrl":"https://doi.org/10.1080/13614533.2022.2122852","url":null,"abstract":"Abstract Student employees are essential to academic libraries on college and university campuses. The employment programme at this mid-sized university library intentionally seeks to engage students in work that not only benefits the library, but also provides students the opportunity to learn and hone skills that can contribute to academic and professional success. The pandemic had a significant impact on the student employment programme. The pivot to remote and hybrid services changed how library supervisors worked with student employees. In order to continue to offer students meaningful work, library staff conducted an evaluation of the programme, using a survey and focus groups. The evaluation team implemented programme changes and improvements based on student feedback in regard to scheduling and career preparation, with more plans to follow. This article describes how academic library staff can work with student workers on developing a meaningful employment programme, beneficial to both students and library services.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"29 1","pages":"189 - 202"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46957049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-12DOI: 10.1080/13614533.2022.2112716
Peter Johnathon Reilly
Abstract This study examines the benefits to leaders, managers, and employees of developing emotionally intelligent work teams to improve library services and project outcomes. These high performing teams form a cohesive identity based solely upon trust. The characteristics of these groups are considered and their contribution to enhancing organizational wellbeing and performance. Potentially any team is capable of learning these skills by adopting a growth mindset approach to their work. Analyses of the impact of an Emotional Culture and its influence on employee’ behavior and attitudes displayed in the work place is also examined. Outcomes are determined by the type of feelings a leader decides to communicate to them nonverbally. Common problems affecting group dynamics were assessed, and emotional intelligence as an effective strategy to resolve team conflict was employed.
{"title":"Developing Emotionally Intelligent Work Teams Improves Performance and Organizational Wellbeing: A Literature Review","authors":"Peter Johnathon Reilly","doi":"10.1080/13614533.2022.2112716","DOIUrl":"https://doi.org/10.1080/13614533.2022.2112716","url":null,"abstract":"Abstract This study examines the benefits to leaders, managers, and employees of developing emotionally intelligent work teams to improve library services and project outcomes. These high performing teams form a cohesive identity based solely upon trust. The characteristics of these groups are considered and their contribution to enhancing organizational wellbeing and performance. Potentially any team is capable of learning these skills by adopting a growth mindset approach to their work. Analyses of the impact of an Emotional Culture and its influence on employee’ behavior and attitudes displayed in the work place is also examined. Outcomes are determined by the type of feelings a leader decides to communicate to them nonverbally. Common problems affecting group dynamics were assessed, and emotional intelligence as an effective strategy to resolve team conflict was employed.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"29 1","pages":"203 - 217"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13614533.2022.2112484
Ellen Buck
What a couple of years it has been. We (as society) have had to dig deep, emerging from the pandemic perhaps slightly battered and bruised, perhaps looking at the world through a different lens and, perhaps, asking questions about the “what, where, why, and how” of what we have always done, or perhaps done for too long. In May 2021, a new phrase entered our vernacular, the Great Resignation, coined by Professor Anthony Klotz as a way of understanding a mass exodus from employment and, ultimately, the impact of the pandemic on workforces globally (see Stark, 2021 as one of many press articles on the subject). But the pandemic has not just created a mass exodus. It has also created a pace of, dare I say, unprecedented change in education and the what, where, why, and how. Teaching has shifted from campus to online, and we are now trying to unpack what blended looks like in a post-pandemic world. We are looking to hold on to much of the, arguably, good practice that is evolving from the knee jerk reaction of, to use a technical phrase, the “lift and shift” across rather disconnected learning spaces to something more intentionally and inclusively designed. For libraries, the pandemic has created questions which I believe call for a reimagining in just about everything we do—and how we do it. This includes wrangling the unfathomable and certainly untenable price hikes in e-resources (Gray et al., 2021) but also a need to reimagine our spaces and places, and who we are as professional librarians. As a result, with all of this in mind, I have been interested to see editorials from Wales (2021) and Appleton (2022) chewing over the state of academic librarianship and future gazing the post-COVID academic library environment. I have been thinking about this in relation to the university library in my care over the last year. Who are we as a service—and as professionals within it? How is this evolving, and how do we know that (a) we are getting it right and (b) understanding where there are synergies across professions, institutions, and sectors—and clearly reasoned differences? How do we make space for us to be “the expert in the room”? What skills, knowledge, and behaviors does this mean the professional librarians we employ need? Can we future gaze these and get ahead—be proactive rather than reactive? What follows are my own reflections on these very questions—and hopefully, at least in part, one response to Tim’s question on the state and status of academic librarianship in the UK. Maybe I can also create a “public Twitter spat between librarians.”
好多年过去了。我们(作为社会)必须深入挖掘，从大流行中走出来，也许会受到轻微的打击和伤害，也许会通过不同的视角看待世界，也许会对我们一直在做的事情提出“什么、在哪里、为什么、如何”的问题，或者可能做得太久了。2021年5月，安东尼·克鲁兹(Anthony Klotz)教授创造了一个新词“大辞职”(Great辞职)，以理解大规模失业，并最终理解疫情对全球劳动力的影响(参见史塔克，2021年，这是关于该主题的众多新闻文章之一)。但大流行不仅造成了大规模外流。我敢说，它还在教育以及教育内容、地点、原因和方式方面创造了前所未有的变化。教学已经从校园转移到在线，我们现在正试图解开大流行后世界的混合是什么样子。我们希望能保留很多，可以说是好的做法，这些做法是从膝跳反应演变而来的，用一个技术术语来说，就是“提升和转移”，跨越相当脱节的学习空间，变成更有意和更包容的设计。对于图书馆来说，这场大流行带来了一些问题，我认为这些问题要求我们重新思考我们所做的每一件事，以及我们如何做。这包括争论电子资源难以理解的、当然站不住脚的价格上涨(Gray et al.， 2021)，但也需要重新想象我们的空间和地方，以及我们作为专业图书馆员的身份。因此，考虑到这一切，我一直有兴趣看到威尔士(2021年)和阿普尔顿(2022年)的社论，他们在讨论学术图书馆的状况，并展望后covid学术图书馆环境的未来。在过去的一年里，我一直在思考与我所照顾的大学图书馆有关的问题。作为一项服务，我们是谁?作为专业人士，我们是谁?这是如何演变的，我们如何知道(a)我们做得对，(b)了解跨专业、机构和部门的协同作用，以及明确的差异?我们怎样才能腾出空间让自己成为“房间里的专家”?这意味着我们雇佣的专业图书馆员需要什么样的技能、知识和行为?我们能否在未来正视这些问题并取得进步——主动而不是被动?以下是我自己对这些问题的思考，希望至少是对蒂姆关于英国学术图书馆的现状和地位的部分回答。也许我还可以创建一个“图书管理员之间的公共推特口水战”。
{"title":"What Is the True State and Status of Academic Librarianship in the UK? A Response","authors":"Ellen Buck","doi":"10.1080/13614533.2022.2112484","DOIUrl":"https://doi.org/10.1080/13614533.2022.2112484","url":null,"abstract":"What a couple of years it has been. We (as society) have had to dig deep, emerging from the pandemic perhaps slightly battered and bruised, perhaps looking at the world through a different lens and, perhaps, asking questions about the “what, where, why, and how” of what we have always done, or perhaps done for too long. In May 2021, a new phrase entered our vernacular, the Great Resignation, coined by Professor Anthony Klotz as a way of understanding a mass exodus from employment and, ultimately, the impact of the pandemic on workforces globally (see Stark, 2021 as one of many press articles on the subject). But the pandemic has not just created a mass exodus. It has also created a pace of, dare I say, unprecedented change in education and the what, where, why, and how. Teaching has shifted from campus to online, and we are now trying to unpack what blended looks like in a post-pandemic world. We are looking to hold on to much of the, arguably, good practice that is evolving from the knee jerk reaction of, to use a technical phrase, the “lift and shift” across rather disconnected learning spaces to something more intentionally and inclusively designed. For libraries, the pandemic has created questions which I believe call for a reimagining in just about everything we do—and how we do it. This includes wrangling the unfathomable and certainly untenable price hikes in e-resources (Gray et al., 2021) but also a need to reimagine our spaces and places, and who we are as professional librarians. As a result, with all of this in mind, I have been interested to see editorials from Wales (2021) and Appleton (2022) chewing over the state of academic librarianship and future gazing the post-COVID academic library environment. I have been thinking about this in relation to the university library in my care over the last year. Who are we as a service—and as professionals within it? How is this evolving, and how do we know that (a) we are getting it right and (b) understanding where there are synergies across professions, institutions, and sectors—and clearly reasoned differences? How do we make space for us to be “the expert in the room”? What skills, knowledge, and behaviors does this mean the professional librarians we employ need? Can we future gaze these and get ahead—be proactive rather than reactive? What follows are my own reflections on these very questions—and hopefully, at least in part, one response to Tim’s question on the state and status of academic librarianship in the UK. Maybe I can also create a “public Twitter spat between librarians.”","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"227 - 231"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46819180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/13614533.2022.2095290
Brittany O'Neill, A. LeBlanc
Abstract This study explored the language preferences of instructors at Louisiana State University for library resources and whether library terminology influenced those choices. Participants were presented with both screen captures and definitions of electronic library resources and were asked to identify them in their own words. Faculty did not use library terminology consistently and performed better when presented with a definition than with a screen capture. No correlation was found between rank, teaching experience, college, or attendance in library instruction and preference for library terminology. A statistically significant relationship existed between frequent use of library resources and preference for library terminology. Confusion about this terminology could create difficulties for faculty in conducting their own research and may confuse their students when they hear conflicting language from their instructors and librarians. Librarians should use clear language, provide context on websites, and provide instruction on these resources specifically catered to instructors.
{"title":"A Database by Any Other Name: Instructor Language Preferences for Library Resources","authors":"Brittany O'Neill, A. LeBlanc","doi":"10.1080/13614533.2022.2095290","DOIUrl":"https://doi.org/10.1080/13614533.2022.2095290","url":null,"abstract":"Abstract This study explored the language preferences of instructors at Louisiana State University for library resources and whether library terminology influenced those choices. Participants were presented with both screen captures and definitions of electronic library resources and were asked to identify them in their own words. Faculty did not use library terminology consistently and performed better when presented with a definition than with a screen capture. No correlation was found between rank, teaching experience, college, or attendance in library instruction and preference for library terminology. A statistically significant relationship existed between frequent use of library resources and preference for library terminology. Confusion about this terminology could create difficulties for faculty in conducting their own research and may confuse their students when they hear conflicting language from their instructors and librarians. Librarians should use clear language, provide context on websites, and provide instruction on these resources specifically catered to instructors.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"29 1","pages":"174 - 188"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/13614533.2022.2082989
Kaci Wilson, A. Hawk, Marty Miller
Abstract The impact of the COVID-19 pandemic on academic institutions led to rapid shifts from person-to-person services to fully online services in the spring of 2020. These shifts presented unique challenges for graduate practicums and internships—experiences that bolster students’ job-preparedness before graduation. An internship at the Louisiana State University (LSU) Libraries in the United States, originally structured as face-to-face and hands-on, shifted to a hybrid experience in which a graduate student worked with two librarians through a combination of in-person and virtual meetings. The librarians aimed to implement a hybrid internship that provided as authentic and informative an experience for the intern as an in-person internship. This article discusses the planning and implementation of the hybrid internship. It highlights benefits to the intern, including the adaptability of the hybrid program, learning in multiple formats, and opportunities for networking, and the challenges of altering the original plan for the internship.
{"title":"Implementing a Hybrid Internship during the COVID-19 Pandemic","authors":"Kaci Wilson, A. Hawk, Marty Miller","doi":"10.1080/13614533.2022.2082989","DOIUrl":"https://doi.org/10.1080/13614533.2022.2082989","url":null,"abstract":"Abstract The impact of the COVID-19 pandemic on academic institutions led to rapid shifts from person-to-person services to fully online services in the spring of 2020. These shifts presented unique challenges for graduate practicums and internships—experiences that bolster students’ job-preparedness before graduation. An internship at the Louisiana State University (LSU) Libraries in the United States, originally structured as face-to-face and hands-on, shifted to a hybrid experience in which a graduate student worked with two librarians through a combination of in-person and virtual meetings. The librarians aimed to implement a hybrid internship that provided as authentic and informative an experience for the intern as an in-person internship. This article discusses the planning and implementation of the hybrid internship. It highlights benefits to the intern, including the adaptability of the hybrid program, learning in multiple formats, and opportunities for networking, and the challenges of altering the original plan for the internship.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"29 1","pages":"77 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45413542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several tools for the computational planning of synthetic routes have been developed over the last 60 years. Traditionally these have been built on manually or automatically extracted reaction rules or templates obtained from a deep knowledge of organic chemistry in the case of the former, and reaction databases for the latter. Herein we give an introductory overview to the process of automatically extracting reaction templates, starting from methods for reaction centre identification, through to their use in computer aided synthesis planning and the de novo design of compounds.
{"title":"Automatic Extraction of Reaction Templates for Synthesis Prediction.","authors":"Amol Thakkar, Jean-Louis Reymond","doi":"10.2533/chimia.2022.294","DOIUrl":"10.2533/chimia.2022.294","url":null,"abstract":"<p><p>Several tools for the computational planning of synthetic routes have been developed over the last 60 years. Traditionally these have been built on manually or automatically extracted reaction rules or templates obtained from a deep knowledge of organic chemistry in the case of the former, and reaction databases for the latter. Herein we give an introductory overview to the process of automatically extracting reaction templates, starting from methods for reaction centre identification, through to their use in computer aided synthesis planning and the de novo design of compounds.</p>","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"12 1","pages":"294-297"},"PeriodicalIF":1.2,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82350976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13614533.2022.2079539
Tim Schlak, A. Macklin
Abstract With the fairly recent introduction of Transformative Agreements as an acquisitions and OA publishing mechanism in the context of US academic libraries, smaller institutions from Carnegie Classification R2 on down are grappling with questions of adaptation, mission response, and value proposition in a shifting environment. As Open Access continues to expand with increasing proliferation of OA content, smaller libraries are searching for answers as flat and declining budgets will eventually coincide with rising OA availability. This editorial reviews these challenges as expressed by a unique Community of Practice the authors assembled and guided through a series of conversations. Leadership-focussed solutions are offered as a way of aligning academic library management with broader trends in Higher Education.
{"title":"Open Access Overtaking Academic Library Leadership: Staying Ahead of the Organisational Dynamics an Increasingly Open Future May Bring","authors":"Tim Schlak, A. Macklin","doi":"10.1080/13614533.2022.2079539","DOIUrl":"https://doi.org/10.1080/13614533.2022.2079539","url":null,"abstract":"Abstract With the fairly recent introduction of Transformative Agreements as an acquisitions and OA publishing mechanism in the context of US academic libraries, smaller institutions from Carnegie Classification R2 on down are grappling with questions of adaptation, mission response, and value proposition in a shifting environment. As Open Access continues to expand with increasing proliferation of OA content, smaller libraries are searching for answers as flat and declining budgets will eventually coincide with rising OA availability. This editorial reviews these challenges as expressed by a unique Community of Practice the authors assembled and guided through a series of conversations. Leadership-focussed solutions are offered as a way of aligning academic library management with broader trends in Higher Education.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"117 - 124"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1080/13614533.2022.2039243
M. Breen, Jesse Waters, Louise O’Shea
Abstract This study will provide some inspiration and practical insights to academic libraries and educators within tertiary education who wish to experiment with digital upskilling programmes in their institutions. 2,661 students registered for extra-curricular digital skills workshops over a three-week period in the spring of the 2021 academic year, at a time when Covid19 meant that students were already spending a lot of time learning online. Focus groups conducted with workshop attendees revealed their motivation and some of the benefits that accrued to them from participating in the digital skills workshops. This study provides a blueprint for academic libraries who wish to develop or collaborate on digital skills programmes and reflects on how a refresh of library workshops to emphasize digital literacy skills can not only meet the contemporary learning needs of their students but also boost the attendance at other, more traditional library workshops. This study will outline how a collaboration on digital skills provision can benefit both libraries and students describe how topics were selected for the digital skills workshops discuss how the workshops were delivered and how this method of receiving digital skills instruction was perceived by students report on attendance rates and how traditional library workshops experienced a ‘boost’ when offered as part of a digital skills series address limitations of the study and make recommendations for further research.
{"title":"Taking a Lead on Digital Literacy for Students—A Case Study from the Library at the University of Limerick","authors":"M. Breen, Jesse Waters, Louise O’Shea","doi":"10.1080/13614533.2022.2039243","DOIUrl":"https://doi.org/10.1080/13614533.2022.2039243","url":null,"abstract":"Abstract This study will provide some inspiration and practical insights to academic libraries and educators within tertiary education who wish to experiment with digital upskilling programmes in their institutions. 2,661 students registered for extra-curricular digital skills workshops over a three-week period in the spring of the 2021 academic year, at a time when Covid19 meant that students were already spending a lot of time learning online. Focus groups conducted with workshop attendees revealed their motivation and some of the benefits that accrued to them from participating in the digital skills workshops. This study provides a blueprint for academic libraries who wish to develop or collaborate on digital skills programmes and reflects on how a refresh of library workshops to emphasize digital literacy skills can not only meet the contemporary learning needs of their students but also boost the attendance at other, more traditional library workshops. This study will outline how a collaboration on digital skills provision can benefit both libraries and students describe how topics were selected for the digital skills workshops discuss how the workshops were delivered and how this method of receiving digital skills instruction was perceived by students report on attendance rates and how traditional library workshops experienced a ‘boost’ when offered as part of a digital skills series address limitations of the study and make recommendations for further research.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"29 1","pages":"11 - 32"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42618539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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