Pub Date : 2023-01-02DOI: 10.1080/13614533.2022.2082990
Andrea M. Quinn, Andrea M. Quinn
Abstract Institutional repositories have not lived up to their potential. Faculty consider preparing and submitting works to repositories onerous, they worry about making works freely available, and they fail to see benefits of submitting works to repositories. Nevertheless, opportunities to increase repository submissions exist, and IRs offer campuses a way to promote dissemination of research and scholarship while meeting user needs. This article identifies hurdles to getting faculty to submit works and highlights how librarians can leverage campus resources and address faculty priorities to increase submissions. Insights gathered via assessments of repository workflows, library processes, and communications with librarians at several U.S. universities are presented to support the conclusion that, to increase submissions, repository staff should leverage information channels, increase benefits associated with submitting works to the repository, and reduce costs associated with the submission process. By grounding the study’s approach in rational choice logic, the findings represent a broadly-applicable framework.
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Pub Date : 2023-01-02DOI: 10.1080/13614533.2023.2196277
S. Corrall
Our profession is “Moving from collecting to connecting” (Kranich, Lotts, Nielsen, & Ward, 2020, p, 285). Academic librarians envision a “social future” (Schlak, Corrall, & Bracke, 2022) as connected connectors, “connecting ideas, knowledge and communities” (University of Leeds Libraries, 2022a), as outward-facing players who “seize opportunities to connect at local, national and international levels” and “purposefully connect and collaborate with strategic partners” (Lancaster University, 2020). Collaboration has emerged as a key theme in academic library discourse and was set to dominate the professional agenda until the COVID-19 pandemic pushed the digital shift into pole position. The pandemic gave commitment to “digital first” a new urgency, but we must not allow our current preoccupation with digital transformation to distract us from the equally important task of developing our capacity to collaborate and embedding a collaborative relational culture in our profession. We have been marching towards the digital library for more than three decades and our journey via online databases, electronic resources, virtual reference, networked services and shared systems has involved a lot of collaboration along the way and not just with other libraries. But our collaborative activities and social relationships have also evolved on a similar timeline, independently and in tandem with that technological trajectory; indeed, collaborations have been instrumental in securing our digital future in scholarly communications with both established and new organisations supporting our work in areas such as content licensing, open access, research data, library publishing and software development. Building tools and building relationships are both important tasks for libraries, but the latter is a prerequisite for the former, which is why we must commit to “collaboration first” (Norman, 1991). We cannot discover, define, design, develop and deliver interventions to enhance research and learning without “a deep, fundamental understanding of people and groups”; in particular, an understanding of their individual and group activities, which are “vastly different” and hence require an understanding of “the complex social and cultural aspects of their interaction” (Norman, 1991, p. 89). Norman’s (1991) call for systems designers to engage in “collaborative computing” is reflected in the collaborative and participatory service design processes that are now widely used in academic libraries, often led by user experience (UX) librarians (Bell, 2014; Marquez & Downey, 2015; Somerville & Collins, 2008). Steven Bell (2014, pp. 379, 380) goes on to suggest that “academic librarians must continue to seek out opportunities to leverage both the technology and the power of relationships to design a library experience that supports student and faculty success” and asserts that “The differentiating capacity of the future academic library ... is personal relationships with academi
我们的职业是“从收集走向连接”(Kranich, Lotts, Nielsen， & Ward, 2020, p . 285)。学术图书馆员将“社会未来”(Schlak, Corrall， & Bracke, 2022)设想为连接的连接器，“连接思想，知识和社区”(利兹大学图书馆，2022a)，作为面向外部的参与者，“抓住机会在地方，国家和国际层面进行连接”，“有目的地与战略合作伙伴建立联系和合作”(兰开斯特大学，2020)。协作已成为学术图书馆话语中的一个关键主题，并将主导专业议程，直到2019冠状病毒病大流行将数字化转变推向极点。大流行病使“数字优先”的承诺具有新的紧迫性，但我们绝不能让目前对数字转型的关注分散我们对同样重要的任务的注意力，即发展我们的协作能力和在我们的专业中嵌入协作关系文化。三十多年来，我们一直在向数字图书馆迈进，通过在线数据库、电子资源、虚拟参考、网络服务和共享系统，我们的旅程涉及到许多合作，而不仅仅是与其他图书馆。但我们的合作活动和社会关系也在类似的时间轴上发展，独立地与技术轨迹同步;事实上，在内容许可、开放获取、研究数据、图书馆出版和软件开发等领域，与现有和新成立的组织合作，有助于确保我们在学术交流方面的数字化未来。构建工具和构建关系都是图书馆的重要任务，但后者是前者的先决条件，这就是为什么我们必须承诺“协作第一”(Norman, 1991)。如果没有“对人和群体的深刻、基本的了解”，我们就无法发现、定义、设计、开发和提供干预措施来加强研究和学习;特别是，理解他们的个人和群体活动，这是“非常不同的”，因此需要理解“他们相互作用的复杂的社会和文化方面”(诺曼，1991，第89页)。Norman(1991)呼吁系统设计师参与“协同计算”，这反映在协作和参与式服务设计过程中，这种设计过程现在被广泛应用于学术图书馆，通常由用户体验(UX)图书管理员领导(Bell, 2014;Marquez & Downey, 2015;Somerville & Collins, 2008)。Steven Bell (2014, pp. 379,380)继续建议“学术图书馆馆员必须继续寻找机会，利用技术和关系的力量来设计支持学生和教师成功的图书馆体验”，并断言“未来学术图书馆的差异化能力……是与学术图书馆员的私人关系”。用户体验运动是“普遍的协作转向影响了社会的许多部门，包括高等教育”的一个例子(Saltmarsh, 2017, p. 3)，当我们谈论协作和学术图书馆时，可能不是第一个想到的例子。但是，将共同设计和其他实地协作活动整合到日常实践中，就像崇高的https://doi.org/10.1080/13614533.2023.2196277一样紧迫
{"title":"Alignment, Collaboration and the Social Turn: Our Agenda for the Relational Library","authors":"S. Corrall","doi":"10.1080/13614533.2023.2196277","DOIUrl":"https://doi.org/10.1080/13614533.2023.2196277","url":null,"abstract":"Our profession is “Moving from collecting to connecting” (Kranich, Lotts, Nielsen, & Ward, 2020, p, 285). Academic librarians envision a “social future” (Schlak, Corrall, & Bracke, 2022) as connected connectors, “connecting ideas, knowledge and communities” (University of Leeds Libraries, 2022a), as outward-facing players who “seize opportunities to connect at local, national and international levels” and “purposefully connect and collaborate with strategic partners” (Lancaster University, 2020). Collaboration has emerged as a key theme in academic library discourse and was set to dominate the professional agenda until the COVID-19 pandemic pushed the digital shift into pole position. The pandemic gave commitment to “digital first” a new urgency, but we must not allow our current preoccupation with digital transformation to distract us from the equally important task of developing our capacity to collaborate and embedding a collaborative relational culture in our profession. We have been marching towards the digital library for more than three decades and our journey via online databases, electronic resources, virtual reference, networked services and shared systems has involved a lot of collaboration along the way and not just with other libraries. But our collaborative activities and social relationships have also evolved on a similar timeline, independently and in tandem with that technological trajectory; indeed, collaborations have been instrumental in securing our digital future in scholarly communications with both established and new organisations supporting our work in areas such as content licensing, open access, research data, library publishing and software development. Building tools and building relationships are both important tasks for libraries, but the latter is a prerequisite for the former, which is why we must commit to “collaboration first” (Norman, 1991). We cannot discover, define, design, develop and deliver interventions to enhance research and learning without “a deep, fundamental understanding of people and groups”; in particular, an understanding of their individual and group activities, which are “vastly different” and hence require an understanding of “the complex social and cultural aspects of their interaction” (Norman, 1991, p. 89). Norman’s (1991) call for systems designers to engage in “collaborative computing” is reflected in the collaborative and participatory service design processes that are now widely used in academic libraries, often led by user experience (UX) librarians (Bell, 2014; Marquez & Downey, 2015; Somerville & Collins, 2008). Steven Bell (2014, pp. 379, 380) goes on to suggest that “academic librarians must continue to seek out opportunities to leverage both the technology and the power of relationships to design a library experience that supports student and faculty success” and asserts that “The differentiating capacity of the future academic library ... is personal relationships with academi","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45112415","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 : 2022-10-20DOI: 10.1080/13614533.2022.2138477
Mollie Dollinger, Fiona Salisbury, Kate Davis
Student partnership, a growing phenomenon in higher education, has transformed the way universities collaborate with students. Yet to date the academic library has rarely been examined as place for student and staff partnership to thrive. In this paper, we present findings from a national students as partners benchmarking survey conducted across Australian academic libraries, with responses from library staff representing 35 universities across six states (n=210). Our findings highlight that while many library staff see the potential benefits to student partnership, this potential is largely unrealised. Our findings further tackle the commonly perceived barriers to partnership specific to the library context, such as staff understanding of student partnership and its corresponding practices as well as challenges and barriers to student engagement. We conclude with a recommendation for more reflection in academic libraries on how to create a connected and relationship-rich culture of partnership.
{"title":"Unrealised Potential: A survey of students as partners in Australian university libraries","authors":"Mollie Dollinger, Fiona Salisbury, Kate Davis","doi":"10.1080/13614533.2022.2138477","DOIUrl":"https://doi.org/10.1080/13614533.2022.2138477","url":null,"abstract":"Student partnership, a growing phenomenon in higher education, has transformed the way universities collaborate with students. Yet to date the academic library has rarely been examined as place for student and staff partnership to thrive. In this paper, we present findings from a national students as partners benchmarking survey conducted across Australian academic libraries, with responses from library staff representing 35 universities across six states (n=210). Our findings highlight that while many library staff see the potential benefits to student partnership, this potential is largely unrealised. Our findings further tackle the commonly perceived barriers to partnership specific to the library context, such as staff understanding of student partnership and its corresponding practices as well as challenges and barriers to student engagement. We conclude with a recommendation for more reflection in academic libraries on how to create a connected and relationship-rich culture of partnership.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465358","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 : 2022-10-19DOI: 10.1080/13614533.2022.2138479
Goodluck Ifijeh, Chidi Segun-Adeniran, O. Adebayo, Olajumoke Olawoyin
This paper examines the role of librarians in e- learning programs, as a consequence of post-covid adaptations in Nigerian universities. Through a review of the relevant literature and of current practice in existing e-learning programs in Nigerian universities, a discussion is developed around the significant roles librarians can play. The embedded librarianship model was identified as the best practice to adopt in order to secure a place for librarians and libraries in Nigeria in the face of the current change in teaching approaches in the post Covid-19 environment. Furthermore, the paper describes the perceived challenges librarians and libraries may be confronted with in executing the embedded librarianship model with regard to online teaching and learning. The paper advocates that the identified challenges be addressed for the library to play a role in the evolving post-covid adaptations in Nigerian universities. [ FROM AUTHOR]
{"title":"Post-Covid-19 Adaptation in Nigerian Universities: the quest for librarians’ role in e-learning programs","authors":"Goodluck Ifijeh, Chidi Segun-Adeniran, O. Adebayo, Olajumoke Olawoyin","doi":"10.1080/13614533.2022.2138479","DOIUrl":"https://doi.org/10.1080/13614533.2022.2138479","url":null,"abstract":"This paper examines the role of librarians in e- learning programs, as a consequence of post-covid adaptations in Nigerian universities. Through a review of the relevant literature and of current practice in existing e-learning programs in Nigerian universities, a discussion is developed around the significant roles librarians can play. The embedded librarianship model was identified as the best practice to adopt in order to secure a place for librarians and libraries in Nigeria in the face of the current change in teaching approaches in the post Covid-19 environment. Furthermore, the paper describes the perceived challenges librarians and libraries may be confronted with in executing the embedded librarianship model with regard to online teaching and learning. The paper advocates that the identified challenges be addressed for the library to play a role in the evolving post-covid adaptations in Nigerian universities. [ FROM AUTHOR]","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392560","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 : 2022-10-19DOI: 10.1080/13614533.2022.2138475
Gergő Háló, Marton Demeter
{"title":"International VS national academic bibliographies. A comparative analysis of publication and citation patterns in Scopus, Google Scholar, and the Hungarian Scientific Bibliography","authors":"Gergő Háló, Marton Demeter","doi":"10.1080/13614533.2022.2138475","DOIUrl":"https://doi.org/10.1080/13614533.2022.2138475","url":null,"abstract":"","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42655784","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 : 2022-09-09DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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