Pub Date : 2021-07-03DOI: 10.1080/13614533.2021.1994184
L. Appleton
{"title":"Accelerating the digital shift: how a global pandemic has created an environment for rapid change in academic libraries","authors":"L. Appleton","doi":"10.1080/13614533.2021.1994184","DOIUrl":"https://doi.org/10.1080/13614533.2021.1994184","url":null,"abstract":"","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"257 - 258"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46570696","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 : 2021-07-03DOI: 10.1080/13614533.2021.1964550
C. Warwick
Abstract During the pandemic we have found that the experience of interaction online, whether with other people, or with information is very different from what we do in person. And this experience is seldom compared favourably to physical, interaction. Thanks to the A level algorithm fiasco, algorithms are treated with growing scepticism and social media is increasingly regarded as intrinsically toxic associated with deadly misinformation, racism and hate speech. Yet, as information professionals know, digital delivery is ideal for certain types of information, such as journal articles or digital images of rare manuscripts. AI offers the potential to interrogate and make connections between digital collections at an unprecedented scale. But can we build trust if users regard digital interaction and computational techniques with scepticism or even hostility? This article will explore these questions, and consider the importance of emotion and affect in interaction with digital and physical information environments.
{"title":"Negotiating the Digital Dystopia: The Role of Emotion, Atmosphere and Social Contact in Making Decisions about Information Use in Physical and Digital Contexts","authors":"C. Warwick","doi":"10.1080/13614533.2021.1964550","DOIUrl":"https://doi.org/10.1080/13614533.2021.1964550","url":null,"abstract":"Abstract During the pandemic we have found that the experience of interaction online, whether with other people, or with information is very different from what we do in person. And this experience is seldom compared favourably to physical, interaction. Thanks to the A level algorithm fiasco, algorithms are treated with growing scepticism and social media is increasingly regarded as intrinsically toxic associated with deadly misinformation, racism and hate speech. Yet, as information professionals know, digital delivery is ideal for certain types of information, such as journal articles or digital images of rare manuscripts. AI offers the potential to interrogate and make connections between digital collections at an unprecedented scale. But can we build trust if users regard digital interaction and computational techniques with scepticism or even hostility? This article will explore these questions, and consider the importance of emotion and affect in interaction with digital and physical information environments.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"259 - 279"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993320","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 : 2021-07-03DOI: 10.1080/13614533.2021.1976232
Guy Baxter, Lorraine Beard, Gavin Beattie, M. Blake, M. Greenhall, Kirsty Lingstadt, William J. Nixon, Torsten Reimer
Abstract Research Libraries UK is a consortium of 37 of the UK and Ireland’s largest research libraries with the purpose of convening its members around the key issues that affect them, to represent their collective voice, to support them as they face shared challenges, and to be an effective advocate on their behalf. In fulfilment of these roles, RLUK launched its digital shift manifesto in May 2020, which provides a vision for the research library of 2030 - in relation to the digital shift occurring within research library collections, services, operations, and audience interactions. Centred around the four strands of skills, spaces, scholarship, and stakeholders, the manifesto provides a shared vision of the future and a tangible programme of activities through which this can be achieved. This article will explore how the Covid-19 pandemic has witnessed the digital shift in action. Combining the reflections of individual academic and research libraries, and using RLUK’s previous research into the impact of Covid-19 as a foundation, this article will reflect on how realistic and future looking the manifesto was. It will explore the collective experiences of libraries regarding the digital shift, will consider progress made in the implementation of the manifesto against this rapidly changing backdrop, and will provide a series of reflections for the future.
{"title":"Covid-19 and the Future of the Digital Shift amongst Research Libraries: An RLUK Perspective in Context","authors":"Guy Baxter, Lorraine Beard, Gavin Beattie, M. Blake, M. Greenhall, Kirsty Lingstadt, William J. Nixon, Torsten Reimer","doi":"10.1080/13614533.2021.1976232","DOIUrl":"https://doi.org/10.1080/13614533.2021.1976232","url":null,"abstract":"Abstract Research Libraries UK is a consortium of 37 of the UK and Ireland’s largest research libraries with the purpose of convening its members around the key issues that affect them, to represent their collective voice, to support them as they face shared challenges, and to be an effective advocate on their behalf. In fulfilment of these roles, RLUK launched its digital shift manifesto in May 2020, which provides a vision for the research library of 2030 - in relation to the digital shift occurring within research library collections, services, operations, and audience interactions. Centred around the four strands of skills, spaces, scholarship, and stakeholders, the manifesto provides a shared vision of the future and a tangible programme of activities through which this can be achieved. This article will explore how the Covid-19 pandemic has witnessed the digital shift in action. Combining the reflections of individual academic and research libraries, and using RLUK’s previous research into the impact of Covid-19 as a foundation, this article will reflect on how realistic and future looking the manifesto was. It will explore the collective experiences of libraries regarding the digital shift, will consider progress made in the implementation of the manifesto against this rapidly changing backdrop, and will provide a series of reflections for the future.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"322 - 348"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279336","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 : 2021-07-03DOI: 10.1080/13614533.2021.1983849
Janna Avon, Anne Houston, C. Nunes, A. Perkins
Abstract This article describes how the libraries at Lafayette College used digital scholarship methodologies to enhance student engagement and learning during the transition to remote learning due to the COVID-19 crisis. The article argues that digital scholarship tools and methods enhanced active learning during the shift to all-remote instruction by allowing students to engage directly with digital tools for collecting, analysing, organising and presenting information from wherever they were. We discuss how active learning using these tools enabled students to participate more fully in their own learning process and construct their own forms of knowledge and understanding; and provided an effective way to keep students engaged at a time when the unexpected transition to online instruction created a sense of dislocation for many. For institutions returning to in-person instruction these methods can provide enhanced engagement in the traditional classroom setting, and offer increased flexibility for the delivery of future programs.
{"title":"Using Digital Scholarship Methods and Tools to Enhance and Transform Learning during COVID-19 at a Liberal Arts College","authors":"Janna Avon, Anne Houston, C. Nunes, A. Perkins","doi":"10.1080/13614533.2021.1983849","DOIUrl":"https://doi.org/10.1080/13614533.2021.1983849","url":null,"abstract":"Abstract This article describes how the libraries at Lafayette College used digital scholarship methodologies to enhance student engagement and learning during the transition to remote learning due to the COVID-19 crisis. The article argues that digital scholarship tools and methods enhanced active learning during the shift to all-remote instruction by allowing students to engage directly with digital tools for collecting, analysing, organising and presenting information from wherever they were. We discuss how active learning using these tools enabled students to participate more fully in their own learning process and construct their own forms of knowledge and understanding; and provided an effective way to keep students engaged at a time when the unexpected transition to online instruction created a sense of dislocation for many. For institutions returning to in-person instruction these methods can provide enhanced engagement in the traditional classroom setting, and offer increased flexibility for the delivery of future programs.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"301 - 321"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46254701","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 : 2021-07-03DOI: 10.1080/13614533.2021.1976230
David Runyon, C. Steffy
Abstract COVID-19 did not disrupt higher education; it hastened the disruptions that have already been taking place. One particularly prominent disruption is the digital shift, or the move from primarily face-to-face operations to operations with a large digital component. In order to survive, higher education needs to fundamentally change. But how prepared is your library for these changes? You cannot simply wait for these changes to happen and hope to get lucky; instead, you need to make your own luck. Libraries are uniquely situated to lead the institution in this digital shift. This article will present an overview of student demographic and higher education trends such as decreasing enrollment, increasing diversity of the student body and its needs, technological disruptions, and changing workforce needs. Specific examples from two academic libraries in the United States will demonstrate how this information has informed practice, allowing these libraries to be ahead of the digital shift, to easily weather the COVID storm, and to be models for other campus departments. As humanity’s response to the COVID-19 crisis transitions from reactive to proactive, higher education cannot return to pre-pandemic operational norms. Libraries must position themselves to nimbly adjust to disruptions of traditional services rather than rely on “getting lucky” when change is forced upon them. Instead, make your own luck by intentionally integrating more digital resources into the collection and more virtual services into the workflow, using patron data to inform workflow decisions, and flexibly adapting crisis mode operations to sustainable, permanent operations. Ultimately, this article will show how librarians can combine the tried-and-true with new library practices to adjust to the digital shift in a way that positions them to lead campuses into the future of higher education.
{"title":"Making Your Own Luck: Academic Libraries and the Digital Shift","authors":"David Runyon, C. Steffy","doi":"10.1080/13614533.2021.1976230","DOIUrl":"https://doi.org/10.1080/13614533.2021.1976230","url":null,"abstract":"Abstract COVID-19 did not disrupt higher education; it hastened the disruptions that have already been taking place. One particularly prominent disruption is the digital shift, or the move from primarily face-to-face operations to operations with a large digital component. In order to survive, higher education needs to fundamentally change. But how prepared is your library for these changes? You cannot simply wait for these changes to happen and hope to get lucky; instead, you need to make your own luck. Libraries are uniquely situated to lead the institution in this digital shift. This article will present an overview of student demographic and higher education trends such as decreasing enrollment, increasing diversity of the student body and its needs, technological disruptions, and changing workforce needs. Specific examples from two academic libraries in the United States will demonstrate how this information has informed practice, allowing these libraries to be ahead of the digital shift, to easily weather the COVID storm, and to be models for other campus departments. As humanity’s response to the COVID-19 crisis transitions from reactive to proactive, higher education cannot return to pre-pandemic operational norms. Libraries must position themselves to nimbly adjust to disruptions of traditional services rather than rely on “getting lucky” when change is forced upon them. Instead, make your own luck by intentionally integrating more digital resources into the collection and more virtual services into the workflow, using patron data to inform workflow decisions, and flexibly adapting crisis mode operations to sustainable, permanent operations. Ultimately, this article will show how librarians can combine the tried-and-true with new library practices to adjust to the digital shift in a way that positions them to lead campuses into the future of higher education.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"349 - 363"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47763638","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 : 2021-07-03DOI: 10.1080/13614533.2021.1976231
A. Brine, Andrew Knight
Abstract Summer 2020 witnessed a large-scale temporary release of content from the publishing community to support UK universities as they moved to online-only delivery, followed by a scramble by those institutions to maintain access to resources. This paper reflects on the experiences of De Montfort University and Imperial College libraries during this period as they supported the move to remote teaching. It focuses on the complexities experienced during this transitional period, and considers how the speed of these changes increased staff workloads, stretched budgets, and compelled acquisitions teams to act without always fully gathering evidence or strategically planning how new practices might work in the longer term. The authors, who sit on various national contract management and acquisitions strategy groups, examine the repercussions of navigating from an unplanned, accelerated digital shift to a more managed, sustainable paradigm, and contemplate how the advent of multimode teaching may impact on the way libraries are resourced.
{"title":"Acquisitions and the Accelerated Shift to Digital in Academic Libraries in the UK: Reflecting on the Covid Experience at De Montfort University and Imperial College London","authors":"A. Brine, Andrew Knight","doi":"10.1080/13614533.2021.1976231","DOIUrl":"https://doi.org/10.1080/13614533.2021.1976231","url":null,"abstract":"Abstract Summer 2020 witnessed a large-scale temporary release of content from the publishing community to support UK universities as they moved to online-only delivery, followed by a scramble by those institutions to maintain access to resources. This paper reflects on the experiences of De Montfort University and Imperial College libraries during this period as they supported the move to remote teaching. It focuses on the complexities experienced during this transitional period, and considers how the speed of these changes increased staff workloads, stretched budgets, and compelled acquisitions teams to act without always fully gathering evidence or strategically planning how new practices might work in the longer term. The authors, who sit on various national contract management and acquisitions strategy groups, examine the repercussions of navigating from an unplanned, accelerated digital shift to a more managed, sustainable paradigm, and contemplate how the advent of multimode teaching may impact on the way libraries are resourced.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"380 - 396"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48087380","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 : 2021-07-03DOI: 10.1080/13614533.2021.1976234
L. Matizirofa, L. Soyizwapi, Anna Siwela, Modisa Khosie
Abstract The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture.
{"title":"Maintaining Student Engagement: The Digital Shift during the Coronavirus Pandemic a Case of the Library at the University of Pretoria","authors":"L. Matizirofa, L. Soyizwapi, Anna Siwela, Modisa Khosie","doi":"10.1080/13614533.2021.1976234","DOIUrl":"https://doi.org/10.1080/13614533.2021.1976234","url":null,"abstract":"Abstract The South African Higher Education Institution (HEI) sector had to move to ‘emergency’ online learning during the covid-19 pandemic, and they embraced a humanistic approach underpinned by the need to complete the academic year in 2020 and support all students. Because this emergency online learning accelerated the digital shift, evidence of pre-existing disparities and inequalities have been magnified, such as the digital divide, infrastructure, connectivity, access to data, digital literacies, vastly different learning environments, software and hardware tools, and others. The Department of Library Services (DLS) is aligned to the University of Pretoria’s shift to online learning and to reimaging its service offerings and innovation readiness. It deliberately adopted a responsive engagement strategy for students, staff, senior management and service providers. Therefore, the DLS now offers a mix of services and programmes, with more reliance on virtual services to support and sustain the academic agenda. This paper provides real-life case study experiences of student engagement during the covid-19 pandemic, with reference to the relevant student engagement with literature. It also reflects on how the DLS previously applied attributes of service innovation, such as ‘employing’ a client-service robot at an HEI library in Africa, this being in keeping with the UP’s innovation culture.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"364 - 379"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47249048","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 : 2021-07-03DOI: 10.1080/13614533.2021.1990092
N. Osorio, Alissa Droog
Abstract This literature review explores the impact of COVID-19 on reference and research services in academic libraries. The first half of the review identifies changes and initiatives during the previous ten years using meaningful examples of changes. Gathering information from listservs, conference schedules,trade publications, websites, and emerging research, the second half of this review revisits changes to reference and research services from Spring 2020-Summer 2021. The literature is extensive, for that reason, we have identified meaningful experiences that can be translated into the pre- and intra-pandemic service practices. The pandemic advanced many existing and emerging trends, allowed libraries to find innovative solutions to new problems, and paused other areas. While this literature review cannot predict the future, it will allow readers to reflect on real case experiences with the expectations that our work will enlighten others in creating or adapting services for a new generation of reference and research services.
{"title":"Exploring the Impact of the Pandemic on Reference and Research Services: A Literature Review","authors":"N. Osorio, Alissa Droog","doi":"10.1080/13614533.2021.1990092","DOIUrl":"https://doi.org/10.1080/13614533.2021.1990092","url":null,"abstract":"Abstract This literature review explores the impact of COVID-19 on reference and research services in academic libraries. The first half of the review identifies changes and initiatives during the previous ten years using meaningful examples of changes. Gathering information from listservs, conference schedules,trade publications, websites, and emerging research, the second half of this review revisits changes to reference and research services from Spring 2020-Summer 2021. The literature is extensive, for that reason, we have identified meaningful experiences that can be translated into the pre- and intra-pandemic service practices. The pandemic advanced many existing and emerging trends, allowed libraries to find innovative solutions to new problems, and paused other areas. While this literature review cannot predict the future, it will allow readers to reflect on real case experiences with the expectations that our work will enlighten others in creating or adapting services for a new generation of reference and research services.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"280 - 300"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48994304","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 : 2021-06-10DOI: 10.1080/13614533.2021.1930076
Bea Winkler, P. Kiszl
Abstract Artificial intelligence (AI) is a defining technology of the 21st century, creating new opportunities for academic libraries. The goal of this paper is to provide a much-needed analysis, interpreted in an international context, on what the leaders of academic libraries in East-Central Europe, and specifically in Hungary, think about AI and its implementation in a library setting. The survey shows that according to library directors AI is more of an opportunity for academic libraries than a threat, and it could provide support in all areas of library operation, including digitising, information service, and education. Findings indicate that a quarter of the Hungarian academic libraries surveyed use AI-supported solutions, mostly in the areas of information retrieval and data processing. Using Rogers (The diffusion of innovations. 5th ed. The Free Press, 2003) diffusion of innovation model, it may be projected that an explosive growth is to be expected in the use of AI in libraries.
{"title":"Views of Academic Library Directors on Artificial Intelligence: A Representative Survey in Hungary","authors":"Bea Winkler, P. Kiszl","doi":"10.1080/13614533.2021.1930076","DOIUrl":"https://doi.org/10.1080/13614533.2021.1930076","url":null,"abstract":"Abstract Artificial intelligence (AI) is a defining technology of the 21st century, creating new opportunities for academic libraries. The goal of this paper is to provide a much-needed analysis, interpreted in an international context, on what the leaders of academic libraries in East-Central Europe, and specifically in Hungary, think about AI and its implementation in a library setting. The survey shows that according to library directors AI is more of an opportunity for academic libraries than a threat, and it could provide support in all areas of library operation, including digitising, information service, and education. Findings indicate that a quarter of the Hungarian academic libraries surveyed use AI-supported solutions, mostly in the areas of information retrieval and data processing. Using Rogers (The diffusion of innovations. 5th ed. The Free Press, 2003) diffusion of innovation model, it may be projected that an explosive growth is to be expected in the use of AI in libraries.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"256 - 278"},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2021.1930076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45094210","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 : 2021-05-31DOI: 10.1080/13614533.2021.1906717
J. Fagan, Hillary Ostermiller, Elizabeth Price, L. Sapp
Abstract A survey concerning perceptions of academic librarians was conducted at a large, 4-year university with three populations: librarians, faculty, and undergraduate students. This paper presents results from the student population, with comparison to the librarian and faculty samples. The major research questions address perceptions about what librarians know (expertise and skills), what librarians do (role and duties), and what librarians are like (motivations and affective characteristics). Respondents showed a little more awareness of librarians’ professional duties than in previous studies; however, librarians’ duties related to organisation, reference, and teaching remained more hidden from view. And, many students still assume librarians do clerical work, and still underestimate librarians’ salaries and required degrees. Most students still don’t consult with librarians, as they do not believe librarians’ help is needed by them—perhaps because they strongly associate librarians with books. Yet, students’ value for librarians’ expertise was high, and their value for librarians’ knowledge and skill with resources rivalled that of faculty. Gaps among the three groups related to the definition of “research” seem important to address. The study also points to an ongoing need for research into specific populations of students, how prior experience affects college library use, and the potential for disciplinary differences among students.
{"title":"Student Perceptions of Academic Librarians and the Librarian-Faculty-Student Dynamic: Minding Our Gaps","authors":"J. Fagan, Hillary Ostermiller, Elizabeth Price, L. Sapp","doi":"10.1080/13614533.2021.1906717","DOIUrl":"https://doi.org/10.1080/13614533.2021.1906717","url":null,"abstract":"Abstract A survey concerning perceptions of academic librarians was conducted at a large, 4-year university with three populations: librarians, faculty, and undergraduate students. This paper presents results from the student population, with comparison to the librarian and faculty samples. The major research questions address perceptions about what librarians know (expertise and skills), what librarians do (role and duties), and what librarians are like (motivations and affective characteristics). Respondents showed a little more awareness of librarians’ professional duties than in previous studies; however, librarians’ duties related to organisation, reference, and teaching remained more hidden from view. And, many students still assume librarians do clerical work, and still underestimate librarians’ salaries and required degrees. Most students still don’t consult with librarians, as they do not believe librarians’ help is needed by them—perhaps because they strongly associate librarians with books. Yet, students’ value for librarians’ expertise was high, and their value for librarians’ knowledge and skill with resources rivalled that of faculty. Gaps among the three groups related to the definition of “research” seem important to address. The study also points to an ongoing need for research into specific populations of students, how prior experience affects college library use, and the potential for disciplinary differences among students.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"125 - 171"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2021.1906717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44752326","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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