Pub Date : 2020-07-11DOI: 10.1080/13614533.2020.1784761
A. Kogut, Diana Ramirez, M. Foster
Abstract Education librarians are receiving an increasing number of requests to help researchers with systematic reviews. Systematic reviews are evidence syntheses that require comprehensive, reproducible search strategies. Many of the available training programs and materials focus on systematic reviews in the health sciences, not education or the social sciences. Therefore, librarians at Texas A&M University Libraries developed and implemented a training model designed specifically for education librarians. The model consists of three components: shadowing, community of practice, and research projects. In this case study, we discuss the model, provide our reflections on the training, and describe how the model can be modified to fit other institutional contexts and social sciences disciplines.
{"title":"Systematic Review Training Model for Education Librarians: A Case Study","authors":"A. Kogut, Diana Ramirez, M. Foster","doi":"10.1080/13614533.2020.1784761","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784761","url":null,"abstract":"Abstract Education librarians are receiving an increasing number of requests to help researchers with systematic reviews. Systematic reviews are evidence syntheses that require comprehensive, reproducible search strategies. Many of the available training programs and materials focus on systematic reviews in the health sciences, not education or the social sciences. Therefore, librarians at Texas A&M University Libraries developed and implemented a training model designed specifically for education librarians. The model consists of three components: shadowing, community of practice, and research projects. In this case study, we discuss the model, provide our reflections on the training, and describe how the model can be modified to fit other institutional contexts and social sciences disciplines.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"205 - 226"},"PeriodicalIF":0.0,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41701771","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 : 2020-07-01DOI: 10.1080/13614533.2020.1784759
Rebecca Rose, T. Nesbitt, Allison Galloup
Abstract A commuter campus library hosted an art exhibit in November 2019 to increase engagement levels of local high school and university students and to involve them in scholarly activities. The exhibit displayed student, faculty, and staff submissions on campus. The library space on campus features comfortable seating and desktop computers, with a collection robust with virtual holdings, but scant print volumes. Without physical print books, the library lacks the overt visual cues that can prompt students to seek out traditional library services. To increase student interactions, the librarians use outreach efforts to promote library services. Data collected via surveys from the event participants attempted to measure the impact that the event had on awareness of library services by participants.
{"title":"Hosting Art Exhibits to Enhance Student Engagement: A Case Study at a Commuter College","authors":"Rebecca Rose, T. Nesbitt, Allison Galloup","doi":"10.1080/13614533.2020.1784759","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784759","url":null,"abstract":"Abstract A commuter campus library hosted an art exhibit in November 2019 to increase engagement levels of local high school and university students and to involve them in scholarly activities. The exhibit displayed student, faculty, and staff submissions on campus. The library space on campus features comfortable seating and desktop computers, with a collection robust with virtual holdings, but scant print volumes. Without physical print books, the library lacks the overt visual cues that can prompt students to seek out traditional library services. To increase student interactions, the librarians use outreach efforts to promote library services. Data collected via surveys from the event participants attempted to measure the impact that the event had on awareness of library services by participants.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"385 - 402"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136084","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 : 2020-07-01DOI: 10.1080/13614533.2020.1784760
Simon Gamble, Timothy Worth, Pip Gilroy, S. Newbold
Abstract With university libraries increasingly viewed as the hub of academic development, (Pearson, 2003; Fallin, 2016) the University of Bristol has recently completed a pilot project to develop academic skills support embedded within its library services, as part of the University’s ‘Bristol Futures’ initiative. This pilot, ‘Study Skills’, was indicated following the findings of a ‘Transition to University Study Group’, aiming to identify ways in which the University could better enable its students to cope with the demands of university-level study. The service would in the first instance support the transition of undergraduate students into the University of Bristol on the understanding that some of the content would be equally applicable to taught postgraduate students. A careful process of scoping was carried out, including site visits to other Russell Group universities, consultations and focus groups with staff, and consultations with students to determine how they wished to be supported in this transition. The result was a business case which set out the remit and costs for a two-year pilot project based in Library Services, which already had a strong academic engagement team. The proposal called for a blended approach (Hughes, 2007), using online resources, individual tutorials and workshops. A key principle of the pilot was the involvement of students as co-authors at every level, from the design and tone through to the content and delivery. Initially a range of focus groups, interviews, testing and feedback techniques were used to ensure that the presentation and content had strong student input. Moreover, students were employed as co-writers and deliverers of content, particularly in workshops, where a training programme enabled progression from co-presentation through modification of existing sessions, to proposal, creation and sole delivery of their own workshops. These paid student roles (titled ‘Bristol Futures Advocates’) allowed development of delivery beyond generic content to more subject-specific skills development. Similar to Peer Assisted Study Sessions (PASS) support (Packham & Miller, 2000), the Advocates delivered short drop-in sessions where they offered advice and signposting to other areas of support at the University. The Advocates initially received intensive training followed by longitudinal training in the form of monthly information sessions and the opportunity to discuss and share best practice. The project has been a clear success, with a strong uptake and positive feedback from students. For example, 99% agreed that they felt more able to complete their work after a tutorial and 91% felt they understood the topic better after a workshop. Due to its success, the service has now become ‘business as usual’ as part of Library Services and expanded to a hub-and-spoke model (Gordon & de Neufville, 1973) with faculty-facing teams centred around the central ‘hub’ of the University’s Library Services. The relationshi
{"title":"Students as Co-authors of an Academic Development Service: A Case Study of the Study Skills Service at the University of Bristol","authors":"Simon Gamble, Timothy Worth, Pip Gilroy, S. Newbold","doi":"10.1080/13614533.2020.1784760","DOIUrl":"https://doi.org/10.1080/13614533.2020.1784760","url":null,"abstract":"Abstract With university libraries increasingly viewed as the hub of academic development, (Pearson, 2003; Fallin, 2016) the University of Bristol has recently completed a pilot project to develop academic skills support embedded within its library services, as part of the University’s ‘Bristol Futures’ initiative. This pilot, ‘Study Skills’, was indicated following the findings of a ‘Transition to University Study Group’, aiming to identify ways in which the University could better enable its students to cope with the demands of university-level study. The service would in the first instance support the transition of undergraduate students into the University of Bristol on the understanding that some of the content would be equally applicable to taught postgraduate students. A careful process of scoping was carried out, including site visits to other Russell Group universities, consultations and focus groups with staff, and consultations with students to determine how they wished to be supported in this transition. The result was a business case which set out the remit and costs for a two-year pilot project based in Library Services, which already had a strong academic engagement team. The proposal called for a blended approach (Hughes, 2007), using online resources, individual tutorials and workshops. A key principle of the pilot was the involvement of students as co-authors at every level, from the design and tone through to the content and delivery. Initially a range of focus groups, interviews, testing and feedback techniques were used to ensure that the presentation and content had strong student input. Moreover, students were employed as co-writers and deliverers of content, particularly in workshops, where a training programme enabled progression from co-presentation through modification of existing sessions, to proposal, creation and sole delivery of their own workshops. These paid student roles (titled ‘Bristol Futures Advocates’) allowed development of delivery beyond generic content to more subject-specific skills development. Similar to Peer Assisted Study Sessions (PASS) support (Packham & Miller, 2000), the Advocates delivered short drop-in sessions where they offered advice and signposting to other areas of support at the University. The Advocates initially received intensive training followed by longitudinal training in the form of monthly information sessions and the opportunity to discuss and share best practice. The project has been a clear success, with a strong uptake and positive feedback from students. For example, 99% agreed that they felt more able to complete their work after a tutorial and 91% felt they understood the topic better after a workshop. Due to its success, the service has now become ‘business as usual’ as part of Library Services and expanded to a hub-and-spoke model (Gordon & de Neufville, 1973) with faculty-facing teams centred around the central ‘hub’ of the University’s Library Services. The relationshi","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"275 - 290"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1784760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882579","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 : 2020-06-30DOI: 10.1080/13614533.2020.1777575
Giovanna Badia
Abstract Multiple data collection or research methods exist for evaluating library spaces. Faced with numerous choices and limited time for gathering data, it becomes challenging for information professionals to determine the best way to proceed with evaluating their libraries’ physical spaces. There is a gap in the literature on best practices for combining and implementing data collection methods to ensure that the results accurately reflect the needs of the population being served. Through a critical analysis of the methods reported in published studies and an examination of the actionable results and lessons learned found in these studies, this article provides a comprehensive overview of the data collection techniques used for space assessments in academic libraries that includes best practices for their implementation. The aim of this critical literature review is to help library professionals undertake the most appropriate research methods for space assessments at their own institutions.
{"title":"More Data Collection ≠ More Valid Results: A Critical Review of Space Assessment Methods in Academic Libraries","authors":"Giovanna Badia","doi":"10.1080/13614533.2020.1777575","DOIUrl":"https://doi.org/10.1080/13614533.2020.1777575","url":null,"abstract":"Abstract Multiple data collection or research methods exist for evaluating library spaces. Faced with numerous choices and limited time for gathering data, it becomes challenging for information professionals to determine the best way to proceed with evaluating their libraries’ physical spaces. There is a gap in the literature on best practices for combining and implementing data collection methods to ensure that the results accurately reflect the needs of the population being served. Through a critical analysis of the methods reported in published studies and an examination of the actionable results and lessons learned found in these studies, this article provides a comprehensive overview of the data collection techniques used for space assessments in academic libraries that includes best practices for their implementation. The aim of this critical literature review is to help library professionals undertake the most appropriate research methods for space assessments at their own institutions.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"214 - 230"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1777575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266470","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 : 2020-06-30DOI: 10.1080/13614533.2020.1777173
Erin Passehl-Stoddart, Genifer Snipes
Abstract The University of Oregon (UO) Libraries recently launched the campus’s first ideation room, the Innovation, Design, Education, and Aspire (IDEA) Space. The IDEA Space differentiates from other creative spaces such as makerspaces, digital humanities labs, and media centres by its focus on the intellectual aspects of the design thinking process – generation, development, and testing of ideas – rather than the practicalities of prototyping and production. This case study discusses the co-participatory design process used to create this new space, including focus groups, user voting, policy discussions around access and technology, and plans for iterative design changes and assessment moving forward. Key takeaways from the student-initiated project included the need for developing a shared understanding of the spaces’ purpose and scope across a variety of stakeholder groups, managing expectations regarding aspirational versus attainable goals, and the difficulty of maintaining the continuity of a student-initiated project in the face of student turnover.
{"title":"Space to Think: Co-Designing a Library Environment for Student Ideation","authors":"Erin Passehl-Stoddart, Genifer Snipes","doi":"10.1080/13614533.2020.1777173","DOIUrl":"https://doi.org/10.1080/13614533.2020.1777173","url":null,"abstract":"Abstract The University of Oregon (UO) Libraries recently launched the campus’s first ideation room, the Innovation, Design, Education, and Aspire (IDEA) Space. The IDEA Space differentiates from other creative spaces such as makerspaces, digital humanities labs, and media centres by its focus on the intellectual aspects of the design thinking process – generation, development, and testing of ideas – rather than the practicalities of prototyping and production. This case study discusses the co-participatory design process used to create this new space, including focus groups, user voting, policy discussions around access and technology, and plans for iterative design changes and assessment moving forward. Key takeaways from the student-initiated project included the need for developing a shared understanding of the spaces’ purpose and scope across a variety of stakeholder groups, managing expectations regarding aspirational versus attainable goals, and the difficulty of maintaining the continuity of a student-initiated project in the face of student turnover.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"6 4","pages":"365 - 384"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1777173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293585","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 : 2020-06-30DOI: 10.1080/13614533.2020.1777174
Jessica Cerri Mirasol, L. Walker
Abstract Escape rooms are used in a myriad of ways by businesses, teachers, and public libraries. They can be a great way to encourage team building, learning, and simply having fun in a non-threatening environment. This case study presents an innovative approach to engaging students, faculty, and community by using and showcasing unique academic library collections. This empowers them to discover what the library has to offer, spark creative and scholarly discussion, and make them comfortable in a potentially intimidating space. Following some brief background information, the authors describe the development, implementation, and results, and examine the impact of two separate escape rooms they created for different events in 2018 and 2019.
{"title":"Transforming Tangible Materials to Intangible Experiences: A Case Study of Two Escape Rooms at Wichita State University","authors":"Jessica Cerri Mirasol, L. Walker","doi":"10.1080/13614533.2020.1777174","DOIUrl":"https://doi.org/10.1080/13614533.2020.1777174","url":null,"abstract":"Abstract Escape rooms are used in a myriad of ways by businesses, teachers, and public libraries. They can be a great way to encourage team building, learning, and simply having fun in a non-threatening environment. This case study presents an innovative approach to engaging students, faculty, and community by using and showcasing unique academic library collections. This empowers them to discover what the library has to offer, spark creative and scholarly discussion, and make them comfortable in a potentially intimidating space. Following some brief background information, the authors describe the development, implementation, and results, and examine the impact of two separate escape rooms they created for different events in 2018 and 2019.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"322 - 337"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1777174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055039","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 : 2020-06-30DOI: 10.1080/13614533.2020.1777172
J. R. Blake, S. Aston, N. Grayson
Abstract This case study looks at the University of Manchester Library Student Team (UMLST) as a model for inclusive community engagement. It examines the impact of working with students as co-creators and explores how the ideas, insights and value they bring serve to drive change in a way that enables the Library to deliver in relation to current student needs, rather than react to past requirements. It discusses how the UMLST have engaged in and delivered peer-led support, how they have shaped space and policies and how this model places the Library within the community, instead of framing the community as an outside group or other with which to engage.
{"title":"From the Outside in: Bringing Student Engagement to the Centre","authors":"J. R. Blake, S. Aston, N. Grayson","doi":"10.1080/13614533.2020.1777172","DOIUrl":"https://doi.org/10.1080/13614533.2020.1777172","url":null,"abstract":"Abstract This case study looks at the University of Manchester Library Student Team (UMLST) as a model for inclusive community engagement. It examines the impact of working with students as co-creators and explores how the ideas, insights and value they bring serve to drive change in a way that enables the Library to deliver in relation to current student needs, rather than react to past requirements. It discusses how the UMLST have engaged in and delivered peer-led support, how they have shaped space and policies and how this model places the Library within the community, instead of framing the community as an outside group or other with which to engage.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"419 - 432"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1777172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45364945","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 : 2020-06-29DOI: 10.1080/13614533.2020.1785517
Cynthia Kane, M. Mahoney
Abstract Recent ethnographic research of physical academic library spaces demonstrates that students often utilise these spaces quite differently than the library’s staff may have originally intended. Student feedback in library remodelling efforts improves design outcomes and helps to foster a sense of student engagement with the larger academic community. This article reports the results of a library building space study at the William Allen White Library building, Emporia State University. The study had three objectives: 1) To learn more about the present utilisation of the library building by students in terms of its physical space; 2) To discover how students’ library space preferences for individual and group study, recreation, cultural programmes/events, and other aspects of academic life are influenced by the current library building space; and 3) To provide qualitative and quantitative evidence from students for more informed decisions about future library building projects.
{"title":"Using Evidence-Based Library Space Planning for Long-Term Student Success","authors":"Cynthia Kane, M. Mahoney","doi":"10.1080/13614533.2020.1785517","DOIUrl":"https://doi.org/10.1080/13614533.2020.1785517","url":null,"abstract":"Abstract Recent ethnographic research of physical academic library spaces demonstrates that students often utilise these spaces quite differently than the library’s staff may have originally intended. Student feedback in library remodelling efforts improves design outcomes and helps to foster a sense of student engagement with the larger academic community. This article reports the results of a library building space study at the William Allen White Library building, Emporia State University. The study had three objectives: 1) To learn more about the present utilisation of the library building by students in terms of its physical space; 2) To discover how students’ library space preferences for individual and group study, recreation, cultural programmes/events, and other aspects of academic life are influenced by the current library building space; and 3) To provide qualitative and quantitative evidence from students for more informed decisions about future library building projects.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"291 - 303"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1785517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49256289","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 : 2020-05-27DOI: 10.1080/13614533.2020.1773877
T. Bartholomew, J. Irwin
Abstract This case study focuses on an experiential learning collaboration between the academic library and business faculty at a small liberal arts and sciences college. Students enrolled in a semester-long business course are given an opportunity to practice real-world organisational consulting. Using the college library as the organisational client, student consultants analyse a specific issue, recommend creative solutions, and develop strategies for implementation and marketing. We discuss the initial development of the student consultant project, the improvements that enhance each iteration of the project, and highlight outcomes and implementation of student recommendations. This collaboration has led to improved outcomes for the business writing class, increased student engagement with the library, and enhanced library offerings from a user perspective.
{"title":"Library as Client and Business Students as Consultants: A Collaborative Effort in Experiential Learning","authors":"T. Bartholomew, J. Irwin","doi":"10.1080/13614533.2020.1773877","DOIUrl":"https://doi.org/10.1080/13614533.2020.1773877","url":null,"abstract":"Abstract This case study focuses on an experiential learning collaboration between the academic library and business faculty at a small liberal arts and sciences college. Students enrolled in a semester-long business course are given an opportunity to practice real-world organisational consulting. Using the college library as the organisational client, student consultants analyse a specific issue, recommend creative solutions, and develop strategies for implementation and marketing. We discuss the initial development of the student consultant project, the improvements that enhance each iteration of the project, and highlight outcomes and implementation of student recommendations. This collaboration has led to improved outcomes for the business writing class, increased student engagement with the library, and enhanced library offerings from a user perspective.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"353 - 364"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1773877","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42241560","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}
Abstract Libraries hold large amounts of data, which can contribute to improvements in the quality of library services. Data resources of modern library have the characteristics of big-data, where library can use big-data methods to achieve reform and innovation, including resource transferring, resource utilisation, social identity, thinking innovation. Librarians are well aware that big data can lead to better informed decisions and can transform the user’s experience. This work investigates the concept of big data from the perspective of Information Technology department staff at three major university libraries in Jordan. This work attempts to uncover big data, analytics and challenges in academic libraries in Jordan. A review of research work on big data in libraries was conducted, and a summary of the applications and research directions in this field is presented. The status of big data in libraries in Jordan is discussed, and the challenges associated with it are also explored.
{"title":"Big Data Opportunities and Challenges for Analytics Strategies in Jordanian Academic Libraries","authors":"Faten Hamad, Hussam Fakhuri, Sinaria Kamil Abdel Jabbar","doi":"10.1080/13614533.2020.1764071","DOIUrl":"https://doi.org/10.1080/13614533.2020.1764071","url":null,"abstract":"Abstract Libraries hold large amounts of data, which can contribute to improvements in the quality of library services. Data resources of modern library have the characteristics of big-data, where library can use big-data methods to achieve reform and innovation, including resource transferring, resource utilisation, social identity, thinking innovation. Librarians are well aware that big data can lead to better informed decisions and can transform the user’s experience. This work investigates the concept of big data from the perspective of Information Technology department staff at three major university libraries in Jordan. This work attempts to uncover big data, analytics and challenges in academic libraries in Jordan. A review of research work on big data in libraries was conducted, and a summary of the applications and research directions in this field is presented. The status of big data in libraries in Jordan is discussed, and the challenges associated with it are also explored.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"37 - 60"},"PeriodicalIF":0.0,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1764071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43685506","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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