A Review of: Fuhr, J. (2022). Developing data services skills in academic libraries. College & Research Libraries, 83(3), 474. https://doi.org/10.5860/crl.83.3.474 Objective – To measure the existing data services skills of academic librarians and gather information on the preferred training programs available to enhance those skill Design – Survey questionnaire. Setting – Libraries in Canada, the United States, the United Kingdom, and Australia. Subjects – One hundred and twenty respondents who self-identified as providing data services. Most (85%) worked in academic libraries with 7% in hospital libraries, 3% in government libraries and 5% in other types of libraries. Methods – Permission was received from the institution ethics board to administer an incentivized survey. All respondents received a 22-question survey which consisted of a mix of Likert-scale questions, multiple choice, open-ended, and short answer questions. The survey was open for two months, beginning on February 20, 2020. One hundred and twenty responses were collected from librarians. A regression analysis was run for the four-skill set categories: general data services, programming languages and software, library instruction, and soft skills. The four variables measured were: geographic region, percentage of time spent performing data management services, length of time served in the data services role, and overall length of time spent in the library science field. Main Results – The strongest data services skill sets were soft skills and instruction. The weakest skill set was programming languages and software. The more time a librarian spent providing data services, the higher their self-assessed score was for programming languages and software and general data services. Librarians from the United States rated themselves higher than Canadian librarians in data analysis software, data visualization, data mining, programming languages, text editors and project management. Preferred forms of professional development were learning by doing and self-directed learning. Biggest impediments to professional development were lack of time (34%), high cost (28%), and lack of support from administrators and supervisors (26%). Qualitative comments revealed challenges related to a lack of support, a lack of direction, and a lack of defined roles. Conclusion – The survey revealed that additional training and development skills initiatives are necessary for practitioners supporting data services in academic libraries. Academic data librarianship is an emerging field with vaguely articulated roles for the data practitioner in a broad range of settings. Furthermore, the skills and training needed are not clearly defined. The standardization of education, training and the core competencies needed for the mechanics of the roles are challenging to define because of diversity within the field. Libraries embarking on providing data management services need to explore what services their comm
{"title":"Continuing Education and Data Training Initiatives are Needed to Positively Impact Academic Librarians Providing Data Services","authors":"Nandi Prince","doi":"10.18438/eblip30382","DOIUrl":"https://doi.org/10.18438/eblip30382","url":null,"abstract":"A Review of: Fuhr, J. (2022). Developing data services skills in academic libraries. College & Research Libraries, 83(3), 474. https://doi.org/10.5860/crl.83.3.474 Objective – To measure the existing data services skills of academic librarians and gather information on the preferred training programs available to enhance those skill Design – Survey questionnaire. Setting – Libraries in Canada, the United States, the United Kingdom, and Australia. Subjects – One hundred and twenty respondents who self-identified as providing data services. Most (85%) worked in academic libraries with 7% in hospital libraries, 3% in government libraries and 5% in other types of libraries. Methods – Permission was received from the institution ethics board to administer an incentivized survey. All respondents received a 22-question survey which consisted of a mix of Likert-scale questions, multiple choice, open-ended, and short answer questions. The survey was open for two months, beginning on February 20, 2020. One hundred and twenty responses were collected from librarians. A regression analysis was run for the four-skill set categories: general data services, programming languages and software, library instruction, and soft skills. The four variables measured were: geographic region, percentage of time spent performing data management services, length of time served in the data services role, and overall length of time spent in the library science field. Main Results – The strongest data services skill sets were soft skills and instruction. The weakest skill set was programming languages and software. The more time a librarian spent providing data services, the higher their self-assessed score was for programming languages and software and general data services. Librarians from the United States rated themselves higher than Canadian librarians in data analysis software, data visualization, data mining, programming languages, text editors and project management. Preferred forms of professional development were learning by doing and self-directed learning. Biggest impediments to professional development were lack of time (34%), high cost (28%), and lack of support from administrators and supervisors (26%). Qualitative comments revealed challenges related to a lack of support, a lack of direction, and a lack of defined roles. Conclusion – The survey revealed that additional training and development skills initiatives are necessary for practitioners supporting data services in academic libraries. Academic data librarianship is an emerging field with vaguely articulated roles for the data practitioner in a broad range of settings. Furthermore, the skills and training needed are not clearly defined. The standardization of education, training and the core competencies needed for the mechanics of the roles are challenging to define because of diversity within the field. Libraries embarking on providing data management services need to explore what services their comm","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926271","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}
A Review of: Booth, P., Navarrete, T., & Ogundipe, A. (2022). Museum open data ecosystems: A comparative study. Journal of Documentation 78(4), 761-779. https://doi.org/10.1108/JD-05-2021-0102 Objective – Using Nardi and O’Day’s (1999) definition of ecosystem as “a system of people, practices, values, and technologies in a particular local environment,” to understand how art museums form their policy to interact with and respond to the various open data (OD) ecosystems in which they operate. Design – Multiple case study consisting of interviews and subsequent qualitative analysis, as well as document analysis. Setting – European art museum OD ecosystems. Subjects – Subjects included 7 management staff members at 3 separate mid-size, art-based museums located in Norway, the Netherlands, and Spain; an unspecified number of representatives from a cultural-policy agency in each of those countries; an unspecified number of government, museum, and research documents from within each museum’s OD ecosystem. Methods – The researchers identified 3 museums with OD initiatives and conducted in-depth interviews with relevant staff members at each institution. The researchers also interviewed representatives from relevant national OD policy-related agencies. The researchers coded their data and developed a list of five key OD “ecosystem components,” which they used to analyze the 3 specific museum ecosystems under consideration. Main Results – Open data initiatives at cultural heritage institutions are subject to a number of internal and external pressures. Museums are typically responsive to their environments, and top-down policy requirements appear to be an effective means of advancing open data initiatives. Nevertheless, the value proposition of open data appears to be insufficiently understood by museum staff and other stakeholders. As a result, museums participate in OD initiatives even when the benefit remains undemonstrated and the use of OD—how and by whom—remains unclear. Conclusion – The needs and wants of OD end-users remain ill-defined and poorly understood. As a result, museums expend resources and effort to supply OD, while remaining uncertain about the return on their investment. Attention to users could result in “more robust information flows between ecosystem components.”
{"title":"Insufficient Understanding of User Benefits Impedes Open Data Initiatives at Museums","authors":"Jordan Patterson","doi":"10.18438/eblip30372","DOIUrl":"https://doi.org/10.18438/eblip30372","url":null,"abstract":"A Review of: Booth, P., Navarrete, T., & Ogundipe, A. (2022). Museum open data ecosystems: A comparative study. Journal of Documentation 78(4), 761-779. https://doi.org/10.1108/JD-05-2021-0102 Objective – Using Nardi and O’Day’s (1999) definition of ecosystem as “a system of people, practices, values, and technologies in a particular local environment,” to understand how art museums form their policy to interact with and respond to the various open data (OD) ecosystems in which they operate. Design – Multiple case study consisting of interviews and subsequent qualitative analysis, as well as document analysis. Setting – European art museum OD ecosystems. Subjects – Subjects included 7 management staff members at 3 separate mid-size, art-based museums located in Norway, the Netherlands, and Spain; an unspecified number of representatives from a cultural-policy agency in each of those countries; an unspecified number of government, museum, and research documents from within each museum’s OD ecosystem. Methods – The researchers identified 3 museums with OD initiatives and conducted in-depth interviews with relevant staff members at each institution. The researchers also interviewed representatives from relevant national OD policy-related agencies. The researchers coded their data and developed a list of five key OD “ecosystem components,” which they used to analyze the 3 specific museum ecosystems under consideration. Main Results – Open data initiatives at cultural heritage institutions are subject to a number of internal and external pressures. Museums are typically responsive to their environments, and top-down policy requirements appear to be an effective means of advancing open data initiatives. Nevertheless, the value proposition of open data appears to be insufficiently understood by museum staff and other stakeholders. As a result, museums participate in OD initiatives even when the benefit remains undemonstrated and the use of OD—how and by whom—remains unclear. Conclusion – The needs and wants of OD end-users remain ill-defined and poorly understood. As a result, museums expend resources and effort to supply OD, while remaining uncertain about the return on their investment. Attention to users could result in “more robust information flows between ecosystem components.”","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926522","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}
Objective – The aim of this study was to examine the practice of infopreneurship by librarians in public university libraries in South-South Nigeria. The study specifically intended to identify purposes of engaging in infopreneurship, methods of running infopreneurship, forms of infopreneurship practiced, benefits derived from practicing infopreneurship, and challenges encountered in practicing infopreneurship by the librarians. Methods – The population of the study comprised all 175 librarians in 13 public university libraries in South-South Nigeria, which were purposively chosen for the study. The study employed convenience sampling to engage 102 librarians in the university libraries, who were involved in one form of infopreneurship or another. The librarians were identified through preliminary investigation, observation, and interaction with the librarians by the researchers. The instrument for data collection was a self-designed online questionnaire titled, “Librarians’ Infopreneurship Practice Questionnaire (LIPQ).” The instrument was validated by two experts in the Department of Library and Information Science in Niger Delta University, Bayelsa State, Nigeria. Reliability test was not conducted on the instrument, based on the knowledge that a valid test tends to be reliable. The researchers distributed 128 digital copies of the draft of the validated questionnaire to the librarians through personal WhatsApp accounts of the librarians, WhatsApp groups of the various university libraries and WhatsApp groups of the different state chapters of the Nigerian Library Association to which the librarians belonged. Out of the 128 questionnaires administered, 102 were properly completed by the librarians and returned, producing a response rate of 97.69%. The data collected were analyzed using weighted mean and standard deviation. Results – The results from data analysis revealed that the librarians’ purposes of engaging in infopreneurship were to earn extra income, provide for post-retirement, meet unforeseen demands, and develop themselves. The librarians’ methods of running infopreneurship were leveraging, customizing, facilitating access to, and providing instant delivery of information. They used the following forms of infopreneurship: information brokerage, reprographic services, research-aid services, book vending and internet services. Finally, challenges faced by the librarians in practicing infopreneurship were lack of adequate finance, business infrastructure, technical skill, and high rate of presence of non-professional infopreneurs. Conclusion – The findings in this study demonstrate that librarians under study practice infopreneurship primarily for purposes of making money and self-sustenance. They achieve this by leveraging, customizing, facilitating access to and providing quick delivery of information. With these methods, the librarians engage in information brokerage, reprographic services, internet services, research-aid services a
{"title":"Practice of Infopreneurship by Librarians in Public University Libraries in South-South Nigeria","authors":"Jerry Friday, Oyinkepreye Sawyer-George","doi":"10.18438/eblip30235","DOIUrl":"https://doi.org/10.18438/eblip30235","url":null,"abstract":"Objective – The aim of this study was to examine the practice of infopreneurship by librarians in public university libraries in South-South Nigeria. The study specifically intended to identify purposes of engaging in infopreneurship, methods of running infopreneurship, forms of infopreneurship practiced, benefits derived from practicing infopreneurship, and challenges encountered in practicing infopreneurship by the librarians. Methods – The population of the study comprised all 175 librarians in 13 public university libraries in South-South Nigeria, which were purposively chosen for the study. The study employed convenience sampling to engage 102 librarians in the university libraries, who were involved in one form of infopreneurship or another. The librarians were identified through preliminary investigation, observation, and interaction with the librarians by the researchers. The instrument for data collection was a self-designed online questionnaire titled, “Librarians’ Infopreneurship Practice Questionnaire (LIPQ).” The instrument was validated by two experts in the Department of Library and Information Science in Niger Delta University, Bayelsa State, Nigeria. Reliability test was not conducted on the instrument, based on the knowledge that a valid test tends to be reliable. The researchers distributed 128 digital copies of the draft of the validated questionnaire to the librarians through personal WhatsApp accounts of the librarians, WhatsApp groups of the various university libraries and WhatsApp groups of the different state chapters of the Nigerian Library Association to which the librarians belonged. Out of the 128 questionnaires administered, 102 were properly completed by the librarians and returned, producing a response rate of 97.69%. The data collected were analyzed using weighted mean and standard deviation. Results – The results from data analysis revealed that the librarians’ purposes of engaging in infopreneurship were to earn extra income, provide for post-retirement, meet unforeseen demands, and develop themselves. The librarians’ methods of running infopreneurship were leveraging, customizing, facilitating access to, and providing instant delivery of information. They used the following forms of infopreneurship: information brokerage, reprographic services, research-aid services, book vending and internet services. Finally, challenges faced by the librarians in practicing infopreneurship were lack of adequate finance, business infrastructure, technical skill, and high rate of presence of non-professional infopreneurs. Conclusion – The findings in this study demonstrate that librarians under study practice infopreneurship primarily for purposes of making money and self-sustenance. They achieve this by leveraging, customizing, facilitating access to and providing quick delivery of information. With these methods, the librarians engage in information brokerage, reprographic services, internet services, research-aid services a","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926524","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}
A Review of: Cigarini, A., Bonhoure, I., Vicens, J., & Perelló, J. (2021). Public libraries embrace citizen science: Strengths and challenges. Library & Information Science Research, 43(2), 101090. https://doi.org/10.1016/j.lisr.2021.101090Objective – The objective of this study was to evaluate the potential of libraries supporting citizen scientist (CS) projects. Design – Mixed methods program evaluation study. Setting – 24 public libraries in Barcelona, Spain. Subjects – Public librarians and library users. Methods – It is a mixed methods and mixed population study done in several phases. The first phase involved training 30 librarians how to conduct a citizen science project. They were given a pre and post survey about their perceptions of citizen science and comfort-level in conducting a project. The second phase involved a project run by the now-trained librarians with library user participation. At this phase a questionnaire was given to the users at the start and end of the project. Finally, a focus group of librarians was asked about their project. The responses were evaluated through thematic analysis. Seven libraries participated in the focus groups. Main Results – During the first phase of the study, the survey found the librarians were pessimistic about user participation in a citizen science project, both at the beginning (75%) and at the end (79%) of the session. Though they felt confident in discussing citizen science (100%) and had high satisfaction in the training (70%), only 42% felt confident to conduct a project on their own. The second phase involved the users, 94% of whom had never participated in a CS project. At the end, 70% of users said the project positively changed their perceptions of the library and 70% were satisfied with the experiment. During the focus groups, librarians said the project brought new users into the library and had the potential to build more relationships among participants and with the community. Major challenges discussed were user commitment to the project and the workload required by librarians, however they all answered positively when asked about continuing with CS projects. Conclusion – This study showed that citizen science projects can be successfully implemented in public libraries. Public libraries are facing challenges caused by societal change, the rise of open science, and more transparent and novel democratic ways of knowledge production. Updating public library infrastructure would be needed to support these projects more fully. This may involve building partnerships and developing new guidelines. There is potential for public libraries to be leaders and innovators in citizen science.
{"title":"Public Libraries Can Be Open Science Laboratories for Citizen Science Projects","authors":"Matthew Bridgeman","doi":"10.18438/eblip30385","DOIUrl":"https://doi.org/10.18438/eblip30385","url":null,"abstract":"A Review of: Cigarini, A., Bonhoure, I., Vicens, J., & Perelló, J. (2021). Public libraries embrace citizen science: Strengths and challenges. Library & Information Science Research, 43(2), 101090. https://doi.org/10.1016/j.lisr.2021.101090Objective – The objective of this study was to evaluate the potential of libraries supporting citizen scientist (CS) projects. Design – Mixed methods program evaluation study. Setting – 24 public libraries in Barcelona, Spain. Subjects – Public librarians and library users. Methods – It is a mixed methods and mixed population study done in several phases. The first phase involved training 30 librarians how to conduct a citizen science project. They were given a pre and post survey about their perceptions of citizen science and comfort-level in conducting a project. The second phase involved a project run by the now-trained librarians with library user participation. At this phase a questionnaire was given to the users at the start and end of the project. Finally, a focus group of librarians was asked about their project. The responses were evaluated through thematic analysis. Seven libraries participated in the focus groups. Main Results – During the first phase of the study, the survey found the librarians were pessimistic about user participation in a citizen science project, both at the beginning (75%) and at the end (79%) of the session. Though they felt confident in discussing citizen science (100%) and had high satisfaction in the training (70%), only 42% felt confident to conduct a project on their own. The second phase involved the users, 94% of whom had never participated in a CS project. At the end, 70% of users said the project positively changed their perceptions of the library and 70% were satisfied with the experiment. During the focus groups, librarians said the project brought new users into the library and had the potential to build more relationships among participants and with the community. Major challenges discussed were user commitment to the project and the workload required by librarians, however they all answered positively when asked about continuing with CS projects. Conclusion – This study showed that citizen science projects can be successfully implemented in public libraries. Public libraries are facing challenges caused by societal change, the rise of open science, and more transparent and novel democratic ways of knowledge production. Updating public library infrastructure would be needed to support these projects more fully. This may involve building partnerships and developing new guidelines. There is potential for public libraries to be leaders and innovators in citizen science.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926266","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}
{"title":"Call for Review Papers","authors":"None Editorial Team","doi":"10.18438/eblip30421","DOIUrl":"https://doi.org/10.18438/eblip30421","url":null,"abstract":"","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926269","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}
A Review of:Laakso, M., Matthias, L., & Jahn, N. (2021). Open is not forever: A study of vanished open access journals. Journal of the Association for Information Science & Technology, 72(9), 1099–1112. https://doi.org/10.1002/asi.24460 Objective – To determine the number of open access journals that have vanished from the web and to summarize their publishing lifespan, geographical and disciplinary characteristics. Design – A descriptive research study. Setting – The internet and internet archive. Subjects – Open access journals. Methods – To identify vanished open access (OA) journals, vanished was defined by the authors as “a journal that published at least one volume as immediate OA after which production ceased, and the journal, together with the published full-text documents, disappeared from the web.” If the journal content partially existed, it would be considered as vanished if <50% was available during 12 months of data collection which occurred September 2019–September 3, 2020. In 2020, the OA journal list was created by searching Directory of Open Access Journals (DOAJ), Ulrichsweb Global Serials Directory, and Scopus title lists. The list was cross-referenced with database records from DOAJ from 2010–2012, 2012–2014, and 2014–2019; Ulrichsweb title lists from May 24, 2012, and July 3, 2018; and Scopus title lists from February 2014 and April 2018, to determine the missing titles. Previous research by the primary author and two peers, and previous publications, also contributed to the list of vanished journals. Data was collected manually, and duplicates were removed. Authors searched the Keepers Registry to be sure that the journal content was not preserved or accessible. Only titles with an ISSN number were kept in the final list. The authors then searched indexing databases and Google to find the vanished journal’s website, then accessed the website through the Internet Archive's Wayback Machine to gather the information such as the year founded, last year of publication, last year available online, language, country, affiliation, and academic discipline. Main Results – Authors identified 154 completely vanished journal titles and 20 partially vanished journal titles, to total 174 verified titles. Journals originated from 47 countries; the majority were published in English (n=137), and most were from North America, Europe and Central Asia (n=109). Social sciences and humanities domain represented 52.3% or 91 titles, and the last publication year of most titles occurred between 2010 and 2014 (n=110). The authors estimated the average time of the last published issue to the last available time on the internet to be within 1 year for 68 titles and within 5 years for 144 titles. Conclusion – Although the results represent a small number of the available OA journals at the time of the study (1.2%), it reinforces the authors’ theme that “open is not forever” and raises concern of the potential loss of scholarly work.
{"title":"Vanished Open Access Journals; Why Preservation Is Needed","authors":"Kathy Grams","doi":"10.18438/eblip30337","DOIUrl":"https://doi.org/10.18438/eblip30337","url":null,"abstract":"A Review of:Laakso, M., Matthias, L., & Jahn, N. (2021). Open is not forever: A study of vanished open access journals. Journal of the Association for Information Science & Technology, 72(9), 1099–1112. https://doi.org/10.1002/asi.24460 \u0000Objective – To determine the number of open access journals that have vanished from the web and to summarize their publishing lifespan, geographical and disciplinary characteristics.\u0000Design – A descriptive research study.\u0000Setting – The internet and internet archive.\u0000Subjects – Open access journals.\u0000Methods – To identify vanished open access (OA) journals, vanished was defined by the authors as “a journal that published at least one volume as immediate OA after which production ceased, and the journal, together with the published full-text documents, disappeared from the web.” If the journal content partially existed, it would be considered as vanished if <50% was available during 12 months of data collection which occurred September 2019–September 3, 2020. In 2020, the OA journal list was created by searching Directory of Open Access Journals (DOAJ), Ulrichsweb Global Serials Directory, and Scopus title lists. The list was cross-referenced with database records from DOAJ from 2010–2012, 2012–2014, and 2014–2019; Ulrichsweb title lists from May 24, 2012, and July 3, 2018; and Scopus title lists from February 2014 and April 2018, to determine the missing titles. Previous research by the primary author and two peers, and previous publications, also contributed to the list of vanished journals. Data was collected manually, and duplicates were removed. Authors searched the Keepers Registry to be sure that the journal content was not preserved or accessible. Only titles with an ISSN number were kept in the final list. The authors then searched indexing databases and Google to find the vanished journal’s website, then accessed the website through the Internet Archive's Wayback Machine to gather the information such as the year founded, last year of publication, last year available online, language, country, affiliation, and academic discipline.\u0000Main Results – Authors identified 154 completely vanished journal titles and 20 partially vanished journal titles, to total 174 verified titles. Journals originated from 47 countries; the majority were published in English (n=137), and most were from North America, Europe and Central Asia (n=109). Social sciences and humanities domain represented 52.3% or 91 titles, and the last publication year of most titles occurred between 2010 and 2014 (n=110). The authors estimated the average time of the last published issue to the last available time on the internet to be within 1 year for 68 titles and within 5 years for 144 titles.\u0000Conclusion – Although the results represent a small number of the available OA journals at the time of the study (1.2%), it reinforces the authors’ theme that “open is not forever” and raises concern of the potential loss of scholarly work.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175223","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}
Holly Beverley, Olivia K. Briere, Elisia A. George, Maureen P. Humphrey-Shelton
{"title":"Using Bibliometrics to Illustrate the Impact of the Library on Military Medical Research","authors":"Holly Beverley, Olivia K. Briere, Elisia A. George, Maureen P. Humphrey-Shelton","doi":"10.18438/eblip30345","DOIUrl":"https://doi.org/10.18438/eblip30345","url":null,"abstract":"","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47942071","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}
A Review of:Dali, K., Bell, N., & Valdes, Z. (2021). Learning and change through diversity, equity, and inclusion professional development: Academic librarians’ perspectives. Journal of Academic Librarianship, 47(6), 102448. https://doi.org/10.1016/j.acalib.2021.102448 Objective – To explore experiences of library diversity, equity, and inclusion (DEI) professional development events (PDEs) and to examine the long-term impacts on knowledge and personal practices of librarians and organizational change Design – Exploratory, qualitative survey, hermeneutic phenomenology, retrospective reflection on a critical incident Setting – Academic libraries across the United States and Canada Subjects – 141 survey responses from academic librarians in public and private institutions who attended a DEI PDEs Methods – The authors distributed a survey in late 2020 to librarians in public and private academic institutions across the US and Canada. Participants were asked to reflect retrospectively on memorable and impactful DEI PDEs they attended in the last five years and to focus on events at least a year before the survey was conducted. Participants were also asked to describe if the PDE changed their own learning and practice, as well as their organization’s policies and practices. The authors used hermeneutic phenomenology as a framework for their research and data analysis, which they describe as an approach to phenomenology that emphasizes the range and diversity of experiences. The survey questions were designed to illicit retrospective reflection and critical incident technique in order to capture the most impactful and memorable experiences with PDEs from respondents. Survey responses were coded, categorized, interpreted, and then mapped to the Transtheoretical Model (TTM) of change, a principle that breaks the phases of change into six processes: precontemplation, contemplation, preparation, action, maintenance, and termination. Additionally, the authors also ensured they represented diverse backgrounds as a method for addressing and reducing bias. Main Results – The authors uncovered a trove of varied experiences and perspectives related to personal as well as organizational knowledge and change. However, they identified five broader categories of learning from the study data: cognitive learning, behavioral learning and change, personal learning and change, social learning and change, and emotional learning and change. The majority of study participants (n=91) chose to attend DEI PDEs rather than being required by their organizations to attend. Many came into the PDE with goals to attain new knowledge (n=39) and to change their behavior (n=30). Similarly, respondents noted that the PDE impacted them most by giving them new awareness around DEI topics and systemic inequities (n=51) and inspired behavioral changes and a commitment to taking action (n=28). PDEs also impacted some participants’ self-awareness around their own biases and privileges (n=22).
{"title":"Diversity, Equity, and Inclusion Professional Development Events in Academic Libraries Have Minimal Impact on Knowledge, Behavior, and Organizational Change Without Meaningful Design and Participant Intentionality","authors":"Eugenia Opuda","doi":"10.18438/eblip30344","DOIUrl":"https://doi.org/10.18438/eblip30344","url":null,"abstract":"A Review of:Dali, K., Bell, N., & Valdes, Z. (2021). Learning and change through diversity, equity, and inclusion professional development: Academic librarians’ perspectives. Journal of Academic Librarianship, 47(6), 102448. https://doi.org/10.1016/j.acalib.2021.102448\u0000Objective – To explore experiences of library diversity, equity, and inclusion (DEI) professional development events (PDEs) and to examine the long-term impacts on knowledge and personal practices of librarians and organizational change\u0000Design – Exploratory, qualitative survey, hermeneutic phenomenology, retrospective reflection on a critical incident\u0000Setting – Academic libraries across the United States and Canada\u0000Subjects – 141 survey responses from academic librarians in public and private institutions who attended a DEI PDEs\u0000Methods – The authors distributed a survey in late 2020 to librarians in public and private academic institutions across the US and Canada. Participants were asked to reflect retrospectively on memorable and impactful DEI PDEs they attended in the last five years and to focus on events at least a year before the survey was conducted. Participants were also asked to describe if the PDE changed their own learning and practice, as well as their organization’s policies and practices. The authors used hermeneutic phenomenology as a framework for their research and data analysis, which they describe as an approach to phenomenology that emphasizes the range and diversity of experiences. The survey questions were designed to illicit retrospective reflection and critical incident technique in order to capture the most impactful and memorable experiences with PDEs from respondents. Survey responses were coded, categorized, interpreted, and then mapped to the Transtheoretical Model (TTM) of change, a principle that breaks the phases of change into six processes: precontemplation, contemplation, preparation, action, maintenance, and termination. Additionally, the authors also ensured they represented diverse backgrounds as a method for addressing and reducing bias.\u0000Main Results – The authors uncovered a trove of varied experiences and perspectives related to personal as well as organizational knowledge and change. However, they identified five broader categories of learning from the study data: cognitive learning, behavioral learning and change, personal learning and change, social learning and change, and emotional learning and change. The majority of study participants (n=91) chose to attend DEI PDEs rather than being required by their organizations to attend. Many came into the PDE with goals to attain new knowledge (n=39) and to change their behavior (n=30). Similarly, respondents noted that the PDE impacted them most by giving them new awareness around DEI topics and systemic inequities (n=51) and inspired behavioral changes and a commitment to taking action (n=28). PDEs also impacted some participants’ self-awareness around their own biases and privileges (n=22).","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42522650","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}
Objective – This empirical study aims to contribute qualitative evidence on the perspectives of data-related librarians regarding the necessary skills, education, and training for these roles in the context of Canadian academic libraries. A second aim of this study is to understand the perspectives of data-related librarians regarding the specific role of the MLIS in providing relevant training and education. The definition of a data-related librarian in this study includes any librarian or professional who has a conventional title related to a field of data librarianship (i.e., research data management, data services, GIS, data visualization, data science) or any other librarian or professional whose duties include providing data-related services within an academic institution. Methods – This study incorporates in-depth qualitative empirical evidence in the form of 12 semi-structured interviews of data-related librarians to investigate first-hand perspectives on the necessary skills required for such positions and the mechanisms for acquiring and maintaining such skills. Results – The interviews identified four major themes related to the skills required for library-related data services positions, including the perceived importance of experience conducting original research, proficiency in computational coding and quantitative methods, MLIS-related skills such as understanding metadata, and the ability to learn new skills quickly on the job. Overall, the implication of this study regarding the training from MLIS programs concerning data-related librarianship is that although expertise in metadata, documentation, and information management are vital skills for data-related librarians, the MLIS is increasingly less competitive compared with degree programs that offer a greater emphasis on practical experience working with different types of data in a research context and implementing a variety of methodological approaches. Conclusion – This study demonstrates that an in-depth qualitative portrait of data-related librarians within a national academic ecosystem provides valuable new insights regarding the perceived importance of conducting original empirical research to succeed in these roles.
{"title":"It Takes a Researcher to Know a Researcher: Academic Librarian Perspectives Regarding Skills and Training for Research Data Support in Canada","authors":"Alisa B. Rod","doi":"10.18438/eblip30297","DOIUrl":"https://doi.org/10.18438/eblip30297","url":null,"abstract":"Objective – This empirical study aims to contribute qualitative evidence on the perspectives of data-related librarians regarding the necessary skills, education, and training for these roles in the context of Canadian academic libraries. A second aim of this study is to understand the perspectives of data-related librarians regarding the specific role of the MLIS in providing relevant training and education. The definition of a data-related librarian in this study includes any librarian or professional who has a conventional title related to a field of data librarianship (i.e., research data management, data services, GIS, data visualization, data science) or any other librarian or professional whose duties include providing data-related services within an academic institution.\u0000Methods – This study incorporates in-depth qualitative empirical evidence in the form of 12 semi-structured interviews of data-related librarians to investigate first-hand perspectives on the necessary skills required for such positions and the mechanisms for acquiring and maintaining such skills.\u0000Results – The interviews identified four major themes related to the skills required for library-related data services positions, including the perceived importance of experience conducting original research, proficiency in computational coding and quantitative methods, MLIS-related skills such as understanding metadata, and the ability to learn new skills quickly on the job. Overall, the implication of this study regarding the training from MLIS programs concerning data-related librarianship is that although expertise in metadata, documentation, and information management are vital skills for data-related librarians, the MLIS is increasingly less competitive compared with degree programs that offer a greater emphasis on practical experience working with different types of data in a research context and implementing a variety of methodological approaches.\u0000Conclusion – This study demonstrates that an in-depth qualitative portrait of data-related librarians within a national academic ecosystem provides valuable new insights regarding the perceived importance of conducting original empirical research to succeed in these roles.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41482860","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}
Objectives – Consultation of internet sources for educational and research purposes is the new normal. As a result of information communication technology, information creation and access are more convenient. The current study was carried out to investigate the proportion of use of internet sources for research purposes by research scholars of three central universities of North East India, namely Tezpur University, Mizoram University, and Rajiv Gandhi University. Methods – The researchers collected data from 123 respondents through an online questionnaire that was distributed through different social media platforms. The study was conducted among Research Scholars (PhD and M.Phil) of Mizoram University, Rajiv Gandhi University, and Tezpur University. Results – The research results show that research communities are moving toward digital platforms for searching and consulting their required resources. Most of the respondents consult internet sources for writing their research reports, but they do not format the references properly. Some research scholars do not follow any referencing style for citing web documents, and respondents do not have much awareness about the differences between URLs and DOIs. Research communities also face problems due to the inaccessibility of online documents cited by former researchers. Conclusion – Since most of the respondents are not familiar with the use of web archives, the current study suggests that higher education institutions should arrange awareness programs on the use of web archives. Research communities should follow the proper referencing formats to acknowledge others’ works. Publishers should mandate a citation style for authors and verify the accuracy of the references before publishing articles or other works.
{"title":"Repercussion of Using Internet Sources: Dilemma for Research Communities","authors":"Nilakshi Sharma, S. Singh","doi":"10.18438/eblip30144","DOIUrl":"https://doi.org/10.18438/eblip30144","url":null,"abstract":"Objectives – Consultation of internet sources for educational and research purposes is the new normal. As a result of information communication technology, information creation and access are more convenient. The current study was carried out to investigate the proportion of use of internet sources for research purposes by research scholars of three central universities of North East India, namely Tezpur University, Mizoram University, and Rajiv Gandhi University.\u0000Methods – The researchers collected data from 123 respondents through an online questionnaire that was distributed through different social media platforms. The study was conducted among Research Scholars (PhD and M.Phil) of Mizoram University, Rajiv Gandhi University, and Tezpur University.\u0000Results – The research results show that research communities are moving toward digital platforms for searching and consulting their required resources. Most of the respondents consult internet sources for writing their research reports, but they do not format the references properly. Some research scholars do not follow any referencing style for citing web documents, and respondents do not have much awareness about the differences between URLs and DOIs. Research communities also face problems due to the inaccessibility of online documents cited by former researchers.\u0000Conclusion – Since most of the respondents are not familiar with the use of web archives, the current study suggests that higher education institutions should arrange awareness programs on the use of web archives. Research communities should follow the proper referencing formats to acknowledge others’ works. Publishers should mandate a citation style for authors and verify the accuracy of the references before publishing articles or other works.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43860736","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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