Abstract Cybertechnology has become a fundamental part of educational institutions, with the student’s routine to use these technologies to communicate, learn and play, causing a need for understanding the impact and general principles of ethical computer use in academia. However, the practice of cyberethics in these environments has presented many challenges for the institutions. This study, based on the theory of planned behaviour, examined the differences in ethical cyber behavioural intention of Nigerian and South African students using a multi-group analysis. The study adopted a survey research design– structured questionnaires were randomly distributed among students of two purposively selected universities, one in South Africa and the other Nigeria. Structural equation modelling was employed to test the proposed model fit. Overall, 450 undergraduate students participated in the survey; 343 respondents completed and returned the questionnaire, resulting in a response rate of 76.2%. The subjective norm was found to be statistically significant in influencing students’ ethical cyber behavioural intention with cyber technologies. The study contributes to the extant literature on the application of the Theory of Planned Behaviour (TPB). The originality and value of this study can be viewed from the application of a socio-psychology theory to determine ethical cyber behavioural intention in relation to cybertechnology, which provides further evidence that the TPB can be applied to cyberethics research. Moreover, to the best of authors’ knowledge, this is a pioneer study that comprehensively examines the linkage of components of TPB with ethical cyber behavioural intention in joint samples from South Africa and Nigeria.
{"title":"Differences in Ethical Cyber Behavioural Intention of Nigerian and South African Students: A Multi-Group Analysis Based on the Theory of Planned Behaviour","authors":"N. Aderibigbe, D. Ocholla, J. Britz","doi":"10.1515/libri-2019-0062","DOIUrl":"https://doi.org/10.1515/libri-2019-0062","url":null,"abstract":"Abstract Cybertechnology has become a fundamental part of educational institutions, with the student’s routine to use these technologies to communicate, learn and play, causing a need for understanding the impact and general principles of ethical computer use in academia. However, the practice of cyberethics in these environments has presented many challenges for the institutions. This study, based on the theory of planned behaviour, examined the differences in ethical cyber behavioural intention of Nigerian and South African students using a multi-group analysis. The study adopted a survey research design– structured questionnaires were randomly distributed among students of two purposively selected universities, one in South Africa and the other Nigeria. Structural equation modelling was employed to test the proposed model fit. Overall, 450 undergraduate students participated in the survey; 343 respondents completed and returned the questionnaire, resulting in a response rate of 76.2%. The subjective norm was found to be statistically significant in influencing students’ ethical cyber behavioural intention with cyber technologies. The study contributes to the extant literature on the application of the Theory of Planned Behaviour (TPB). The originality and value of this study can be viewed from the application of a socio-psychology theory to determine ethical cyber behavioural intention in relation to cybertechnology, which provides further evidence that the TPB can be applied to cyberethics research. Moreover, to the best of authors’ knowledge, this is a pioneer study that comprehensively examines the linkage of components of TPB with ethical cyber behavioural intention in joint samples from South Africa and Nigeria.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"71 1","pages":"389 - 406"},"PeriodicalIF":1.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45536187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper presents the participation of bots in the process of disinformation in the Brazilian political/electoral scenario between 2014 and 2018. The justification for this research was the growth of ideological polarization and the emergence of hate speech linked to political positioning that culminated in a massive campaign of disinformation, evidenced by fake news and other forms of manipulation. In this research multiple case studies were used referring to three moments: the 2014 elections, the 2016 impeachment and the 2018 election. We found studies investigating these events, and they were used as data sources for analysis of the conjuncture and the interpretation of these facts in a chronological perspective pointed toward the role of bots and the results of such actions. It has been observed that the use of bots has occurred since 2014; however, they were only engaged in propagating false content from 2015. The automation of the messages was sophisticated between 2014 and 2018, when bots ceased to be players who replicated posts indiscriminately (spam) to become users’ catalysts with the intention of creating or expanding new bubbles of disinformation. Finally, we observed that the same botnet active in Brazil was also involved in electoral processes around the world, making Brazil simply one more piece in this grand network of disinformation where who is involved and what their purpose might be is not known.
{"title":"The Role of Bots in the Disinformation Process in Brazilian Politics between 2014 and 2018","authors":"Célio Santana, Amanda Nunes, F. Silva","doi":"10.1515/libri-2020-0071","DOIUrl":"https://doi.org/10.1515/libri-2020-0071","url":null,"abstract":"Abstract This paper presents the participation of bots in the process of disinformation in the Brazilian political/electoral scenario between 2014 and 2018. The justification for this research was the growth of ideological polarization and the emergence of hate speech linked to political positioning that culminated in a massive campaign of disinformation, evidenced by fake news and other forms of manipulation. In this research multiple case studies were used referring to three moments: the 2014 elections, the 2016 impeachment and the 2018 election. We found studies investigating these events, and they were used as data sources for analysis of the conjuncture and the interpretation of these facts in a chronological perspective pointed toward the role of bots and the results of such actions. It has been observed that the use of bots has occurred since 2014; however, they were only engaged in propagating false content from 2015. The automation of the messages was sophisticated between 2014 and 2018, when bots ceased to be players who replicated posts indiscriminately (spam) to become users’ catalysts with the intention of creating or expanding new bubbles of disinformation. Finally, we observed that the same botnet active in Brazil was also involved in electoral processes around the world, making Brazil simply one more piece in this grand network of disinformation where who is involved and what their purpose might be is not known.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1515/libri-2021-frontmatter3
{"title":"Frontmatter","authors":"","doi":"10.1515/libri-2021-frontmatter3","DOIUrl":"https://doi.org/10.1515/libri-2021-frontmatter3","url":null,"abstract":"","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42964289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper offers some thoughts prompted by the research paper published by Peter Lor, Bradley Wiles, and Johannes Britz, “Re-Thinking Information Ethics: Truth, Conspiracy Theories, and Librarians in the COVID-19 Era,” in LIBRI, March 2021. It highlights two significant contributions, an analysis of the misinformation in the COVID-19 pandemic and the notion of alethic rights, the right of truth of patrons based on the work of D’Agostini. This reflection then situates the COVID-19 misinformation campaign within the broader disinformation ecology within which it exists. While it agrees that alethic rights are an important ethical framework, it wonders whether it practically advances work beyond that libraries and librarians are already doing, e.g., in collection decisions, approaches to reference questions, or library programming. It looks at the debate between John Swan and Noel Peattie on the inclusion of books representing outright lies in the collection (e.g., Holocaust denial). It then contrasts a right to information and authorities propagating and validating that information with a right to misinformation and authorities for propagating and validating that misinformation that exists within disinformation ecologies. The problem of truth, its authorities and its context appears to be more complicated than an appeal to alethic truths: for example, liberals and conservatives differ on the meaning of a rational consensus on contentious political matters, such as climate change. Given the dire consequences of misinformation on democracies and public health, an appeal to professional neutrality is woefully inadequate. There must be proactive resistance, if not outright repudiation.
{"title":"Some Thoughts Evoked by Peter Lor, Bradley Wiles, and Johannes Britz, “Re-thinking Information Ethics: Truth, Conspiracy Theories, and Librarians in the COVID-19 Era,” in LIBRI, March 2021","authors":"T. Froehlich","doi":"10.1515/libri-2021-0061","DOIUrl":"https://doi.org/10.1515/libri-2021-0061","url":null,"abstract":"Abstract The paper offers some thoughts prompted by the research paper published by Peter Lor, Bradley Wiles, and Johannes Britz, “Re-Thinking Information Ethics: Truth, Conspiracy Theories, and Librarians in the COVID-19 Era,” in LIBRI, March 2021. It highlights two significant contributions, an analysis of the misinformation in the COVID-19 pandemic and the notion of alethic rights, the right of truth of patrons based on the work of D’Agostini. This reflection then situates the COVID-19 misinformation campaign within the broader disinformation ecology within which it exists. While it agrees that alethic rights are an important ethical framework, it wonders whether it practically advances work beyond that libraries and librarians are already doing, e.g., in collection decisions, approaches to reference questions, or library programming. It looks at the debate between John Swan and Noel Peattie on the inclusion of books representing outright lies in the collection (e.g., Holocaust denial). It then contrasts a right to information and authorities propagating and validating that information with a right to misinformation and authorities for propagating and validating that misinformation that exists within disinformation ecologies. The problem of truth, its authorities and its context appears to be more complicated than an appeal to alethic truths: for example, liberals and conservatives differ on the meaning of a rational consensus on contentious political matters, such as climate change. Given the dire consequences of misinformation on democracies and public health, an appeal to professional neutrality is woefully inadequate. There must be proactive resistance, if not outright repudiation.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"71 1","pages":"219 - 225"},"PeriodicalIF":1.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49157841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.
{"title":"Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities","authors":"L. Nguyen, A. Habók","doi":"10.1515/libri-2020-0165","DOIUrl":"https://doi.org/10.1515/libri-2020-0165","url":null,"abstract":"Abstract The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"72 1","pages":"53 - 66"},"PeriodicalIF":1.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49427499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The study elaborates the picture of the relationships between information and power by examining how informational and expert power appear in the characterizations of cognitive authority presented in the research literature. The study draws on the conceptual analysis of 25 key studies on the above issues. Mainly focusing on Patrick Wilson’s classic notion of cognitive authority, it was examined how informational power and expert power are constitutive of authority of this kind, and how people subject to the influence of cognitive authorities trust or challenge such authorities. The findings indicate that researchers have characterized the features of expert power inherent in cognitive authority by diverse qualifiers such as competence and trustworthiness of information sources considered authoritative. Informational power has mainly been approached in terms of irrefutability of individual arguments and facts offered by cognitive authorities. Both forms of power are persuasive in nature and information seekers can trust or challenge them by drawing on their experiential knowledge in particular. The findings also highlight the need to elaborate the construct of cognitive authority by rethinking its relevance in the networked information environments where the traditional picture of authoritative information sources is eroding.
{"title":"Cognitive Authority as an Instance of Informational and Expert Power","authors":"Reijo Savolainen","doi":"10.1515/libri-2020-0128","DOIUrl":"https://doi.org/10.1515/libri-2020-0128","url":null,"abstract":"Abstract The study elaborates the picture of the relationships between information and power by examining how informational and expert power appear in the characterizations of cognitive authority presented in the research literature. The study draws on the conceptual analysis of 25 key studies on the above issues. Mainly focusing on Patrick Wilson’s classic notion of cognitive authority, it was examined how informational power and expert power are constitutive of authority of this kind, and how people subject to the influence of cognitive authorities trust or challenge such authorities. The findings indicate that researchers have characterized the features of expert power inherent in cognitive authority by diverse qualifiers such as competence and trustworthiness of information sources considered authoritative. Informational power has mainly been approached in terms of irrefutability of individual arguments and facts offered by cognitive authorities. Both forms of power are persuasive in nature and information seekers can trust or challenge them by drawing on their experiential knowledge in particular. The findings also highlight the need to elaborate the construct of cognitive authority by rethinking its relevance in the networked information environments where the traditional picture of authoritative information sources is eroding.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"72 1","pages":"1 - 12"},"PeriodicalIF":1.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42659667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract E-journals are constantly evolving and adding new features, however, scholars’ views of desired features of scholarly e-articles have not received much attention. Scholars’ opinions were studied as part of two scholarly reading surveys conducted in Finland in 2016 and internationally in 2018. Respondents were asked “What features would you like to see in e-scholarly articles in the future” and “How have your reading practices changed in the last few years and how do you expect them to change”. A qualitative thematic analysis of 588 open-ended comments to these questions was performed. Themes discussed in open ended comments concern availability and accessibility; readability, searchability, findability, and discoverability; sharing and collaboration affordances; and seamlessness between reading and writing. Respondents also discussed affordances such as more visual materials, more interactivity, easier export of references, links to original research data, open commenting, open peer review, possibility to update articles, links to authors’ social media sites, and templates for secondary and meta-analysis. Users’ discussion of affordances for finding, discovering, sharing, and handling information provide insights to publishers, libraries, and web designers.
{"title":"Desired Affordances of Scholarly E-Articles: Views from Scholars Based on Open-Ended Answers","authors":"Sanna Talja, C. Tenopir, E. Late","doi":"10.1515/libri-2021-0012","DOIUrl":"https://doi.org/10.1515/libri-2021-0012","url":null,"abstract":"Abstract E-journals are constantly evolving and adding new features, however, scholars’ views of desired features of scholarly e-articles have not received much attention. Scholars’ opinions were studied as part of two scholarly reading surveys conducted in Finland in 2016 and internationally in 2018. Respondents were asked “What features would you like to see in e-scholarly articles in the future” and “How have your reading practices changed in the last few years and how do you expect them to change”. A qualitative thematic analysis of 588 open-ended comments to these questions was performed. Themes discussed in open ended comments concern availability and accessibility; readability, searchability, findability, and discoverability; sharing and collaboration affordances; and seamlessness between reading and writing. Respondents also discussed affordances such as more visual materials, more interactivity, easier export of references, links to original research data, open commenting, open peer review, possibility to update articles, links to authors’ social media sites, and templates for secondary and meta-analysis. Users’ discussion of affordances for finding, discovering, sharing, and handling information provide insights to publishers, libraries, and web designers.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"72 1","pages":"67 - 81"},"PeriodicalIF":1.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Augmented reality (AR) stories offer a new opportunity for parents and teachers at libraries and schools to explore electronic stories. Embedded with multimedia design, AR allows diverse paths of exploration in the story contexts for shared story-reading experiences among parents and children. In this study, parents in the reading community (a library and a school) were provided with AR guided support and a skill-building activity. Observations and in-depth interviews were conducted to collect qualitative data. Inductive analysis was used to summarize the findings. Results of the study were summarized in the following themes: Prior adult-child reading experiences; Novelty with AR reading; Parents’ scaffolding for using AR; Interactive reflective thinking from AR reading; Positive responses from learning of shared reading; and Parents’ suggestions and concerns. It was observed that the AR reflective reading approach encouraged parents to play an active role in guided reading. Children and parents were positive about their active participation in the AR-mediated exploratory reading context. With the AR guided support and skill-building activity, parents applied the scaffolded-reading skills in the AR reading intervention. The AR-mediated reading approach is promising and open to more dynamic design of interactive features.
{"title":"Augmented Reality for Supporting Adult-child Shared Reading","authors":"Lih-Juan ChanLin","doi":"10.1515/libri-2020-0130","DOIUrl":"https://doi.org/10.1515/libri-2020-0130","url":null,"abstract":"Abstract Augmented reality (AR) stories offer a new opportunity for parents and teachers at libraries and schools to explore electronic stories. Embedded with multimedia design, AR allows diverse paths of exploration in the story contexts for shared story-reading experiences among parents and children. In this study, parents in the reading community (a library and a school) were provided with AR guided support and a skill-building activity. Observations and in-depth interviews were conducted to collect qualitative data. Inductive analysis was used to summarize the findings. Results of the study were summarized in the following themes: Prior adult-child reading experiences; Novelty with AR reading; Parents’ scaffolding for using AR; Interactive reflective thinking from AR reading; Positive responses from learning of shared reading; and Parents’ suggestions and concerns. It was observed that the AR reflective reading approach encouraged parents to play an active role in guided reading. Children and parents were positive about their active participation in the AR-mediated exploratory reading context. With the AR guided support and skill-building activity, parents applied the scaffolded-reading skills in the AR reading intervention. The AR-mediated reading approach is promising and open to more dynamic design of interactive features.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"71 1","pages":"251 - 265"},"PeriodicalIF":1.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/libri-2020-0130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45773888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1515/libri-2021-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/libri-2021-frontmatter2","DOIUrl":"https://doi.org/10.1515/libri-2021-frontmatter2","url":null,"abstract":"","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/libri-2021-frontmatter2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In response to the new principal contradiction between people’s growing needs for a better life and the inadequate and imbalanced development in different social fields in China, Chinese public libraries have fast developed Public Cultural Services (PCS) to meet users’ needs. This study investigates senior library specialists’ perspectives on unbalanced and inadequate development of Chinese public libraries’ PCS. The study collected data from 31 senior library specialists from 10 provinces or municipalities through online survey. In addition, eight experts from public libraries were also interviewed. The data reveals that the main roles of public libraries providing PCS include ensuring equal access to cultural resources, protecting cultural heritage, developing unique cultural products or service, and promoting public cultural products to ensure cultural diversity. Provincial and prefectural libraries take most of the PCS’ responsibilities while county, township, and village libraries’ responsibilities are less. Moreover, there is unbalanced development and inadequate development of library PCS in China. External factors such as economy development, government expenditure on cultural activities, and education development, and internal factors such as internal management weakness and libraries’ investment on cultural service are the top factors. This means that if Chinese public libraries want to better improve PCS, they should try to seek financial resource support and improve their internal management. This study is valuable for public library management and policymakers at different bureaucratic levels to understand issues of PCS in China. It also helps public libraries better learn their strengths and weaknesses in PCS.
{"title":"An Unbalanced and Inadequate Development of the Chinese Public Libraries’ Public Culture Services: An Investigation of 31 Senior Library Specialists","authors":"Yuan Zhao, Yiu-chuen Wan, Jiao Chun","doi":"10.1515/libri-2019-0188","DOIUrl":"https://doi.org/10.1515/libri-2019-0188","url":null,"abstract":"Abstract In response to the new principal contradiction between people’s growing needs for a better life and the inadequate and imbalanced development in different social fields in China, Chinese public libraries have fast developed Public Cultural Services (PCS) to meet users’ needs. This study investigates senior library specialists’ perspectives on unbalanced and inadequate development of Chinese public libraries’ PCS. The study collected data from 31 senior library specialists from 10 provinces or municipalities through online survey. In addition, eight experts from public libraries were also interviewed. The data reveals that the main roles of public libraries providing PCS include ensuring equal access to cultural resources, protecting cultural heritage, developing unique cultural products or service, and promoting public cultural products to ensure cultural diversity. Provincial and prefectural libraries take most of the PCS’ responsibilities while county, township, and village libraries’ responsibilities are less. Moreover, there is unbalanced development and inadequate development of library PCS in China. External factors such as economy development, government expenditure on cultural activities, and education development, and internal factors such as internal management weakness and libraries’ investment on cultural service are the top factors. This means that if Chinese public libraries want to better improve PCS, they should try to seek financial resource support and improve their internal management. This study is valuable for public library management and policymakers at different bureaucratic levels to understand issues of PCS in China. It also helps public libraries better learn their strengths and weaknesses in PCS.","PeriodicalId":45618,"journal":{"name":"Libri-International Journal of Libraries and Information Studies","volume":"71 1","pages":"293 - 306"},"PeriodicalIF":1.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43062312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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