Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102972
Tzu-Heng Chiu , Hsin-liang Chen
Citizen science is a movement encouraging people to participate in publicly shared scientific projects that leads to new knowledge discovery and fosters community connections to scientific research. The purpose of this study is to review the promotion of citizen science (CS) by research-oriented academic libraries in the US through LibGuides. The data was collected between March 1 and July 10, 2024, from 146 R1 US university libraries as classified by the Carnegie Classification of Institutions of Higher Education. Only 19 of the libraries covered CS in a public LibGuide, with 12 of them having a dedicated CS LibGuide. The information in the LibGuides varied greatly; even common elements, such as a definition of CS, differed and came from many sources. Less than half of the LibGuides included information on community engagement or resources for instructors. The authors recommend that future studies look at the promotion of CS as a valuable topic of research, the creation and utilization of CS LibGuides, and the use of CS by universities as a means of facilitating the community engagement aspect of their missions.
{"title":"Promoting citizen science through academic libraries in the US: A study on LibGuides","authors":"Tzu-Heng Chiu , Hsin-liang Chen","doi":"10.1016/j.acalib.2024.102972","DOIUrl":"10.1016/j.acalib.2024.102972","url":null,"abstract":"<div><div>Citizen science is a movement encouraging people to participate in publicly shared scientific projects that leads to new knowledge discovery and fosters community connections to scientific research. The purpose of this study is to review the promotion of citizen science (CS) by research-oriented academic libraries in the US through LibGuides. The data was collected between March 1 and July 10, 2024, from 146 R1 US university libraries as classified by the Carnegie Classification of Institutions of Higher Education. Only 19 of the libraries covered CS in a public LibGuide, with 12 of them having a dedicated CS LibGuide. The information in the LibGuides varied greatly; even common elements, such as a definition of CS, differed and came from many sources. Less than half of the LibGuides included information on community engagement or resources for instructors. The authors recommend that future studies look at the promotion of CS as a valuable topic of research, the creation and utilization of CS LibGuides, and the use of CS by universities as a means of facilitating the community engagement aspect of their missions.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102972"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102970
Augustine Aduko Alu , Lizette King
Background
Ghanaian students with disabilities face challenges in accessing facilities, services and resources in academic libraries.
Purpose
This study examines the existence of disability policies to guide the provision of facilities, services and resources to students with disabilities in ten Ghanaian academic libraries.
Method
Qualitative data gathered using document analysis and interviews with 28 university librarians, heads of disability units and heads of development officers was analyzed and themed using AtlasTi software. The study was underpinned by the Social Model of Disability.
Findings
Seven Ghanaian public university libraries did not have disability policies resulting in limited accessibility to physical libraries, inaccessible library websites, OPACs and databases as well as inadequate alternative format resources and assistive technologies needed by students with impairments.
Practical implications
Ghanaian public universities may redesign their libraries to accommodate students with disabilities and as such motivate them to pursue and complete tertiary programs. If more students with disabilities can access and utilise academic libraries, the cost effectiveness of libraries, services, and collections would improve.
Originality/value
Originality lies in the applied methodological triangulation to determine how disability policies guide the provision of facilities, services and resources to students.
{"title":"Disability policies to guide the provision of facilities, services and resources to students with disabilities: The case of ten Ghanaian academic libraries","authors":"Augustine Aduko Alu , Lizette King","doi":"10.1016/j.acalib.2024.102970","DOIUrl":"10.1016/j.acalib.2024.102970","url":null,"abstract":"<div><h3>Background</h3><div>Ghanaian students with disabilities face challenges in accessing facilities, services and resources in academic libraries.</div></div><div><h3>Purpose</h3><div>This study examines the existence of disability policies to guide the provision of facilities, services and resources to students with disabilities in ten Ghanaian academic libraries.</div></div><div><h3>Method</h3><div>Qualitative data gathered using document analysis and interviews with 28 university librarians, heads of disability units and heads of development officers was analyzed and themed using AtlasTi software. The study was underpinned by the Social Model of Disability.</div></div><div><h3>Findings</h3><div>Seven Ghanaian public university libraries did not have disability policies resulting in limited accessibility to physical libraries, inaccessible library websites, OPACs and databases as well as inadequate alternative format resources and assistive technologies needed by students with impairments.</div></div><div><h3>Practical implications</h3><div>Ghanaian public universities may redesign their libraries to accommodate students with disabilities and as such motivate them to pursue and complete tertiary programs. If more students with disabilities can access and utilise academic libraries, the cost effectiveness of libraries, services, and collections would improve.</div></div><div><h3>Originality/value</h3><div>Originality lies in the applied methodological triangulation to determine how disability policies guide the provision of facilities, services and resources to students.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102970"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102975
Monica Mensah Danquah , Perpetua Sekyiwa Dadzie , Kwesi Gyesi , Francis Yeboah , Christian Yirenkyi Nyarko
The purpose of this scoping review is to assess the scope of available literature on artificial intelligence (AI) application in libraries with a view to providing strategies for the implementation of AI in Ghanaian academic libraries from relevant literature. The study adopted the framework outlined by Arksey and O'Malley (2005) to enable the retrieval of documents from a major citation database SCOPUS. Relevant articles searched and retrieved were based on Abstract, and Title search on artificial intelligence and academic libraries which comprised the two broad concepts of the study. Data collection was carried out in two phases: phase one from October 2022 and phase two in November 2023. Out of a total of 542 documents retrieved based on a search strategy, 518 met our inclusion criteria. Title, abstract and full text screening of the documents resulted in a total of 478 relevant articles for case analysis. The study outcome after an analysis of the articles deemed relevant and considered for inclusion in the study (478) resulted in the establishment of five major themes: namely” study categories, continental adoption rate, study objectives, study findings and study recommendations which were captured from various cases of articles analyzed.
{"title":"Artificial intelligence implementation strategies for Ghanaian academic libraries: A scoping review","authors":"Monica Mensah Danquah , Perpetua Sekyiwa Dadzie , Kwesi Gyesi , Francis Yeboah , Christian Yirenkyi Nyarko","doi":"10.1016/j.acalib.2024.102975","DOIUrl":"10.1016/j.acalib.2024.102975","url":null,"abstract":"<div><div>The purpose of this scoping review is to assess the scope of available literature on artificial intelligence (AI) application in libraries with a view to providing strategies for the implementation of AI in Ghanaian academic libraries from relevant literature. The study adopted the framework outlined by Arksey and O'Malley (2005) to enable the retrieval of documents from a major citation database SCOPUS. Relevant articles searched and retrieved were based on Abstract, and Title search on artificial intelligence and academic libraries which comprised the two broad concepts of the study. Data collection was carried out in two phases: phase one from October 2022 and phase two in November 2023. Out of a total of 542 documents retrieved based on a search strategy, 518 met our inclusion criteria. Title, abstract and full text screening of the documents resulted in a total of 478 relevant articles for case analysis. The study outcome after an analysis of the articles deemed relevant and considered for inclusion in the study (478) resulted in the establishment of five major themes: namely” study categories, continental adoption rate, study objectives, study findings and study recommendations which were captured from various cases of articles analyzed.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102975"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102976
Grace Therrell, Joshua Ortiz Baco
The expansive adoption of asynchronous library instruction in recent years remains strong even after the conclusion of most COVID-19 emergency remote teaching. This continued growth has also introduced unique methodological challenges for assessment of learning and instruction in the form of vast, unwieldy evaluation data. This study introduces the use of text mining, topic modeling, and exploratory data analysis (EDA) as a novel approach to address the evolving needs of the field of large-scale online library instruction assessment. Librarians employed computational methods on a corpus of 21,506 words from student survey responses representing the instruction experiences of 3720 students to evaluate initial effectiveness of a new instruction approach. The application of a Bayesian topic model revealed latent patterns in self-reported perceptions of course design, mastery of concepts, and gaps in learning. In contrast with the inherent limitations of traditional qualitative analysis, our computational-grounded approach highlights otherwise indiscernible trends and key issues in user experience, instructional content, and online teaching methods. Computational analysis offers the scalability and sustainability necessary to assess asynchronous instruction, and provides clear themes to inform decision-making.
{"title":"The problem of abundance: Text mining approaches to qualitative assessment of asynchronous library instruction","authors":"Grace Therrell, Joshua Ortiz Baco","doi":"10.1016/j.acalib.2024.102976","DOIUrl":"10.1016/j.acalib.2024.102976","url":null,"abstract":"<div><div>The expansive adoption of asynchronous library instruction in recent years remains strong even after the conclusion of most COVID-19 emergency remote teaching. This continued growth has also introduced unique methodological challenges for assessment of learning and instruction in the form of vast, unwieldy evaluation data. This study introduces the use of text mining, topic modeling, and exploratory data analysis (EDA) as a novel approach to address the evolving needs of the field of large-scale online library instruction assessment. Librarians employed computational methods on a corpus of 21,506 words from student survey responses representing the instruction experiences of 3720 students to evaluate initial effectiveness of a new instruction approach. The application of a Bayesian topic model revealed latent patterns in self-reported perceptions of course design, mastery of concepts, and gaps in learning. In contrast with the inherent limitations of traditional qualitative analysis, our computational-grounded approach highlights otherwise indiscernible trends and key issues in user experience, instructional content, and online teaching methods. Computational analysis offers the scalability and sustainability necessary to assess asynchronous instruction, and provides clear themes to inform decision-making.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102976"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102978
Lisa Martin , Michele A.L. Villagran , Savannah Cragin
This study uses a mixed-methods approach to examine the relationship between emotional intelligence and happiness in administrators and managers within academic libraries and how they relate to the experiences of individual contributor employees. Emotional intelligence is often viewed by library administrators as a critical element in promoting positive workplaces, especially for those employees who have supervisory or administrative responsibilities. Happiness, while rarely considered as such, is more often seen in the inverse - concern about low morale and toxic workplaces - and is thus another critical element. Data from this study shows that administrators and managers self-report higher levels of happiness and emotional intelligence than individual contributor employees.
{"title":"Emotional intelligence and happiness: Varied perspectives of supervisors and employees","authors":"Lisa Martin , Michele A.L. Villagran , Savannah Cragin","doi":"10.1016/j.acalib.2024.102978","DOIUrl":"10.1016/j.acalib.2024.102978","url":null,"abstract":"<div><div>This study uses a mixed-methods approach to examine the relationship between emotional intelligence and happiness in administrators and managers within academic libraries and how they relate to the experiences of individual contributor employees. Emotional intelligence is often viewed by library administrators as a critical element in promoting positive workplaces, especially for those employees who have supervisory or administrative responsibilities. Happiness, while rarely considered as such, is more often seen in the inverse - concern about low morale and toxic workplaces - and is thus another critical element. Data from this study shows that administrators and managers self-report higher levels of happiness and emotional intelligence than individual contributor employees.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102978"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102977
Louise L. Lowe, Christopher Stewart, J.B. Hill, Jenna Eastwood Hill
The recruitment and retention of skilled librarians is essential to the success of academic libraries. However, recruitment practices have failed to adjust to the needs of librarians and the evolving job market. The COVID-19 pandemic exacerbated this challenge, further emphasizing the need to reform recruitment efforts. This study reports on the results of a survey conducted in 2023 and 2024 to explore the experiences of 166 job seekers applying for academic librarian jobs in the United States between 2020 and 2023. The findings highlight the importance of candidate-centered practices in the recruitment process, as well as the creation of positions and work environments that are supportive of employee's personal wellness and values.
{"title":"Post-pandemic perspectives on academic librarian recruitment practices: Insights from job seekers","authors":"Louise L. Lowe, Christopher Stewart, J.B. Hill, Jenna Eastwood Hill","doi":"10.1016/j.acalib.2024.102977","DOIUrl":"10.1016/j.acalib.2024.102977","url":null,"abstract":"<div><div>The recruitment and retention of skilled librarians is essential to the success of academic libraries. However, recruitment practices have failed to adjust to the needs of librarians and the evolving job market. The COVID-19 pandemic exacerbated this challenge, further emphasizing the need to reform recruitment efforts. This study reports on the results of a survey conducted in 2023 and 2024 to explore the experiences of 166 job seekers applying for academic librarian jobs in the United States between 2020 and 2023. The findings highlight the importance of candidate-centered practices in the recruitment process, as well as the creation of positions and work environments that are supportive of employee's personal wellness and values.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102977"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102971
Sarah Huber , Zoeanna Mayhook , Wanju Huang
Students are increasingly expected to deliver new knowledge through visual information formats without the level of consistent instruction and support that text-based information formats receive. This paper addresses the student expectation to deliver information through visual media formats and how librarians can work with faculty to support the development of visual information literacies. The disciplines of engineering and business are visual by nature because they use computerized drawings and data visualizations to develop and communicate models and ideas. This does not, however, ensure consistent and uniform visual literacy instruction and support. There is a gap in the literature comparing the experiences students have versus faculty regarding visual media assignment expectations. A survey was conducted to better understand the current state of visual media being assigned. The survey responses of engineering and business faculty were compared to engineering and business student responses. Focus groups were hosted to further explore the survey results. Despite high levels of confidence, both admitted to a level of guesswork while either assigning and grading visual media or completing visual media coursework. Both referred to the need for guidelines and a campus visual writing center. Library resources were identified to address these visual literacy needs.
{"title":"Visual media assignments: Faculty vs. student experiences and expectations in engineering and business","authors":"Sarah Huber , Zoeanna Mayhook , Wanju Huang","doi":"10.1016/j.acalib.2024.102971","DOIUrl":"10.1016/j.acalib.2024.102971","url":null,"abstract":"<div><div>Students are increasingly expected to deliver new knowledge through visual information formats without the level of consistent instruction and support that text-based information formats receive. This paper addresses the student expectation to deliver information through visual media formats and how librarians can work with faculty to support the development of visual information literacies. The disciplines of engineering and business are visual by nature because they use computerized drawings and data visualizations to develop and communicate models and ideas. This does not, however, ensure consistent and uniform visual literacy instruction and support. There is a gap in the literature comparing the experiences students have versus faculty regarding visual media assignment expectations. A survey was conducted to better understand the current state of visual media being assigned. The survey responses of engineering and business faculty were compared to engineering and business student responses. Focus groups were hosted to further explore the survey results. Despite high levels of confidence, both admitted to a level of guesswork while either assigning and grading visual media or completing visual media coursework. Both referred to the need for guidelines and a campus visual writing center. Library resources were identified to address these visual literacy needs.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102971"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102980
Meredith Knoff
This study analyzes the areas of assistance students identified as necessary when they scheduled a one-on-one research consultation; the analysis was conducted through the evaluation of >300 consultation scheduling forms, which ask students to describe their research before meeting with a librarian or other library research assistant.
It specifically considers the kinds of resources, types of assignments, specific assistance, and the research topics and subject areas for which students seek library help. It also analyzes the language used to better understand how students describe their research. Results found that, while students mostly scheduled appointments seeking assistance for traditional library services and resources for research projects and papers, they did not come from one dominant subject area. Students had varied ways of describing their needs that do not fit neatly within the library vernacular. This information can help librarians develop more targeted outreach areas for both subject areas and emerging forms of scholarship not seen in research consultations. Understanding the language students use, regardless of whether or not it comes from their instructor, can show how they learn and conceive of research going forward, as well as how they construct their identity as researchers.
{"title":"Evaluating undergraduate research needs in one-on-one research consultation requests: A qualitative study","authors":"Meredith Knoff","doi":"10.1016/j.acalib.2024.102980","DOIUrl":"10.1016/j.acalib.2024.102980","url":null,"abstract":"<div><div>This study analyzes the areas of assistance students identified as necessary when they scheduled a one-on-one research consultation; the analysis was conducted through the evaluation of >300 consultation scheduling forms, which ask students to describe their research before meeting with a librarian or other library research assistant.</div><div>It specifically considers the kinds of resources, types of assignments, specific assistance, and the research topics and subject areas for which students seek library help. It also analyzes the language used to better understand how students describe their research. Results found that, while students mostly scheduled appointments seeking assistance for traditional library services and resources for research projects and papers, they did not come from one dominant subject area. Students had varied ways of describing their needs that do not fit neatly within the library vernacular. This information can help librarians develop more targeted outreach areas for both subject areas and emerging forms of scholarship not seen in research consultations. Understanding the language students use, regardless of whether or not it comes from their instructor, can show how they learn and conceive of research going forward, as well as how they construct their identity as researchers.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102980"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.acalib.2024.102973
Zuying Mo, Yiming Guo, Chen Si, Gaohui Li
Purpose
The research goal is to understand what factors affect users' continuance intention (CI) of virtual learning commons, focusing on the impact of technological features and individual characteristics on CI.
Design/methodology/approach
In this study, we take “Study with Me”(SWM) as the research subject. Based on the expectation confirmation model for information systems continuance (ECM-ISC) theory, we propose an influence mechanism model for testing these hypotheses. A total of 378 valid data were collected through an online survey of users who frequently use SWM virtual learning commons. The tools SPSS 26.0 and AMOS 24.0 were used to analyze the reliability, validity, model fits and structural equation modeling (SEM).
Findings
The results indicated that interaction immediacy, connectedness, and immersion positively influence users' perceived usefulness (PU) of SWM. The study also concluded that users' self-regulated learning and habit significantly impact their CI of SWM. However, there was no significant relationship found between digital literacy and CI.
Originality/value
This study offers a comprehensive explanation of users' CI of SWM by integrating both technological and individual factors. The findings of this research can provide an empirical foundation for optimizing learning space services, particularly fostering innovative integration between physical and virtual library environments. These findings contribute to promoting diversified development in library space utilization.
{"title":"What drives the continuance intention of “Study with Me” virtual learning commons? A perspective from ECM-ISC","authors":"Zuying Mo, Yiming Guo, Chen Si, Gaohui Li","doi":"10.1016/j.acalib.2024.102973","DOIUrl":"10.1016/j.acalib.2024.102973","url":null,"abstract":"<div><h3>Purpose</h3><div>The research goal is to understand what factors affect users' continuance intention (CI) of virtual learning commons, focusing on the impact of technological features and individual characteristics on CI.</div></div><div><h3>Design/methodology/approach</h3><div>In this study, we take “Study with Me”(SWM) as the research subject. Based on the expectation confirmation model for information systems continuance (ECM-ISC) theory, we propose an influence mechanism model for testing these hypotheses. A total of 378 valid data were collected through an online survey of users who frequently use SWM virtual learning commons. The tools SPSS 26.0 and AMOS 24.0 were used to analyze the reliability, validity, model fits and structural equation modeling (SEM).</div></div><div><h3>Findings</h3><div>The results indicated that interaction immediacy, connectedness, and immersion positively influence users' perceived usefulness (PU) of SWM. The study also concluded that users' self-regulated learning and habit significantly impact their CI of SWM. However, there was no significant relationship found between digital literacy and CI.</div></div><div><h3>Originality/value</h3><div>This study offers a comprehensive explanation of users' CI of SWM by integrating both technological and individual factors. The findings of this research can provide an empirical foundation for optimizing learning space services, particularly fostering innovative integration between physical and virtual library environments. These findings contribute to promoting diversified development in library space utilization.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102973"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focused on social science undergraduate students' (a) perceptions of their research self-efficacy after participating in an undergraduate research symposium (URS) and (b) which research experiences were significant or meaningful and why. An explanatory sequential mixed-method design was used (2022−2023) with N = 91 Saudi female students completing a researcher-designed research self-efficacy e-survey (26 item, 5-point Likert agree/disagree scale): an experimental group (n = 50) that attended an URS and a control group (n = 41) that did not. This was followed by semi-structured interviews (n = 11) of experimental group participants. The experimental group exhibited significantly higher research self-efficacy overall (t-value = 7.731; p-value = .001) and across three aspects of research: planning, implementation, and presentation (average mean = 4.50). The URS was highly effective for social science students. A follow-up thematic analysis (>90 % intercoder reliability) yielded five themes further affirming the success of the URS in improving research self-efficacy: women's empowerment, self-regulated learning especially via library access, career resilience, a respect for inherent challenges, and transformed perceptions of research. Because of the URS experience, students gained confidence and belief in their ability to effectively undertake research-related tasks.
{"title":"Undergraduate research symposium: Vital component in undergraduates' research journey","authors":"Layla Alsalim , Muna Alghamdi , Hiya Almazroa , Taghreed Alsudais , Amani khalaf. H. Alghamdi","doi":"10.1016/j.acalib.2024.102969","DOIUrl":"10.1016/j.acalib.2024.102969","url":null,"abstract":"<div><div>This study focused on social science undergraduate students' (a) perceptions of their research self-efficacy after participating in an undergraduate research symposium (URS) and (b) which research experiences were significant or meaningful and why. An explanatory sequential mixed-method design was used (2022−2023) with <em>N</em> = 91 Saudi female students completing a researcher-designed research self-efficacy e-survey (26 item, 5-point Likert agree/disagree scale): an experimental group (<em>n</em> = 50) that attended an URS and a control group (<em>n</em> = 41) that did not. This was followed by semi-structured interviews (<em>n</em> = 11) of experimental group participants. The experimental group exhibited significantly higher research self-efficacy overall (t-value = 7.731; <em>p</em>-value = .001) and across three aspects of research: planning, implementation, and presentation (average mean = 4.50). The URS was highly effective for social science students. A follow-up thematic analysis (>90 % intercoder reliability) yielded five themes further affirming the success of the URS in improving research self-efficacy: women's empowerment, self-regulated learning especially via library access, career resilience, a respect for inherent challenges, and transformed perceptions of research. Because of the URS experience, students gained confidence and belief in their ability to effectively undertake research-related tasks.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102969"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号