Pub Date : 2024-12-03DOI: 10.1016/j.acalib.2024.102989
Nick Szydlowski, Rosa Salangsang, Daniella Kate Corpuz
In 1994, the Association of Research Libraries (ARL) published a print directory containing information on every electronic journal that could be identified, anywhere in the world. Thirty years later, this study surveys the current availability and preservation status of those 443 journals. While a significant number of these journals are no longer available, the results indicate that independent preservation efforts by individuals and small groups were a major factor in preserving many of the remaining publications. This study uses the preservation survey method to assess the preservation environment for these journals, and also to build an online directory of the journals to assist researchers in locating these often-overlooked innovators of electronic scholarly communication.
{"title":"Early electronic journals: A preservation survey","authors":"Nick Szydlowski, Rosa Salangsang, Daniella Kate Corpuz","doi":"10.1016/j.acalib.2024.102989","DOIUrl":"10.1016/j.acalib.2024.102989","url":null,"abstract":"<div><div>In 1994, the Association of Research Libraries (ARL) published a print directory containing information on every electronic journal that could be identified, anywhere in the world. Thirty years later, this study surveys the current availability and preservation status of those 443 journals. While a significant number of these journals are no longer available, the results indicate that independent preservation efforts by individuals and small groups were a major factor in preserving many of the remaining publications. This study uses the preservation survey method to assess the preservation environment for these journals, and also to build an online directory of the journals to assist researchers in locating these often-overlooked innovators of electronic scholarly communication.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102989"},"PeriodicalIF":2.5,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758945","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 : 2024-11-29DOI: 10.1016/j.acalib.2024.102986
Jung Hyun Chun, Go Eun Lee, Ji Hee Kang, Hyeeun Yoo, Yujing He, Jee Yeon Lee
The current situation in the post-COVID-19 era demands the implementation of sustainable ways to meet users' evolving needs, particularly in the context of contactless services supporting the information activities of university members. This study examines factors affecting service satisfaction based on the current status of contactless services in South Korean academic libraries. To achieve this, we first investigated the current status of contactless services in South Korean academic libraries, reviewed the literature on factors influencing contactless services, and then conducted a survey to gather users' actual perceptions of these services. Our analysis reveals that the value of all service types—namely, Research Support, Capability Development Support, Information Access Support, and Education Support—influences satisfaction with contactless services. Furthermore, satisfaction with contactless services varies depending on relevant factors such as Convenience, Responsiveness, Security, Reliability, and Personalization, which librarians should consider when designing and implementing programs. Ultimately, by identifying the current level of support for contactless services in South Korean academic libraries and the satisfaction of university members, this study aims to suggest practical directions to improve contactless services in academic libraries.
{"title":"Beyond the desk: Enhancing user satisfaction with contactless services in South Korean academic libraries","authors":"Jung Hyun Chun, Go Eun Lee, Ji Hee Kang, Hyeeun Yoo, Yujing He, Jee Yeon Lee","doi":"10.1016/j.acalib.2024.102986","DOIUrl":"10.1016/j.acalib.2024.102986","url":null,"abstract":"<div><div>The current situation in the post-COVID-19 era demands the implementation of sustainable ways to meet users' evolving needs, particularly in the context of contactless services supporting the information activities of university members. This study examines factors affecting service satisfaction based on the current status of contactless services in South Korean academic libraries. To achieve this, we first investigated the current status of contactless services in South Korean academic libraries, reviewed the literature on factors influencing contactless services, and then conducted a survey to gather users' actual perceptions of these services. Our analysis reveals that the value of all service types—namely, Research Support, Capability Development Support, Information Access Support, and Education Support—influences satisfaction with contactless services. Furthermore, satisfaction with contactless services varies depending on relevant factors such as Convenience, Responsiveness, Security, Reliability, and Personalization, which librarians should consider when designing and implementing programs. Ultimately, by identifying the current level of support for contactless services in South Korean academic libraries and the satisfaction of university members, this study aims to suggest practical directions to improve contactless services in academic libraries.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102986"},"PeriodicalIF":2.5,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747916","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 : 2024-11-28DOI: 10.1016/j.acalib.2024.102987
Kristin Leaman, E.C. McGregor Boyle, Dave Zwicky
This article examines past and present practices of embedding information literacy into introductory composition courses at the university level and proposes a new model based on a case study conducted in Fall 2022 at a large research university. Based on the assessment outcomes and student feedback, we used a Fall 2023 iteration of the course to refine some of the activities and assignments, and then created an open access Information Literacy Toolkit for introductory composition instructors. This project demonstrates how librarians can contribute to the existing structures of introductory composition programs at large universities to embed information literacy in a way that is scalable for both librarian and instructor. Conversely, this also highlights the critical role introductory composition at the university level can play in achieving core library priorities, such as teaching information literacy and critical thinking. The Information Literacy Toolkit is open access and all materials are downloadable for free, so that faculty and librarians can view, amend, and apply the toolkit.
{"title":"Empowering future researchers: Designing an information literacy-centric introductory composition course","authors":"Kristin Leaman, E.C. McGregor Boyle, Dave Zwicky","doi":"10.1016/j.acalib.2024.102987","DOIUrl":"10.1016/j.acalib.2024.102987","url":null,"abstract":"<div><div>This article examines past and present practices of embedding information literacy into introductory composition courses at the university level and proposes a new model based on a case study conducted in Fall 2022 at a large research university. Based on the assessment outcomes and student feedback, we used a Fall 2023 iteration of the course to refine some of the activities and assignments, and then created an open access Information Literacy Toolkit for introductory composition instructors. This project demonstrates how librarians can contribute to the existing structures of introductory composition programs at large universities to embed information literacy in a way that is scalable for both librarian and instructor. Conversely, this also highlights the critical role introductory composition at the university level can play in achieving core library priorities, such as teaching information literacy and critical thinking. The Information Literacy Toolkit is open access and all materials are downloadable for free, so that faculty and librarians can view, amend, and apply the toolkit.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102987"},"PeriodicalIF":2.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747915","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 : 2024-11-28DOI: 10.1016/j.acalib.2024.102974
Jennifer M. Jackson, Jung Mi Scoulas, Chad Snyder
This paper explores students' needs and well-being through the University of Illinois Chicago's (UIC) University Library's Undergraduate Engaement Program (UEP) Wall of Engagement. Using the qualitative user experience feedback method of talk-back boards, the UEP asked three reoccurring questions of the student population from 2019 to 2023. From these reoccurring questions asked at midterm and final exam weeks, the responses highlight students' specific needs and identify what students do to take care of their well-being during this time while also articulating what is needed from others. This article illustrates parallels to Maslow's Hierarchy of Needs to further contextualize the identified themes. The examination of the responses from talk-back boards creates pathways for libraries to gain a better understanding of students' needs. This method can also be used to determine future library programming and be used as a form of event assessment. The collected responses reflect students' perspectives at pivotal times in the academic semester and the findings from this programming effort identify the need to continue to support holistic programs that connect students to external supports. These findings also suggest there is a greater need for libraries to continue supporting self-care and well-being programming for student success.
{"title":"An examination of students' needs from 2019 to 2023: Using talk-back boards for library programming","authors":"Jennifer M. Jackson, Jung Mi Scoulas, Chad Snyder","doi":"10.1016/j.acalib.2024.102974","DOIUrl":"10.1016/j.acalib.2024.102974","url":null,"abstract":"<div><div>This paper explores students' needs and well-being through the University of Illinois Chicago's (UIC) University Library's Undergraduate Engaement Program (UEP) Wall of Engagement. Using the qualitative user experience feedback method of talk-back boards, the UEP asked three reoccurring questions of the student population from 2019 to 2023. From these reoccurring questions asked at midterm and final exam weeks, the responses highlight students' specific needs and identify what students do to take care of their well-being during this time while also articulating what is needed from others. This article illustrates parallels to Maslow's Hierarchy of Needs to further contextualize the identified themes. The examination of the responses from talk-back boards creates pathways for libraries to gain a better understanding of students' needs. This method can also be used to determine future library programming and be used as a form of event assessment. The collected responses reflect students' perspectives at pivotal times in the academic semester and the findings from this programming effort identify the need to continue to support holistic programs that connect students to external supports. These findings also suggest there is a greater need for libraries to continue supporting self-care and well-being programming for student success<em>.</em></div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102974"},"PeriodicalIF":2.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747914","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 : 2024-11-22DOI: 10.1016/j.acalib.2024.102983
Michelle Kelly Schultz
Optional data literacy library workshops often struggle to achieve consistent high enrollment and attendance. In seeking strategies to mitigate these challenges, this qualitative study attempted to gain a better understanding of learner motivations and challenges when enrolling and attending optional data literacy instruction offered by a data library at a large university. Nineteen graduate students were interviewed. This study found four factors involved in motivating graduate students to enroll and attend optional library data literacy workshops. These factors, in the form of questions that graduate students would ask about the workshops, were: does the workshop address my need; does the workshop fit into my schedule; does the workshop satisfy my learning preferences; and are there health, emotional, or social aspects that could affect my workshop attendance. Based on these findings, several strategies to improve motivation and attendance were suggested, such as providing workshops at time of need, holding regular repeated sessions, presenting a mix of online and in-person offerings, and making workshops part of a social or networking event.
{"title":"What makes students tick? Exploring factors that affect learner motivations and challenges when engaging with optional library workshops on data literacy","authors":"Michelle Kelly Schultz","doi":"10.1016/j.acalib.2024.102983","DOIUrl":"10.1016/j.acalib.2024.102983","url":null,"abstract":"<div><div>Optional data literacy library workshops often struggle to achieve consistent high enrollment and attendance. In seeking strategies to mitigate these challenges, this qualitative study attempted to gain a better understanding of learner motivations and challenges when enrolling and attending optional data literacy instruction offered by a data library at a large university. Nineteen graduate students were interviewed. This study found four factors involved in motivating graduate students to enroll and attend optional library data literacy workshops. These factors, in the form of questions that graduate students would ask about the workshops, were: does the workshop address my need; does the workshop fit into my schedule; does the workshop satisfy my learning preferences; and are there health, emotional, or social aspects that could affect my workshop attendance. Based on these findings, several strategies to improve motivation and attendance were suggested, such as providing workshops at time of need, holding regular repeated sessions, presenting a mix of online and in-person offerings, and making workshops part of a social or networking event.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102983"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702593","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 : 2024-11-20DOI: 10.1016/j.acalib.2024.102982
Jung Mi Scoulas , Kimberly Shotick , Sandra L. De Groote , Nestor L. Osorio
This article, the second part of a report on the findings of a research project that was previously published Scoulas, De Groote, et al., 2024b), explores how undergraduates perceive academic success. As a part of federally funded project, two assessments tools were developed and distributed at a public research university to explore student definitions of success and assess if they met these definitions. Findings revealed two main themes: one theme centered on tangible achievements such as achieving high grades and excelling in classes, which were ranked as top indicators of academic success, aligning with traditional views. The other focused on processes, highlighting students' ability to manage their own personal growth. The article discusses how academic libraries can utilize these findings to foster the academic success of undergraduate students.
本文是之前发表的研究项目成果报告的第二部分（Scoulas, De Groote, et al.作为联邦政府资助项目的一部分，一所公立研究型大学开发并分发了两种评估工具，以探讨学生对成功的定义，并评估他们是否符合这些定义。研究结果揭示了两大主题：一个主题以有形成就为中心，如取得高分和在课堂上表现出色，这被列为学业成功的首要指标，与传统观点一致。另一个主题侧重于过程，强调学生管理自己个人成长的能力。文章讨论了学术图书馆如何利用这些发现来促进本科生的学业成功。
{"title":"From grades to growth: Understanding undergraduate perceptions of academic success","authors":"Jung Mi Scoulas , Kimberly Shotick , Sandra L. De Groote , Nestor L. Osorio","doi":"10.1016/j.acalib.2024.102982","DOIUrl":"10.1016/j.acalib.2024.102982","url":null,"abstract":"<div><div>This article, the second part of a report on the findings of a research project that was previously published <span><span>Scoulas, De Groote, et al., 2024b</span></span>), explores how undergraduates perceive academic success. As a part of federally funded project, two assessments tools were developed and distributed at a public research university to explore student definitions of success and assess if they met these definitions. Findings revealed two main themes: one theme centered on tangible achievements such as achieving high grades and excelling in classes, which were ranked as top indicators of academic success, aligning with traditional views. The other focused on processes, highlighting students' ability to manage their own personal growth. The article discusses how academic libraries can utilize these findings to foster the academic success of undergraduate students.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102982"},"PeriodicalIF":2.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702592","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 : 2024-11-20DOI: 10.1016/j.acalib.2024.102985
John Mack Freeman, Gabe Nagel
“All change is not growth, as all movement is not forward.” –Ellen Glasgow
The library field has been dominated by conversations around new initiatives, changes, and ways to update the library field to remain relevant in the contemporary academy. In this article, the authors argue for the impact that recontextualization of extant services and expertise coupled with a mutually beneficial approach to partnerships can have as library's look to evolve their services. A case study about the success of Course Reserves-Equipment Lending at the Georgia Tech Library is provided as illumination, saving 2389 students nearly $420,000 over two years. The authors argue that the future of library success does not depend on stretching into new areas but rather a redefining and reinvestment in existing library services and leveraging truly equitable partnerships to meet contemporary needs.
{"title":"Curricular support, equipment lending, and a defense of evolving classic library services","authors":"John Mack Freeman, Gabe Nagel","doi":"10.1016/j.acalib.2024.102985","DOIUrl":"10.1016/j.acalib.2024.102985","url":null,"abstract":"<div><div><em>“All change is not growth, as all movement is not forward.” –Ellen Glasgow</em></div><div>The library field has been dominated by conversations around new initiatives, changes, and ways to update the library field to remain relevant in the contemporary academy. In this article, the authors argue for the impact that recontextualization of extant services and expertise coupled with a mutually beneficial approach to partnerships can have as library's look to evolve their services. A case study about the success of Course Reserves-Equipment Lending at the Georgia Tech Library is provided as illumination, saving 2389 students nearly $420,000 over two years. The authors argue that the future of library success does not depend on stretching into new areas but rather a redefining and reinvestment in existing library services and leveraging truly equitable partnerships to meet contemporary needs.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 1","pages":"Article 102985"},"PeriodicalIF":2.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702661","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.2024.102972
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}
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