Pub Date : 2024-07-01DOI: 10.1016/j.acalib.2024.102921
Jingshan Lin , Yiping Jiang , Yanhua Chen
Scientific data is an important strategic resource under the fourth research paradigm. With the increasing demand for scientific data, it has become a consensus in the academic community that scientific data reuse can bring value to scientific research. This paper elaborates the generation mechanism of scientific data reuse behavior, deeply analyzes the mechanism of scientific data reuse behavior on scientific research innovation performance, and the moderating effect of scientific data services on scientific data reuse behavior.
{"title":"Research on the generation mechanism and action mechanism of scientific data reuse behavior","authors":"Jingshan Lin , Yiping Jiang , Yanhua Chen","doi":"10.1016/j.acalib.2024.102921","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102921","url":null,"abstract":"<div><p>Scientific data is an important strategic resource under the fourth research paradigm. With the increasing demand for scientific data, it has become a consensus in the academic community that scientific data reuse can bring value to scientific research. This paper elaborates the generation mechanism of scientific data reuse behavior, deeply analyzes the mechanism of scientific data reuse behavior on scientific research innovation performance, and the moderating effect of scientific data services on scientific data reuse behavior.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487220","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 : 2024-06-29DOI: 10.1016/j.acalib.2024.102906
Braden Bradshaw , Andrew Scot Proctor , Ryan Ladle , Meg Frost
Noise and distractions are commonly associated with stress. Our objective was to identify the impact of noise and distracting environments on the stress levels of library patrons, as measured by wearable devices. In this study, we explored the relationship between heart rate variability (HRV) and skin temperature measures using consumer wearable devices. Additionally, we analyzed our data through the perspective of established personas for library patrons to determine if purpose in visiting the library had any effect on observed stress. For those who were expected to be more stressed, there was no significant difference between loud and quiet conditions. Our results showed that patrons in both quiet and loud conditions were significantly more stressed than their baseline measurements outside of the library, but equally so. This was consistent even accounting for differing purpose in library attendance. Our findings suggest that noisy environments in the library may not be as problematic for library patrons as is often perceived.
{"title":"The impact of ambient noise on patron stress levels while studying in the library","authors":"Braden Bradshaw , Andrew Scot Proctor , Ryan Ladle , Meg Frost","doi":"10.1016/j.acalib.2024.102906","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102906","url":null,"abstract":"<div><p>Noise and distractions are commonly associated with stress. Our objective was to identify the impact of noise and distracting environments on the stress levels of library patrons, as measured by wearable devices. In this study, we explored the relationship between heart rate variability (HRV) and skin temperature measures using consumer wearable devices. Additionally, we analyzed our data through the perspective of established personas for library patrons to determine if purpose in visiting the library had any effect on observed stress. For those who were expected to be more stressed, there was no significant difference between loud and quiet conditions. Our results showed that patrons in both quiet and loud conditions were significantly more stressed than their baseline measurements outside of the library, but equally so. This was consistent even accounting for differing purpose in library attendance. Our findings suggest that noisy environments in the library may not be as problematic for library patrons as is often perceived.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487222","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 : 2024-06-28DOI: 10.1016/j.acalib.2024.102922
Matthew Weirick Johnson
Abstract
Burnout is a pervasive problem in libraries; however, little empirical evidence exists to demonstrate burnout's extent and to assist in identifying evidence-based solutions. As far as quantitative analysis of burnout is concerned, the Maslach Burnout Inventory (MBI) has been a primary tool for measuring burnout among human services workers. However, the tool is proprietary and can be cost-prohibitive for large samples or small/non-existent budgets. As we consider the measurement of burnout as a field, open tools are better aligned with the values of librarianship, and free tools are better aligned with the resources available for conducting research or internal assessments. The Copenhagen Burnout Inventory (CBI) is a non-commercial, free, and easy-to-administer tool for measuring burnout across three dimensions: personal, work-related, and client-related. The CBI presents a cost-effective alternative to the MBI which may be particularly enticing for academic library leaders and researchers. This study assesses the psychometric properties, including factor structure and scale reliability, to contribute to demonstrating construct validity of the CBI among academic librarians in the United Studies using a probability sample stratified by institutional Carnegie classifications and geographic region.
Confirmatory Factory Analysis (CFA) is used the examine the factor structure and model fit of five models for the CBI: a correlated three factors model, a correlated two factors model (using work-related and client-related burnout), and three single factor models for each of the three independent subscales (personal, work-related, and client-related burnout). The factorial validity and model fit for the five models demonstrated in the study are reasonable, suggesting that the items in the three scales are successfully measuring the latent constructs (personal burnout, work-related burnout, and client-related burnout), which contributes to construct validity. The expected relationship between the observed variables (the items in the measurement model) and the latent constructs is supported by the CFA analyses. While other examinations of validity, including other aspects of construct validity, should also be examined, the findings support the use of the CBI for measurement of burnout among academic librarians.
摘要职业倦怠是图书馆中一个普遍存在的问题;然而,很少有实证证据能够证明职业倦怠的程度,并帮助确定循证解决方案。就职业倦怠的定量分析而言,马斯拉赫职业倦怠量表(Maslach Burnout Inventory,MBI)一直是测量人类服务工作者职业倦怠的主要工具。然而,该工具是专有的,对于大样本或预算较少/不存在预算的情况来说,成本可能过高。当我们将职业倦怠的测量视为一个领域时,开放式工具更符合图书馆学的价值观,免费工具更符合开展研究或内部评估的可用资源。哥本哈根职业倦怠量表(CBI)是一种非商业性的、免费的、易于使用的工具,用于测量个人、工作和客户三个维度的职业倦怠。CBI 是 MBI 的一种具有成本效益的替代工具,对于学术图书馆的领导者和研究人员可能特别有吸引力。本研究评估了 CBI 的心理测量特性,包括因子结构和量表信度,通过按机构卡内基分类和地理区域分层的概率样本,证明 CBI 在美国学术图书馆员中的构建效度。研究采用了确证工厂分析法(CFA)来检验 CBI 五个模型的因子结构和模型拟合度:一个相关的三因子模型、一个相关的两因子模型(使用与工作相关和与客户相关的职业倦怠),以及三个独立子量表(个人、与工作相关和与客户相关的职业倦怠)的三个单因子模型。研究中五个模型的因子效度和模型拟合度都比较合理,表明三个量表中的项目成功地测量了潜在的构念(个人倦怠、与工作相关的倦怠和与客户相关的倦怠),这有助于提高构念效度。观察变量(测量模型中的项目)与潜在构念之间的预期关系得到了 CFA 分析的支持。尽管还需要对有效性的其他方面(包括建构有效性的其他方面)进行研究,但研究结果支持使用 CBI 来测量学术图书馆员的职业倦怠。
{"title":"Use of the Copenhagen Burnout Inventory among US academic librarians: Examining construct validity through factor structure and model fit","authors":"Matthew Weirick Johnson","doi":"10.1016/j.acalib.2024.102922","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102922","url":null,"abstract":"<div><p>Abstract</p><p>Burnout is a pervasive problem in libraries; however, little empirical evidence exists to demonstrate burnout's extent and to assist in identifying evidence-based solutions. As far as quantitative analysis of burnout is concerned, the Maslach Burnout Inventory (MBI) has been a primary tool for measuring burnout among human services workers. However, the tool is proprietary and can be cost-prohibitive for large samples or small/non-existent budgets. As we consider the measurement of burnout as a field, open tools are better aligned with the values of librarianship, and free tools are better aligned with the resources available for conducting research or internal assessments. The Copenhagen Burnout Inventory (CBI) is a non-commercial, free, and easy-to-administer tool for measuring burnout across three dimensions: personal, work-related, and client-related. The CBI presents a cost-effective alternative to the MBI which may be particularly enticing for academic library leaders and researchers. This study assesses the psychometric properties, including factor structure and scale reliability, to contribute to demonstrating construct validity of the CBI among academic librarians in the United Studies using a probability sample stratified by institutional Carnegie classifications and geographic region.</p><p>Confirmatory Factory Analysis (CFA) is used the examine the factor structure and model fit of five models for the CBI: a correlated three factors model, a correlated two factors model (using work-related and client-related burnout), and three single factor models for each of the three independent subscales (personal, work-related, and client-related burnout). The factorial validity and model fit for the five models demonstrated in the study are reasonable, suggesting that the items in the three scales are successfully measuring the latent constructs (personal burnout, work-related burnout, and client-related burnout), which contributes to construct validity. The expected relationship between the observed variables (the items in the measurement model) and the latent constructs is supported by the CFA analyses. While other examinations of validity, including other aspects of construct validity, should also be examined, the findings support the use of the CBI for measurement of burnout among academic librarians.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000831/pdfft?md5=04fd89c1e3a8113f34737af85b09f836&pid=1-s2.0-S0099133324000831-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481275","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 : 2024-06-28DOI: 10.1016/j.acalib.2024.102917
Miguel Ángel Marzal García-Quismondo , Pablo Parra-Valero , Sara Martínez-Cardama
This article approximates the concept of Critical Information Literacy based on the Educability project: Building the Capacity of Educators & Librarians in Information Literacy. Funded by the European Union and conducted between 2020 and 2023 by four European universities, this project aims to address contemporary socio-technological challenges through information literacy training. Methodology encompasses a literature review, analysis of target audience needs, and a Delphi study to assess the proposed curriculum design. This paper focuses on the current dimension of Critical Information Literacy, emphasizing its role in promoting equity, preventing misinformation, and fostering critical thinking in an evolving digital environment. Findings reveal a progression in defining Critical Information Literacy, emphasizing the promotion of critical thinking and engagement with information sources, urging individuals to question established practices. Through a Delphi study involving experts, key definitions were evaluated and categorized, informing the development of a training course. The study underscores the evolving role of academic librarians in facilitating critical engagement with information amidst societal changes. It also highlights the importance of addressing emerging digital challenges, such as misinformation and algorithmic bias, through innovative educational approaches. Overall, the research contributes to advancing Critical Information Literacy and digital skills training, fostering informed citizenship and social responsibility.
{"title":"A look at critical information literacy from Europe's educability project","authors":"Miguel Ángel Marzal García-Quismondo , Pablo Parra-Valero , Sara Martínez-Cardama","doi":"10.1016/j.acalib.2024.102917","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102917","url":null,"abstract":"<div><p>This article approximates the concept of Critical Information Literacy based on the Educability project: Building the Capacity of Educators & Librarians in Information Literacy. Funded by the European Union and conducted between 2020 and 2023 by four European universities, this project aims to address contemporary socio-technological challenges through information literacy training. Methodology encompasses a literature review, analysis of target audience needs, and a Delphi study to assess the proposed curriculum design. This paper focuses on the current dimension of Critical Information Literacy, emphasizing its role in promoting equity, preventing misinformation, and fostering critical thinking in an evolving digital environment. Findings reveal a progression in defining Critical Information Literacy, emphasizing the promotion of critical thinking and engagement with information sources, urging individuals to question established practices. Through a Delphi study involving experts, key definitions were evaluated and categorized, informing the development of a training course. The study underscores the evolving role of academic librarians in facilitating critical engagement with information amidst societal changes. It also highlights the importance of addressing emerging digital challenges, such as misinformation and algorithmic bias, through innovative educational approaches. Overall, the research contributes to advancing Critical Information Literacy and digital skills training, fostering informed citizenship and social responsibility.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487164","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 : 2024-06-24DOI: 10.1016/j.acalib.2024.102895
Tove Faber Frandsen , Richard Bruce Lamptey , Edward Mensah Borteye
Predatory publishing poses significant challenges to academic integrity and progress. It requires the involvement of academic institutions, funding bodies, and policymakers to establish robust evaluation mechanisms and promote ethical publishing practices. This study examines the effectiveness of implementing promotion policies to discourage unethical academic publishing, focusing on Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. This study analyses 273 promotion applications submitted from January 2022 to November 2023, regardless of approval. The results show that researchers at KNUST submit relatively more publications to recommended outlets after the implementation of the new promotion guidelines. Moreover, with nine out of ten non-verified publications found to be from predatory journals, the verification process effectively discourages publication such outlets. Our study therefore confirms that the verification process can identify predatory publication outlets. Consequently, it is recommended that research institutions eliminate incentives for publishing in questionable outlets through publication criteria as part of promotion standards.
{"title":"Promotion standards to discourage publishing in questionable journals: a follow-up study","authors":"Tove Faber Frandsen , Richard Bruce Lamptey , Edward Mensah Borteye","doi":"10.1016/j.acalib.2024.102895","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102895","url":null,"abstract":"<div><p>Predatory publishing poses significant challenges to academic integrity and progress. It requires the involvement of academic institutions, funding bodies, and policymakers to establish robust evaluation mechanisms and promote ethical publishing practices. This study examines the effectiveness of implementing promotion policies to discourage unethical academic publishing, focusing on Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. This study analyses 273 promotion applications submitted from January 2022 to November 2023, regardless of approval. The results show that researchers at KNUST submit relatively more publications to recommended outlets after the implementation of the new promotion guidelines. Moreover, with nine out of ten non-verified publications found to be from predatory journals, the verification process effectively discourages publication such outlets. Our study therefore confirms that the verification process can identify predatory publication outlets. Consequently, it is recommended that research institutions eliminate incentives for publishing in questionable outlets through publication criteria as part of promotion standards.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000569/pdfft?md5=9ba8bc300fa1e24fd89341fcd7cba6e4&pid=1-s2.0-S0099133324000569-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487221","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 : 2024-06-18DOI: 10.1016/j.acalib.2024.102909
Ann Abney, Amanda Boczar, Sydney Jordan
In the past decade, academic libraries have adjusted their approaches to codify their digital collections metadata standards. At the core of these efforts were conscious editing and reparative metadata initiatives that embraced, at varying levels based on the institution, ethical standards that provided inclusive terminology, addressed historic racist and sexist terms by placing them in context with contemporary language, and improved accessibility by using subject-specific thesauri outside the Library of Congress' controlled vocabularies. Dozens of academic, special, and public libraries have published guides to focused on these issues over the past four years. The approach can be time consuming or feel overwhelming as institutions attempt to boil down what the process of conducting conscious editing or reparative metadata work entails, who is qualified to do the work, and how to evaluate the impacts of such work. At the University of South Florida Libraries, our efforts to improve our overall metadata standards incorporated conscious editing as a guiding framework that, over the course of four years, evolved into a multi-departmental effort aimed at the strategic goal of increasing the accessibility of our collections in the broadest definition of the term.
{"title":"Conscious Editing-Driven Metadata for Archives and Digital Collections: A Case Study","authors":"Ann Abney, Amanda Boczar, Sydney Jordan","doi":"10.1016/j.acalib.2024.102909","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102909","url":null,"abstract":"<div><p>In the past decade, academic libraries have adjusted their approaches to codify their digital collections metadata standards. At the core of these efforts were conscious editing and reparative metadata initiatives that embraced, at varying levels based on the institution, ethical standards that provided inclusive terminology, addressed historic racist and sexist terms by placing them in context with contemporary language, and improved accessibility by using subject-specific thesauri outside the Library of Congress' controlled vocabularies. Dozens of academic, special, and public libraries have published guides to focused on these issues over the past four years. The approach can be time consuming or feel overwhelming as institutions attempt to boil down what the process of conducting conscious editing or reparative metadata work entails, who is qualified to do the work, and how to evaluate the impacts of such work. At the University of South Florida Libraries, our efforts to improve our overall metadata standards incorporated conscious editing as a guiding framework that, over the course of four years, evolved into a multi-departmental effort aimed at the strategic goal of increasing the accessibility of our collections in the broadest definition of the term.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423615","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 : 2024-06-13DOI: 10.1016/j.acalib.2024.102907
Paul J. McMonigle
Since the Post-9/11 G.I. Bill was passed in 2008 and implemented in 2009, over 750,000 veterans have made use of the expanded benefits to earn a college degree. Many academic libraries have created programs and events to help these students along their journeys. Although several librarians have authored papers on these programs and their results, those have always focused on events at one institution. To better understand how libraries have supported student veterans and to learn what types of programs have had the most success, the author of this paper conducted a survey of every R1 and R2 institution in the United States. The survey encompasses outreach events, collections development and maintenance, collaborations with student groups and official campus veterans' centers, and specialized training for faculty and staff. The author hopes to use the results of this study in the creation of a comprehensive student veteran's outreach and engagement program at their institution, and to help other academic librarians who are interested in doing more targeted work to assist this underrepresented student group.
{"title":"Student veterans and academic libraries: A survey of outreach events","authors":"Paul J. McMonigle","doi":"10.1016/j.acalib.2024.102907","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102907","url":null,"abstract":"<div><p>Since the Post-9/11 G.I. Bill was passed in 2008 and implemented in 2009, over 750,000 veterans have made use of the expanded benefits to earn a college degree. Many academic libraries have created programs and events to help these students along their journeys. Although several librarians have authored papers on these programs and their results, those have always focused on events at one institution. To better understand how libraries have supported student veterans and to learn what types of programs have had the most success, the author of this paper conducted a survey of every R1 and R2 institution in the United States. The survey encompasses outreach events, collections development and maintenance, collaborations with student groups and official campus veterans' centers, and specialized training for faculty and staff. The author hopes to use the results of this study in the creation of a comprehensive student veteran's outreach and engagement program at their institution, and to help other academic librarians who are interested in doing more targeted work to assist this underrepresented student group.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141325674","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 : 2024-06-12DOI: 10.1016/j.acalib.2024.102908
Megan Fitzgibbons, Chloe Lei
Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, “What shapes ideal learning experiences related to EDI for academic librarians?” In uncovering librarians' stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one's biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one's learning and one's ability to effect change.
整个北美地区的学术图书馆都声称要优先考虑公平、多样性和包容性(EDI),但却缺乏对图书馆员如何学习 EDI 的调查。在这项研究中,我们采访了加拿大的 21 名学术图书馆员,了解他们采用基于优势的欣赏式探究方法学习 EDI 的历程。本文重点探讨的问题是:"是什么塑造了学术图书馆员与电子数据交换相关的理想学习经历?在发掘图书馆员的学习转变故事时,我们发现电子数据交换学习往往会引起不适;它涉及到认识到自己的偏见、脆弱和犯错。然而,这些学习故事可以激励和鼓舞他人学习,并通过质疑假设和基本信念进行批判性的自我反思。专业背景下的电子数据交换学习与非正规和个人背景下的学习密不可分,定位对于如何形成学习至关重要。在低压力、真实、勇敢的环境中学习是理想的,这样的环境有利于进行有意义的对话,并得到机构的支持。然而,一个人的学习与他实现变革的能力之间似乎存在脱节。
{"title":"What is ideal EDI learning for academic librarians? Discovering EDI learning stories through appreciative inquiry","authors":"Megan Fitzgibbons, Chloe Lei","doi":"10.1016/j.acalib.2024.102908","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102908","url":null,"abstract":"<div><p>Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, “What shapes ideal learning experiences related to EDI for academic librarians?” In uncovering librarians' stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one's biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one's learning and one's ability to effect change.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000697/pdfft?md5=c67bf67c0242d3706aa7d221d9057fb6&pid=1-s2.0-S0099133324000697-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141325673","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 : 2024-06-08DOI: 10.1016/j.acalib.2024.102902
Julia Stone
Community college libraries and writing centers are natural partners due to their shared goals regarding academic support and student success, as well as their joint focus on the interrelated processes of writing and research. Research has shown that libraries at four-year institutions and writing centers collaborate in many ways, but little research has been conducted on collaborations at community colleges and whether these collaborations have moved to a virtual setting. Given the rise in online education at community colleges and students' need for developmental education in writing, this study used a qualitative survey approach to gain a better understanding of virtual and in-person collaborative efforts between writing centers and community college libraries. The survey was distributed via listservs and direct emails, with participation limited to those working at two-year institutions with writing centers. Survey findings demonstrated that library and writing center staff are implementing a variety of virtual and in-person collaborative efforts, such as student trainings, individual student appointments, the joint creation of online resources, and campus outreach. Practical implications for academic libraries and future directions for research are also discussed.
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Pub Date : 2024-06-06DOI: 10.1016/j.acalib.2024.102905
Helen Power
In 2022, the University of Saskatchewan's University Library in Saskatoon, Canada launched the Creative Write-Ins program, which invites creative writers from the university and the broader community to come to the university library to work on their projects. The two-hour, monthly program adopted an informal community of practice (CoP) model, since it allowed for multi-directional learning along the spectrum of participants, from experienced writers to hobbyists.
This paper will discuss the intrinsic case study of these hybrid creative write-ins through the lens of Wenger et al.'s (2002) CoP model. Reflections include the lessons learned, areas for improvement, perspectives on how academic libraries can collaborate with external partners, and reflections on how this program demonstrated the potential for multi-directional learning.
2022 年,加拿大萨斯喀彻温大学位于萨斯卡通的大学图书馆推出了 "创意写作"(Creative Write-Ins)计划,邀请来自大学和更广泛社区的创意作家到大学图书馆来完成他们的项目。这个每月两小时的项目采用了非正式的实践社区(CoP)模式,因为它允许参与者从经验丰富的作家到业余爱好者进行多向学习。本文将通过温格等人(2002)的CoP模式,讨论这些混合创意写作活动的内在案例研究。本文将从温格等人(Wenger et al)(2002)的协同合作模式的视角讨论这些混合创意写作活动的内在案例研究,其中包括经验教训、有待改进的领域、学术图书馆如何与外部合作伙伴合作的观点,以及对该项目如何展示多向学习潜力的思考。
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