Many academic libraries are exploring how to rectify the historical and ongoing exclusion of works by and about marginalized communities in library collections. Although some libraries have committed to changing their practices to reflect their values, few libraries publicly share Equity, Diversity, and Inclusion (EDI) policies specific to collection development. Moreover, existing policies fail to articulate goals and values specific to institutional context and collections. In spring 2023, Western Washington University Libraries formed a working group to conduct an environmental scan and explore how other libraries are operationalizing equity, diversity, and inclusion in their collection development practices. This paper summarizes the findings of that environmental scan and provides recommendations for libraries beginning this work. To successfully operationalize their values and initiate meaningful change, libraries should articulate institution-specific collection development objectives, embed them in existing collections procedures, and regularly assess progress.
{"title":"Environmental scan of equity, diversity, and inclusion practices in collection development","authors":"Sidonie Devarenne, Madeline Kelly, Emily Spracklin","doi":"10.1016/j.acalib.2024.102962","DOIUrl":"10.1016/j.acalib.2024.102962","url":null,"abstract":"<div><div>Many academic libraries are exploring how to rectify the historical and ongoing exclusion of works by and about marginalized communities in library collections. Although some libraries have committed to changing their practices to reflect their values, few libraries publicly share Equity, Diversity, and Inclusion (EDI) policies specific to collection development. Moreover, existing policies fail to articulate goals and values specific to institutional context and collections. In spring 2023, Western Washington University Libraries formed a working group to conduct an environmental scan and explore how other libraries are operationalizing equity, diversity, and inclusion in their collection development practices<strong><em>.</em></strong> This paper summarizes the findings of that environmental scan and provides recommendations for libraries beginning this work. To successfully operationalize their values and initiate meaningful change, libraries should articulate institution-specific collection development objectives, embed them in existing collections procedures, and regularly assess progress.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102962"},"PeriodicalIF":2.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527662","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 : 2024-10-19DOI: 10.1016/j.acalib.2024.102967
Laura Wright, Samantha Paul
Annual reports are an opportunity to demonstrate transparency and communicate with stakeholders. This article presents an exploratory content analysis of library annual reports and Instagram accounts in a state university system. The researchers synthesized common themes in content and structure developing archetypal formats of annual reports. These archetypes clarify the interplay between audience, purpose, content and design in developing a cohesive product. Findings indicate that libraries are neglecting opportunities to repurpose content between Instagram and annual reports. Information collected for the annual report provides content that can be tailored for Instagram posts, which in turn directs interested audience members to the full annual report. Finally, the best practices and strategies to improve communication and engagement with stakeholders identified by the researchers will be shared.
{"title":"Stakeholder communication in academic libraries: An exploration of annual reports and Instagram","authors":"Laura Wright, Samantha Paul","doi":"10.1016/j.acalib.2024.102967","DOIUrl":"10.1016/j.acalib.2024.102967","url":null,"abstract":"<div><div>Annual reports are an opportunity to demonstrate transparency and communicate with stakeholders. This article presents an exploratory content analysis of library annual reports and Instagram accounts in a state university system. The researchers synthesized common themes in content and structure developing archetypal formats of annual reports. These archetypes clarify the interplay between audience, purpose, content and design in developing a cohesive product. Findings indicate that libraries are neglecting opportunities to repurpose content between Instagram and annual reports. Information collected for the annual report provides content that can be tailored for Instagram posts, which in turn directs interested audience members to the full annual report. Finally, the best practices and strategies to improve communication and engagement with stakeholders identified by the researchers will be shared.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102967"},"PeriodicalIF":2.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527663","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 : 2024-10-18DOI: 10.1016/j.acalib.2024.102968
Rochelle Hunt Reeves , Diane L. Duffin , Jane Ziebarth-Bovill
How do academic librarians and teaching faculty assess the impact we exert on students' capabilities as researchers? This paper describes the authors' unique six-week approach to incorporating library instruction into a research assignment for students in introductory Teacher Education and American Politics classes. We constructed a pre- and post- instruction survey that measured change in students' attitudes toward 1) their own level of information literacy, 2) their skills as researchers, and 3) the usefulness of the library's resources. The survey consisted of statements regarding students' attitudes toward the aforementioned categories, measuring agreement on a 6-point scale. We conducted this survey over three consecutive semesters (N = 208). We find that students began the project with high degrees of confidence in their own knowledge and abilities, but also increased their confidence in all categories. Moreover, the change between the pre- and post-project survey was statistically significant on all questions, as assessed by a difference of means test.
{"title":"Gauging growth in undergraduate information literacy: A case study in library-faculty collaboration","authors":"Rochelle Hunt Reeves , Diane L. Duffin , Jane Ziebarth-Bovill","doi":"10.1016/j.acalib.2024.102968","DOIUrl":"10.1016/j.acalib.2024.102968","url":null,"abstract":"<div><div>How do academic librarians and teaching faculty assess the impact we exert on students' capabilities as researchers? This paper describes the authors' unique six-week approach to incorporating library instruction into a research assignment for students in introductory Teacher Education and American Politics classes. We constructed a pre- and post- instruction survey that measured change in students' attitudes toward 1) their own level of information literacy, 2) their skills as researchers, and 3) the usefulness of the library's resources. The survey consisted of statements regarding students' attitudes toward the aforementioned categories, measuring agreement on a 6-point scale. We conducted this survey over three consecutive semesters (<em>N</em> = 208). We find that students began the project with high degrees of confidence in their own knowledge and abilities, but also increased their confidence in all categories. Moreover, the change between the pre- and post-project survey was statistically significant on all questions, as assessed by a difference of means test.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102968"},"PeriodicalIF":2.5,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446189","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 : 2024-10-17DOI: 10.1016/j.acalib.2024.102966
Katie Blocksidge , Hanna Primeau
Background
Through previous literature we know students has experienced a wide variety of emotions throughout their research (Blocksidge & Primeau, 2024, Bostik, 1992; Onwuegbuzie, Jiao, & Bostick, 2004; McAfee, 2018), but the impact emergency remote teaching has had on those emotions is yet to be explored, despite knowing that students are encountering more mental health challenges than pre-pandemic (Pasquini & Keeter, 2022; Schaeffer, 2022). Having a robust data set of first year students from 2019 we set out to identify what has changed post-emergency remote teaching. Our goal is to create a set of findings for others to use to create their own evidence-based practices.
Methods
In 2019 and 2023 all first-year students on a large regional campus of a school in the Midwest had the opportunity to participate in a survey as well as interviews. Interviews were recorded and then transcribed, allowing us to move to using a grounded theory approach to coding.
Results
We discovered when comparing our 2019 and 2023 results that the emotional codes had a change with an increased expression of frustrations by 15 % and a slight increase of 35 % of Problem-Solving Persistence. When exploring the data related to research activities, we found a 57 % increase in students looking to find a source a different way with a 59 % decrease in students giving up on a source or a 46 % decreased in finding a completely different source. Additionally, there was a 34 % increase in ambiguous language in reference to evaluation.
Conclusion
While first-year students are still using ambiguous language when evaluating sources and express frustration with roadblocks to finding information, they are giving up on sources less, and becoming more persistent when trying multiple methods to find the exact source they believe they need. More research is still needed but this preliminary work shows that there have been changes in their information behaviors, ones that can't be dismissed when evaluating and revising our own practices.
{"title":"Vibe check: Unmuting the possible effects of emergency remote teaching on first year students research","authors":"Katie Blocksidge , Hanna Primeau","doi":"10.1016/j.acalib.2024.102966","DOIUrl":"10.1016/j.acalib.2024.102966","url":null,"abstract":"<div><h3>Background</h3><div>Through previous literature we know students has experienced a wide variety of emotions throughout their research (Blocksidge & Primeau, 2024, Bostik, 1992; Onwuegbuzie, Jiao, & Bostick, 2004; <span><span>McAfee, 2018</span></span>), but the impact emergency remote teaching has had on those emotions is yet to be explored, despite knowing that students are encountering more mental health challenges than pre-pandemic (<span><span>Pasquini & Keeter, 2022</span></span>; <span><span>Schaeffer, 2022</span></span>). Having a robust data set of first year students from 2019 we set out to identify what has changed post-emergency remote teaching. Our goal is to create a set of findings for others to use to create their own evidence-based practices.</div></div><div><h3>Methods</h3><div>In 2019 and 2023 all first-year students on a large regional campus of a school in the Midwest had the opportunity to participate in a survey as well as interviews. Interviews were recorded and then transcribed, allowing us to move to using a grounded theory approach to coding.</div></div><div><h3>Results</h3><div>We discovered when comparing our 2019 and 2023 results that the emotional codes had a change with an increased expression of frustrations by 15 % and a slight increase of 35 % of Problem-Solving Persistence. When exploring the data related to research activities, we found a 57 % increase in students looking to find a source a different way with a 59 % decrease in students giving up on a source or a 46 % decreased in finding a completely different source. Additionally, there was a 34 % increase in ambiguous language in reference to evaluation.</div></div><div><h3>Conclusion</h3><div>While first-year students are still using ambiguous language when evaluating sources and express frustration with roadblocks to finding information, they are giving up on sources less, and becoming more persistent when trying multiple methods to find the exact source they believe they need. More research is still needed but this preliminary work shows that there have been changes in their information behaviors, ones that can't be dismissed when evaluating and revising our own practices.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102966"},"PeriodicalIF":2.5,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446188","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 : 2024-10-10DOI: 10.1016/j.acalib.2024.102964
Melissa Dennis, Ashley S. Dees
The University of Mississippi Libraries (UML) has a longstanding partnership with campus units, such as The Center for Student Success and the First Year Experience (CSSFYE) and The Department of Writing and Rhetoric (DWR), to embed information literacy skills into first-year courses called the First-Year Instruction Initiative (FYII) that support library's first-year student success goals. This paper describes the importance of campus partnerships to create and assess information literacy instruction goals at an R1 university. Surveys to instructors at the end of each semester provide evidence to support more synchronous instruction efforts over asynchronous efforts, despite the challenge of providing traditional instruction to a growing number of first-year courses with a shrinking library staff. This case study describes how UML has addressed these challenges and evaluated the effectiveness of these partnerships over time in regard to future FYII sessions (both synchronous and asynchronous) and embedding information literacy skills at various levels in first-year instruction.
{"title":"Strategic alliances: The library as a partner for student success","authors":"Melissa Dennis, Ashley S. Dees","doi":"10.1016/j.acalib.2024.102964","DOIUrl":"10.1016/j.acalib.2024.102964","url":null,"abstract":"<div><div>The University of Mississippi Libraries (UML) has a longstanding partnership with campus units, such as The Center for Student Success and the First Year Experience (CSSFYE) and The Department of Writing and Rhetoric (DWR), to embed information literacy skills into first-year courses called the First-Year Instruction Initiative (FYII) that support library's first-year student success goals. This paper describes the importance of campus partnerships to create and assess information literacy instruction goals at an R1 university. Surveys to instructors at the end of each semester provide evidence to support more synchronous instruction efforts over asynchronous efforts, despite the challenge of providing traditional instruction to a growing number of first-year courses with a shrinking library staff. This case study describes how UML has addressed these challenges and evaluated the effectiveness of these partnerships over time in regard to future FYII sessions (both synchronous and asynchronous) and embedding information literacy skills at various levels in first-year instruction.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102964"},"PeriodicalIF":2.5,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418063","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 : 2024-10-09DOI: 10.1016/j.acalib.2024.102947
Judith Brink Drescher , Kayla Reed
Academic libraries rely on data-driven measures and outcomes to evaluate and improve the quality of their services supporting culturally diverse patrons and staff. There is little research however, that goes beyond collecting traditionally binary choices of gender, and virtually no demographic data on sexual orientation. The purpose of this paper is to explore an academic library worker's experience via their Sexual Orientation, Gender Identity, and Expression (SOGIE). Specifically, the present study seeks to answer five research questions targeted toward gaining a better understanding of the work culture experience for those who identify as Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, or Asexual (LGBTQIA+).
Methodology
Through a mixed-methods exploration, a convenience survey was distributed across multiple professional listservs to academic library workers in the United States. A quantitative analysis of 233 academic library workers was conducted that compiled information regarding their SOGIE identities as well as other personal and professional characteristics. Next, an empirical analysis examined 674 comments expressed within four open-ended questions (OeQs), which led to development of a SOGIE classification scheme. The qualitative process enabled researchers to develop overarching themes and subcategories within each OeQ to explore why people choose to disclose their identity as well as their level of job satisfaction and plans for the future.
Findings
The majority of LGBTQIA+ individuals felt safe and supported in an academic library environment. Results indicated that there were no significant differences when compared to those who identified as heterosexual. Many who identified as LGBTQIA+ were either fully out in the workplace or believed their SOGIE identity to be a non-issue. That said, nearly an equal number of respondents indicated they were selective in their disclosure strategies or chose not to reveal their identity to anyone. In either case, most believed that their SOGIE identity did not impact their ability to succeed or thrive in the profession. When questioned about drawbacks or consequences for those with non-conforming identities, instances of burn-out, fear of stigma, and safety concerns were expressed that were often associated with regional and/or institutional culture or climate. Lastly, and regardless of identity, an overwhelming number of respondents commented that working in academic libraries provided them with high levels of personal and professional fulfillment, frequently using some version of the terms love, passion, or enjoy when describing their work.
{"title":"Exploring the impact of sexual orientation, gender identity, and expression in academic libraries","authors":"Judith Brink Drescher , Kayla Reed","doi":"10.1016/j.acalib.2024.102947","DOIUrl":"10.1016/j.acalib.2024.102947","url":null,"abstract":"<div><div>Academic libraries rely on data-driven measures and outcomes to evaluate and improve the quality of their services supporting culturally diverse patrons and staff. There is little research however, that goes beyond collecting traditionally binary choices of gender, and virtually no demographic data on sexual orientation. The purpose of this paper is to explore an academic library worker's experience via their Sexual Orientation, Gender Identity, and Expression (SOGIE). Specifically, the present study seeks to answer five research questions targeted toward gaining a better understanding of the work culture experience for those who identify as Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, or Asexual (LGBTQIA+).</div></div><div><h3>Methodology</h3><div>Through a mixed-methods exploration, a convenience survey was distributed across multiple professional listservs to academic library workers in the United States. A quantitative analysis of 233 academic library workers was conducted that compiled information regarding their SOGIE identities as well as other personal and professional characteristics. Next, an empirical analysis examined 674 comments expressed within four open-ended questions (OeQs), which led to development of a SOGIE classification scheme. The qualitative process enabled researchers to develop overarching themes and subcategories within each OeQ to explore why people choose to disclose their identity as well as their level of job satisfaction and plans for the future.</div></div><div><h3>Findings</h3><div>The majority of LGBTQIA+ individuals felt safe and supported in an academic library environment. Results indicated that there were no significant differences when compared to those who identified as heterosexual. Many who identified as LGBTQIA+ were either fully out in the workplace or believed their SOGIE identity to be a non-issue. That said, nearly an equal number of respondents indicated they were selective in their disclosure strategies or chose not to reveal their identity to anyone. In either case, most believed that their SOGIE identity did not impact their ability to succeed or thrive in the profession. When questioned about drawbacks or consequences for those with non-conforming identities, instances of burn-out, fear of stigma, and safety concerns were expressed that were often associated with regional and/or institutional culture or climate. Lastly, and regardless of identity, an overwhelming number of respondents commented that working in academic libraries provided them with high levels of personal and professional fulfillment, frequently using some version of the terms <em>love</em>, <em>passion,</em> or <em>enjoy</em> when describing their work.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102947"},"PeriodicalIF":2.5,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418065","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 : 2024-10-08DOI: 10.1016/j.acalib.2024.102965
Andrew M. Cox
{"title":"Artificial Intelligence and the academic library","authors":"Andrew M. Cox","doi":"10.1016/j.acalib.2024.102965","DOIUrl":"10.1016/j.acalib.2024.102965","url":null,"abstract":"","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102965"},"PeriodicalIF":2.5,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418066","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 : 2024-10-07DOI: 10.1016/j.acalib.2024.102963
Luke Morgan , Alec Sonsteby
Research shows students benefit from both research services (Cox et al., 2019) and writing services (Salazar, 2021; Freeman & Getty, 2024), but what changes for students when such services are offered collaboratively in the same space? Our research examines how student behaviors and expectations can inform the design of collaborative research and writing support services and assesses self-reported outcomes in learning, confidence, and belonging in academic communities for post-traditional students, and students of color at a small, urban, public university in the Midwest. In a mixed methods study based on a broad sample of survey data, we determined the service model worked well for users with varied demographic backgrounds and in both online and in-person service modalities. The most significant determinant of self-reported outcomes came not from aspects of the service model itself, but from how students made the service part of their learning. Most notably, the amount of time users spent with the service correlated with positive self-assessed outcomes in grades, and user preference for working consistently with the same staff member showed positive outcomes across grades, confidence, and connection to community. These findings offer several implications, including challenges in communicating to students how librarians support the research and writing process, a reassessment of the value of “transactional” engagement between students and librarians and writing tutors, and reinforce of the need to provide flexibility to students and learn from their usage habits, especially when serving post-traditional learners.
研究表明，学生可以从研究服务（Cox et al.，2019）和写作服务（Salazar，2021；Freeman & Getty，2024）中获益，但当这些服务在同一空间合作提供时，学生会发生什么变化？我们的研究探讨了学生的行为和期望如何为合作研究和写作支持服务的设计提供信息，并评估了中西部一所小型城市公立大学的后传统学生和有色人种学生在学习、自信心和学术社区归属感方面的自我报告结果。在一项基于广泛调查数据样本的混合方法研究中，我们确定该服务模式对不同人口背景的用户以及在线和面对面服务模式都很有效。决定自我报告结果的最重要因素不是服务模式本身，而是学生如何将服务作为学习的一部分。最值得注意的是，用户在服务上花费的时间与成绩方面的积极自我评估结果相关，而用户对与同一位工作人员持续合作的偏好则在成绩、自信心和与社区的联系方面显示出积极的结果。这些发现提供了一些启示，包括向学生传达图书馆员如何支持研究和写作过程所面临的挑战，重新评估学生与图书馆员和写作辅导员之间 "交易性 "接触的价值，以及加强为学生提供灵活性和学习他们使用习惯的必要性，尤其是在为后传统学习者提供服务时。
{"title":"“How can we help you?”: Assessing student behaviors and outcomes in collaborative research and writing support","authors":"Luke Morgan , Alec Sonsteby","doi":"10.1016/j.acalib.2024.102963","DOIUrl":"10.1016/j.acalib.2024.102963","url":null,"abstract":"<div><div>Research shows students benefit from both research services (Cox et al., 2019) and writing services (Salazar, 2021; Freeman & Getty, 2024), but what changes for students when such services are offered collaboratively in the same space? Our research examines how student behaviors and expectations can inform the design of collaborative research and writing support services and assesses self-reported outcomes in learning, confidence, and belonging in academic communities for post-traditional students, and students of color at a small, urban, public university in the Midwest. In a mixed methods study based on a broad sample of survey data, we determined the service model worked well for users with varied demographic backgrounds and in both online and in-person service modalities. The most significant determinant of self-reported outcomes came not from aspects of the service model itself, but from how students made the service part of their learning. Most notably, the amount of time users spent with the service correlated with positive self-assessed outcomes in grades, and user preference for working consistently with the same staff member showed positive outcomes across grades, confidence, and connection to community. These findings offer several implications, including challenges in communicating to students how librarians support the research and writing process, a reassessment of the value of “transactional” engagement between students and librarians and writing tutors, and reinforce of the need to provide flexibility to students and learn from their usage habits, especially when serving post-traditional learners.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102963"},"PeriodicalIF":2.5,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418064","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 : 2024-10-07DOI: 10.1016/j.acalib.2024.102961
Alexandrea Kord, Paige Crowl, Ellen Neufeld
In 2021–2022, the Oxford College Library developed a methodology for analyzing new acquisitions to gain a better understanding of the library's purchasing habits. With this assessment, Oxford librarians were able to evaluate their work as collections professionals with a DEI lens. The methodology shown here expands on the diversity audit methodology of other scholars by endeavoring to capture the wide range of perspectives and topics needed in an academic collection, by looking at author demographics and diversity in content coverage. The article argues that these types of analyses can help academic libraries make better purchasing decisions and create more inclusive and diverse collections.
2021-2022 年，牛津大学图书馆制定了一套分析新采购的方法，以更好地了解图书馆的采购习惯。通过这一评估，牛津大学图书馆员能够以 DEI 的视角评估他们作为馆藏专业人员的工作。本文所展示的方法扩展了其他学者的多样性审计方法，通过研究作者人口统计和内容覆盖的多样性，努力捕捉学术馆藏所需的广泛视角和主题。文章认为，这些类型的分析可以帮助学术图书馆做出更好的采购决策，并创建更具包容性和多样性的馆藏。
{"title":"“Not another diversity audit”: Performing a diversity-based purchase analysis at a small academic library","authors":"Alexandrea Kord, Paige Crowl, Ellen Neufeld","doi":"10.1016/j.acalib.2024.102961","DOIUrl":"10.1016/j.acalib.2024.102961","url":null,"abstract":"<div><div>In 2021–2022, the Oxford College Library developed a methodology for analyzing new acquisitions to gain a better understanding of the library's purchasing habits. With this assessment, Oxford librarians were able to evaluate their work as collections professionals with a DEI lens. The methodology shown here expands on the diversity audit methodology of other scholars by endeavoring to capture the wide range of perspectives and topics needed in an academic collection, by looking at author demographics and diversity in content coverage. The article argues that these types of analyses can help academic libraries make better purchasing decisions and create more inclusive and diverse collections.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102961"},"PeriodicalIF":2.5,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418067","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 : 2024-09-26DOI: 10.1016/j.acalib.2024.102959
Sarah P.C. Dahlen, Kelsey Nordstrom-Sanchez, Nelson Graff
Source-based writing exists at the intersection of information literacy and written communication, where information from sources is incorporated into writing to achieve a communicative purpose. This case study addresses how students in junior-level college writing classes use information from sources in their papers and how they think about these practices. Student papers from multiple disciplines were coded to document source-based writing practices, such as the use of direct quotes, paraphrasing, and summarizing, and the rhetorical purpose the cited information served in the paper. The papers exhibited high use of direct quotes, indirect citations, and information from sources used as background information. Student perspectives on these practices were gathered through focus groups, with prominent themes being a predilection for efficiency, negative associations with source-based writing, and desire for detailed assignment prompts. Implications for teaching are discussed.
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