Journal of Academic Librarianship最新文献_第4页

Exploring Copyright: A case study in practical copyright education for college educators 探索版权：高校教育工作者实践版权教育的个案研究

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-12-13 DOI: 10.1016/j.acalib.2025.103184

Shelby Thaysen

An accelerated transition from in-person to online learning at Centennial College, an art and applied technology college in Toronto, Ontario, was catalyzed by the pandemic starting in early 2020. This change led to a significant rise in copyright inquiries to the library's copyright office, highlighting an immediate need for enhanced copyright education and support for effective application of copyright knowledge in online teaching environments.

In response to this need, the Exploring Copyright series was created by the library's copyright librarian. This outer-space themed series consisted of eight copyright “missions” tailored for faculty and staff involved in online teaching and course development. The series was presented online in sessions delivered every other week over the course of a semester. The material was subsequently compiled into a course environment with asynchronous modules and resources.

This paper will explore the evidence-based development, initial delivery, and evaluation of the Exploring Copyright series. It will examine how this initiative complemented the existing copyright literacy programs at Centennial College, addressing the evolving needs of the academic community.

Copyright education and outreach professionals in higher education may find this approach particularly useful. The Exploring Copyright series offered a flexible, community-driven model for adapting copyright education to suit a rapidly changing online environment.

2020年初开始的大流行推动了安大略省多伦多市百年纪念学院（Centennial College）从面对面学习向在线学习的加速过渡。百年纪念学院是一所艺术和应用技术学院。这一变化导致向图书馆版权局查询版权的人数显著增加，突出表明迫切需要加强版权教育，并支持在网上教学环境中有效应用版权知识。针对这一需求，图书馆的版权管理员创建了“探索版权”系列。这个外太空主题系列包括八个版权“任务”，为参与在线教学和课程开发的教职员工量身定制。该系列课程在一个学期的课程中每隔一周在线讲授一次。这些材料随后被编译成一个具有异步模块和资源的课程环境。本文将探讨“探索版权”系列的循证发展、初始交付和评估。它将研究这一举措如何补充百年纪念学院现有的版权扫盲计划，以满足学术界不断变化的需求。高等教育中的版权教育和外联专业人员可能会发现这种方法特别有用。探索版权系列提供了一个灵活的，社区驱动的模式，使版权教育适应快速变化的在线环境。

{"title":"Exploring Copyright: A case study in practical copyright education for college educators","authors":"Shelby Thaysen","doi":"10.1016/j.acalib.2025.103184","DOIUrl":"10.1016/j.acalib.2025.103184","url":null,"abstract":"<div><div>An accelerated transition from in-person to online learning at Centennial College, an art and applied technology college in Toronto, Ontario, was catalyzed by the pandemic starting in early 2020. This change led to a significant rise in copyright inquiries to the library's copyright office, highlighting an immediate need for enhanced copyright education and support for effective application of copyright knowledge in online teaching environments.</div><div>In response to this need, the <em>Exploring Copyright</em> series was created by the library's copyright librarian. This outer-space themed series consisted of eight copyright “missions” tailored for faculty and staff involved in online teaching and course development. The series was presented online in sessions delivered every other week over the course of a semester. The material was subsequently compiled into a course environment with asynchronous modules and resources.</div><div>This paper will explore the evidence-based development, initial delivery, and evaluation of the <em>Exploring Copyright</em> series. It will examine how this initiative complemented the existing copyright literacy programs at Centennial College, addressing the evolving needs of the academic community.</div><div>Copyright education and outreach professionals in higher education may find this approach particularly useful. The <em>Exploring Copyright</em> series offered a flexible, community-driven model for adapting copyright education to suit a rapidly changing online environment.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 1","pages":"Article 103184"},"PeriodicalIF":2.3,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797761","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}

引用次数: 0

Adoption of artificial intelligence in academic libraries: A systematic review of current practices, challenges, and research opportunities 人工智能在学术图书馆的应用：对当前实践、挑战和研究机会的系统回顾

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-12-11 DOI: 10.1016/j.acalib.2025.103185

Lateef Ayinde , Raphael Ebiefung , Bolaji David Oladokun

Given the strategic role of academic libraries in higher education, this study provides a systematic literature review on the current practices, challenges to the adoption of Artificial Intelligence and the future research directions in academic libraries. A total of 29 relevant articles were used for review based on their relevance. Only peer-reviewed journal articles and conference papers published in the last five years (2020–2024) were selected and included in the study. Web of Science, SCOPUS, and Library and Information Science Abstract (LISA) were the databases consulted. The current practices were grouped into six major dimensions, including technical services, references and information services, administrative services and circulation, collection development, information literacy and user education, and professional development and collaboration. The results showed that the most prominent use of AI in academic libraries is for reference and information services. Furthermore, it was found that 48.28 % (14) of the articles cited Funding as the major institutional challenge to AI adoption in academic libraries. A cluster of studies included in the review emphasized the need for more user-driven research on AI applications in academic libraries. This study reflects the importance of retraining librarians to develop new competencies in managing AI-enhanced communication tools, including chatbot integration and prompt engineering.

鉴于高校图书馆在高等教育中的战略作用，本研究对高校图书馆采用人工智能的现状、面临的挑战以及未来的研究方向进行了系统的文献综述。根据相关性，共有29篇相关文章被用于审查。只有在过去五年（2020-2024年）发表的同行评审的期刊文章和会议论文被选中并纳入研究。参考了Web of Science、SCOPUS和Library and Information Science Abstract （LISA）数据库。目前的做法分为六个主要方面，包括技术服务、参考资料和信息服务、行政服务和流通、馆藏发展、信息素养和用户教育、专业发展和协作。结果表明，人工智能在高校图书馆中最突出的用途是参考和信息服务。此外，研究发现，48.28%（14篇）的文章认为资金是学术图书馆采用人工智能的主要制度挑战。该综述中包含的一系列研究强调了在学术图书馆中进行更多以用户为导向的人工智能应用研究的必要性。这项研究反映了对图书馆员进行再培训的重要性，以培养管理人工智能增强的通信工具（包括聊天机器人集成和提示工程）的新能力。

{"title":"Adoption of artificial intelligence in academic libraries: A systematic review of current practices, challenges, and research opportunities","authors":"Lateef Ayinde , Raphael Ebiefung , Bolaji David Oladokun","doi":"10.1016/j.acalib.2025.103185","DOIUrl":"10.1016/j.acalib.2025.103185","url":null,"abstract":"<div><div>Given the strategic role of academic libraries in higher education, this study provides a systematic literature review on the current practices, challenges to the adoption of Artificial Intelligence and the future research directions in academic libraries. A total of 29 relevant articles were used for review based on their relevance. Only peer-reviewed journal articles and conference papers published in the last five years (2020–2024) were selected and included in the study. Web of Science, SCOPUS, and Library and Information Science Abstract (LISA) were the databases consulted. The current practices were grouped into six major dimensions, including technical services, references and information services, administrative services and circulation, collection development, information literacy and user education, and professional development and collaboration. The results showed that the most prominent use of AI in academic libraries is for reference and information services. Furthermore, it was found that 48.28 % (14) of the articles cited Funding as the major institutional challenge to AI adoption in academic libraries. A cluster of studies included in the review emphasized the need for more user-driven research on AI applications in academic libraries. This study reflects the importance of retraining librarians to develop new competencies in managing AI-enhanced communication tools, including chatbot integration and prompt engineering.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 1","pages":"Article 103185"},"PeriodicalIF":2.3,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749769","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}

引用次数: 0

Are we ghosts in the machine? AI, agency, and the future of libraries 我们是机器里的鬼魂吗？人工智能、代理和图书馆的未来

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-12-05 DOI: 10.1016/j.acalib.2025.103181

Quincy Dalton McCrary

Artificial intelligence (AI) integration is fundamentally transforming information literacy and library-based research, often without student awareness or institutional review. As database vendors embed AI capabilities such as article summarization, enhanced search, and clinical decision support into familiar resources, students are increasingly engaging in a collaborative process that redistributes core tasks like source selection and information synthesis. This shift moves the research workflow from student-led inquiry toward machine-guided assistance. This article offers a conceptual analysis and theoretical framework for understanding this redistribution of agency, aiming to equip educators and librarians with vocabulary to address these changes and to pave the way for future empirical work. Without intervention, students risk becoming passive passengers in their own research process, potentially undermining the traditional goals of information literacy grounded in autonomy and deliberate practice. To ensure that AI enhances rather than replaces critical thinking, academic libraries must champion transparency, preserve choice in research methods, provide comprehensive AI literacy instruction, and maintain institutional accountability through ongoing assessment.

人工智能（AI）集成从根本上改变了信息素养和基于图书馆的研究，通常没有学生意识或机构审查。随着数据库供应商将人工智能功能（如文章摘要、增强搜索和临床决策支持）嵌入到熟悉的资源中，学生们越来越多地参与到重新分配核心任务（如资源选择和信息合成）的协作过程中。这种转变将研究工作流程从学生主导的调查转向机器指导的协助。本文为理解这种代理再分配提供了一个概念分析和理论框架，旨在为教育工作者和图书馆员提供应对这些变化的词汇，并为未来的实证工作铺平道路。如果没有干预，学生就有可能在自己的研究过程中成为被动的乘客，这可能会破坏以自主和刻意练习为基础的信息素养的传统目标。为了确保人工智能增强而不是取代批判性思维，学术图书馆必须倡导透明度，保留研究方法的选择，提供全面的人工智能素养指导，并通过持续评估维持机构问责制。

{"title":"Are we ghosts in the machine? AI, agency, and the future of libraries","authors":"Quincy Dalton McCrary","doi":"10.1016/j.acalib.2025.103181","DOIUrl":"10.1016/j.acalib.2025.103181","url":null,"abstract":"<div><div>Artificial intelligence (AI) integration is fundamentally transforming information literacy and library-based research, often without student awareness or institutional review. As database vendors embed AI capabilities such as article summarization, enhanced search, and clinical decision support into familiar resources, students are increasingly engaging in a collaborative process that redistributes core tasks like source selection and information synthesis. This shift moves the research workflow from student-led inquiry toward machine-guided assistance. This article offers a conceptual analysis and theoretical framework for understanding this redistribution of agency, aiming to equip educators and librarians with vocabulary to address these changes and to pave the way for future empirical work. Without intervention, students risk becoming passive passengers in their own research process, potentially undermining the traditional goals of information literacy grounded in autonomy and deliberate practice. To ensure that AI enhances rather than replaces critical thinking, academic libraries must champion transparency, preserve choice in research methods, provide comprehensive AI literacy instruction, and maintain institutional accountability through ongoing assessment.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 1","pages":"Article 103181"},"PeriodicalIF":2.3,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145692592","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}

引用次数: 0

Making data literacy accessible: A pilot study of academic library and community collaboration for citizen data literacy 使数据素养易于获取：一项促进公民数据素养的学术图书馆和社区合作的试点研究

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-12-03 DOI: 10.1016/j.acalib.2025.103166

Emily Zoe Mann

This article describes an academic librarian's experience of collaborating with community groups, including a public library system and philanthropic health equity group, to provide data literacy to communities outside of academia. The study covers a pilot that took place over the Fall 2024 semester that included four workshops developed to provide the building blocks of data literacy to citizens in Findings are applicable for those wanting to provide education outside of academic libraries to non-traditional audiences, those wishing to provide data literacy outside of a traditional curriculum, and those wanting to build their collaborative networks outside of the library.

本文描述了一位学术图书馆员与社区团体（包括公共图书馆系统和慈善健康权益组织）合作，向学术界以外的社区提供数据素养的经验。该研究涵盖了在2024年秋季学期进行的试点，其中包括四个研讨会，旨在为公民提供数据素养的构建模块，这些发现适用于那些希望在学术图书馆外向非传统受众提供教育的人，那些希望在传统课程外提供数据素养的人，以及那些希望在图书馆外建立合作网络的人。

引用次数: 0

Book club programs in United States academic libraries: A survey 美国大学图书馆读书会项目的调查

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-12-02 DOI: 10.1016/j.acalib.2025.103162

Mary Kamela

In the United States, book clubs are typically associated with the work of public or school librarians, due to their focus on extracurricular programs and recreational reading. However, published case studies and institutional websites indicate that book club programs are also taking place in academic libraries, though there is a lack of broad research investigating this topic further. This paper reports on a summer 2024 survey of US academic library workers who have facilitated book club programming. This study's purposes were to determine the prevalence of book club programming in academic libraries and to identify successes, challenges, and trends in hosting these programs in academic contexts. The results of the survey provide insight into institutional trends, as well as possible benefits of book club programming in academic libraries, such as enhanced collaboration across campus, increased student retention, and a focus on diversity and inclusivity, and challenges, such as funding, staffing, and attendance. The survey results help to identify best practices for hosting engaging and accessible book club programs for various audiences in the academic library.

在美国，读书俱乐部通常与公共或学校图书馆员的工作联系在一起，因为他们关注的是课外活动和娱乐阅读。然而，出版的案例研究和机构网站表明，读书俱乐部项目也在大学图书馆中开展，尽管缺乏对这一主题进行进一步调查的广泛研究。本文报告了2024年夏季对美国高校图书馆工作人员的调查，这些工作人员促进了读书俱乐部的规划。本研究的目的是确定读书俱乐部项目在学术图书馆的普及程度，并确定在学术背景下举办这些项目的成功、挑战和趋势。调查结果提供了对机构趋势的洞察，以及学术图书馆读书俱乐部项目可能带来的好处，例如加强校园内的协作，提高学生保留率，关注多样性和包容性，以及挑战，例如资金，人员配备和出勤率。调查结果有助于确定为学术图书馆的各种受众举办吸引人的、可访问的读书俱乐部项目的最佳实践。

{"title":"Book club programs in United States academic libraries: A survey","authors":"Mary Kamela","doi":"10.1016/j.acalib.2025.103162","DOIUrl":"10.1016/j.acalib.2025.103162","url":null,"abstract":"<div><div>In the United States, book clubs are typically associated with the work of public or school librarians, due to their focus on extracurricular programs and recreational reading. However, published case studies and institutional websites indicate that book club programs are also taking place in academic libraries, though there is a lack of broad research investigating this topic further. This paper reports on a summer 2024 survey of US academic library workers who have facilitated book club programming. This study's purposes were to determine the prevalence of book club programming in academic libraries and to identify successes, challenges, and trends in hosting these programs in academic contexts. The results of the survey provide insight into institutional trends, as well as possible benefits of book club programming in academic libraries, such as enhanced collaboration across campus, increased student retention, and a focus on diversity and inclusivity, and challenges, such as funding, staffing, and attendance. The survey results help to identify best practices for hosting engaging and accessible book club programs for various audiences in the academic library.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 1","pages":"Article 103162"},"PeriodicalIF":2.3,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145645942","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}

引用次数: 0

Data policies in top social science journals: Findings and opportunities for academic libraries 顶级社会科学期刊的数据政策：学术图书馆的发现和机遇

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-11-01 DOI: 10.1016/j.acalib.2025.103163

Jiebei Luo

This paper examines the current landscape of top social science journals and their requirements for research data sharing in author guidelines. It analyzes the presence, strictness, and completeness of data policies across 49 subject categories in the 2023 Journal Citation Reports and discusses their implications for academic library services, including data services, subject liaison work, instruction, and collection development. The study found that 79 % of journals now have a data policy, up from 53.3 % in 2018 (Crosas et al., 2018) reflecting rapid growth in adoption of data policies among top social science journals. The findings also reveal variation in the strictness and completeness of policies across subjects and publishers. Geography and Transportation demonstrate the strictest and most comprehensive policies, while Elsevier and Springer Nature stand out for higher levels of strictness and coverage. Data statements and data sharing receive the strongest emphasis, whereas data citation is less emphasized. More importantly, the study identifies gaps in academic library services to support authors in complying with data policies. Key needs include training on data replication, data citation, and publication support, as well as guidance on copyright and library-licensed data. These areas highlight opportunities for libraries to strengthen instruction, expand training, and enhance curricular support.

本文考察了顶级社会科学期刊的现状及其在作者指南中对研究数据共享的要求。本文分析了2023期刊引文报告中49个学科类别数据政策的存在性、严密性和完整性，并讨论了它们对学术图书馆服务的影响，包括数据服务、学科联络工作、指导和馆藏发展。该研究发现，79%的期刊现在有数据政策，高于2018年的53.3% (Crosas et al., 2018)，这反映了顶级社会科学期刊采用数据政策的快速增长。调查结果还揭示了不同主题和出版商在政策的严格性和完整性方面的差异。地理和交通展示了最严格和最全面的政策，而爱思唯尔和b施普林格自然则以更高的严格程度和覆盖范围脱颖而出。数据声明和数据共享是最重要的，而数据引用则不那么重要。更重要的是，该研究确定了学术图书馆服务的差距，以支持作者遵守数据政策。主要需求包括数据复制、数据引用和出版支持方面的培训，以及关于版权和图书馆许可数据的指导。这些领域突出了图书馆加强教学、扩大培训和加强课程支持的机会。

{"title":"Data policies in top social science journals: Findings and opportunities for academic libraries","authors":"Jiebei Luo","doi":"10.1016/j.acalib.2025.103163","DOIUrl":"10.1016/j.acalib.2025.103163","url":null,"abstract":"<div><div>This paper examines the current landscape of top social science journals and their requirements for research data sharing in author guidelines. It analyzes the presence, strictness, and completeness of data policies across 49 subject categories in the 2023 Journal Citation Reports and discusses their implications for academic library services, including data services, subject liaison work, instruction, and collection development. The study found that 79 % of journals now have a data policy, up from 53.3 % in 2018 (<span><span>Crosas et al., 2018</span></span>) reflecting rapid growth in adoption of data policies among top social science journals. The findings also reveal variation in the strictness and completeness of policies across subjects and publishers. Geography and Transportation demonstrate the strictest and most comprehensive policies, while Elsevier and Springer Nature stand out for higher levels of strictness and coverage. Data statements and data sharing receive the strongest emphasis, whereas data citation is less emphasized. More importantly, the study identifies gaps in academic library services to support authors in complying with data policies. Key needs include training on data replication, data citation, and publication support, as well as guidance on copyright and library-licensed data. These areas highlight opportunities for libraries to strengthen instruction, expand training, and enhance curricular support.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103163"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578718","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}

引用次数: 0

A qualitative analysis of communication in consortial chat reference 群聚聊天中沟通的定性分析参考

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-11-01 DOI: 10.1016/j.acalib.2025.103159

Kathryn Barrett , Sabina Pagotto

This study aimed to identify relational behaviors and communication practices in an academic, consortial chat reference service, and compared chats in which the operator is paired with a local user and a non-local user. We qualitatively coded a sample of 374 anonymized transcripts in NVivo and developed key assertions about communication behaviors. Overall, use of scripts was high, and personalization was infrequent. Operators used a variety of politeness strategies, such as rapport-building, hedging, setting expectations, and using softening language. We found differences based on institutional affiliation: when dealing with a patron from outside their institution, operators used more scripts, were less likely to introduce themselves to the user, had more instances of repair, used different politeness strategies, impersonalized the speaker more often, and had more incomplete closing rituals. Across the service, operators strengthened relationships with users through self-disclosure and identity moves and weakened relationships through impersonalization. Based on these findings, we recommend that operators increase personalization and self-disclosure, limit the use of scripts, write from the perspective of the user's home library (using terms like us or we, rather than it or they), and complete closing rituals. These are relational facilitators that increase social presence, encourage rapport-building, convey authenticity, and communicate shared identity.

本研究旨在确定在学术、财团聊天参考服务中的关系行为和通信实践，并比较操作员与本地用户和非本地用户配对的聊天。我们在NVivo中对374份匿名转录本样本进行了定性编码，并提出了关于交流行为的关键断言。总的来说，脚本的使用率很高，个性化很少。运营商使用了各种礼貌策略，如建立关系、对冲、设定期望和使用委婉的语言。我们发现了基于机构隶属关系的差异：当与来自机构外的顾客打交道时，经营者使用更多的脚本，不太可能向用户介绍自己，有更多的修复实例，使用不同的礼貌策略，更频繁地使说话人失去个性，并且有更多不完整的结束仪式。在整个服务中，运营商通过自我披露和身份移动加强了与用户的关系，通过非个性化削弱了与用户的关系。基于这些发现，我们建议运营商增加个性化和自我披露，限制脚本的使用，从用户的家庭库的角度写作（使用像我们或我们这样的术语，而不是它或他们），并完成结束仪式。这些都是关系促进者，可以增加社会存在感，鼓励建立融洽关系，传达真实性，并传达共同的身份。

{"title":"A qualitative analysis of communication in consortial chat reference","authors":"Kathryn Barrett , Sabina Pagotto","doi":"10.1016/j.acalib.2025.103159","DOIUrl":"10.1016/j.acalib.2025.103159","url":null,"abstract":"<div><div>This study aimed to identify relational behaviors and communication practices in an academic, consortial chat reference service, and compared chats in which the operator is paired with a local user and a non-local user. We qualitatively coded a sample of 374 anonymized transcripts in NVivo and developed key assertions about communication behaviors. Overall, use of scripts was high, and personalization was infrequent. Operators used a variety of politeness strategies, such as rapport-building, hedging, setting expectations, and using softening language. We found differences based on institutional affiliation: when dealing with a patron from outside their institution, operators used more scripts, were less likely to introduce themselves to the user, had more instances of repair, used different politeness strategies, impersonalized the speaker more often, and had more incomplete closing rituals. Across the service, operators strengthened relationships with users through self-disclosure and identity moves and weakened relationships through impersonalization. Based on these findings, we recommend that operators increase personalization and self-disclosure, limit the use of scripts, write from the perspective of the user's home library (using terms like us or we, rather than it or they), and complete closing rituals. These are relational facilitators that increase social presence, encourage rapport-building, convey authenticity, and communicate shared identity.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103159"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473719","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}

引用次数: 0

From crisis to opportunity: Pandemic-driven outreach and the rising influence of academic librarianship journals 从危机到机遇：流行病驱动的外展和学术图书馆期刊影响力的上升

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-11-01 DOI: 10.1016/j.acalib.2025.103149

Marek Deja

This research aims to assess the coercive effects of the global changes on the impact metrics of research in academic librarianship journals within the related fields of science, namely Library and Information Science (LIS). This is done by conceptualizing the pandemic-related changes as a coercive force in academia that accelerated the new needs for library research and practices, thus improving library research topics recognition in LIS studies. At the same time, the longstanding emphasis on academic library outreach serves as a stable anchor against these coercive pressures in scholarly communication. Using a time-series analysis and bibliometric data covering 2075 articles published from 2014 to 2023 in five core Scopus-indexed journals in academic librarianship, the study applies counterfactual estimation to measure unusual deviations in Field-Weighted Citation Impact (FWCI). Compared with the no-pandemic projections, observed Field-Weighted Citation Impact (FWCI) rose statistically significant in Q3 2022 (0.478), and 0.538 in Q1 2023. The cumulative FWCI gain reached an increase of 79.9 % over the expected baseline—signaling a sustained post-crisis elevation rather than a short-lived random spikes. These results can serve as a meaningful, data-driven closure to the COVID discourse and a transition into a new opening for more forward-looking themes.

本研究旨在评估全球变化对相关科学领域，即图书馆与信息科学（LIS）的学术图书馆期刊研究的影响指标的强制性影响。这是通过将与流行病有关的变化概念化为学术界的一种强制性力量来实现的，这种强制性力量加速了对图书馆研究和实践的新需求，从而提高了图书馆研究主题在LIS研究中的认可度。与此同时，长期以来对学术图书馆外展的重视作为一个稳定的锚，在学术交流中对抗这些强制压力。该研究使用时间序列分析和文献计量数据，涵盖了2014年至2023年在学术图书馆领域的5种核心scopus索引期刊上发表的2075篇文章，采用反事实估计来衡量领域加权引用影响（FWCI）的异常偏差。与无大流行预测相比，观察到的田野加权引文影响（FWCI）在2022年第三季度（0.478）和2023年第一季度（0.538）显著上升。FWCI累计增幅达到了预期基线的79.9%，这表明危机后的持续上升，而不是短暂的随机峰值。这些结果可以作为对COVID话语的有意义的、数据驱动的结束，并过渡到更具前瞻性主题的新开端。

{"title":"From crisis to opportunity: Pandemic-driven outreach and the rising influence of academic librarianship journals","authors":"Marek Deja","doi":"10.1016/j.acalib.2025.103149","DOIUrl":"10.1016/j.acalib.2025.103149","url":null,"abstract":"<div><div>This research aims to assess the coercive effects of the global changes on the impact metrics of research in academic librarianship journals within the related fields of science, namely Library and Information Science (LIS). This is done by conceptualizing the pandemic-related changes as a coercive force in academia that accelerated the new needs for library research and practices, thus improving library research topics recognition in LIS studies. At the same time, the longstanding emphasis on academic library outreach serves as a stable anchor against these coercive pressures in scholarly communication. Using a time-series analysis and bibliometric data covering 2075 articles published from 2014 to 2023 in five core Scopus-indexed journals in academic librarianship, the study applies counterfactual estimation to measure unusual deviations in Field-Weighted Citation Impact (FWCI). Compared with the no-pandemic projections, observed Field-Weighted Citation Impact (FWCI) rose statistically significant in Q3 2022 (0.478), and 0.538 in Q1 2023. The cumulative FWCI gain reached an increase of 79.9 % over the expected baseline—signaling a sustained post-crisis elevation rather than a short-lived random spikes. These results can serve as a meaningful, data-driven closure to the COVID discourse and a transition into a new opening for more forward-looking themes.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103149"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417629","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}

引用次数: 0

Leveraging learning analytics to personalise academic library services for enhanced student success: A systematic review 利用学习分析来个性化学术图书馆服务，以提高学生的成功：系统回顾

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-11-01 DOI: 10.1016/j.acalib.2025.103160

Mthokozisi Masumbika Ncube, Patrick Ngulube

In higher education, academic libraries are increasingly recognised as key sites for data-informed student support. Despite the growing interest in learning analytics, research in this area remains fragmented, with inconsistent methodologies and limited synthesis, particularly regarding the personalisation of library services. Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this systematic review examines how learning analytics are operationalised in academic libraries to personalise services and enhance student learning outcomes. Guided by the Learning Analytics Cycle (LAC), the study synthesises 32 peer-reviewed empirical studies published between 2016 and 2025. It categorises data sources, including library usage logs, learning management system analytics, and artificial intelligence (AI)-enhanced interaction data, and examines corresponding analytical methods such as descriptive statistics, predictive modelling, and natural language processing. Findings reveal a strategic shift towards proactive, personalised interventions, including targeted information literacy instructions and early risk detection mechanisms. However, implementation is often constrained by ethical concerns, governance gaps, technical infrastructure limitations, and staff analytics literacy. The review concludes that while learning analytics hold transformative potential for academic libraries, full integration requires investment in ethical frameworks, system interoperability, and inclusive policy design. Recommendations are provided to support the development of scalable, student-centred analytics ecosystems within library services.

在高等教育中，学术图书馆越来越被认为是为学生提供数据支持的关键场所。尽管人们对学习分析的兴趣日益浓厚，但这一领域的研究仍然支离破碎，方法不一致，综合有限，特别是在图书馆服务个性化方面。根据系统评估和荟萃分析（PRISMA）指南的首选报告项目，本系统评估研究了如何在学术图书馆中实施学习分析，以个性化服务和提高学生的学习成果。在学习分析周期（LAC）的指导下，该研究综合了2016年至2025年间发表的32项同行评议的实证研究。它对数据源进行分类，包括图书馆使用日志、学习管理系统分析和人工智能（AI）增强的交互数据，并检查相应的分析方法，如描述性统计、预测建模和自然语言处理。研究结果揭示了向主动、个性化干预的战略转变，包括有针对性的信息素养指导和早期风险检测机制。然而，实现常常受到道德问题、治理差距、技术基础设施限制和员工分析素养的限制。该评估的结论是，虽然学习分析对学术图书馆具有变革潜力，但全面整合需要在道德框架、系统互操作性和包容性政策设计方面进行投资。提供建议，以支持图书馆服务中可扩展的、以学生为中心的分析生态系统的发展。

{"title":"Leveraging learning analytics to personalise academic library services for enhanced student success: A systematic review","authors":"Mthokozisi Masumbika Ncube, Patrick Ngulube","doi":"10.1016/j.acalib.2025.103160","DOIUrl":"10.1016/j.acalib.2025.103160","url":null,"abstract":"<div><div>In higher education, academic libraries are increasingly recognised as key sites for data-informed student support. Despite the growing interest in learning analytics, research in this area remains fragmented, with inconsistent methodologies and limited synthesis, particularly regarding the personalisation of library services. Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this systematic review examines how learning analytics are operationalised in academic libraries to personalise services and enhance student learning outcomes. Guided by the Learning Analytics Cycle (LAC), the study synthesises 32 peer-reviewed empirical studies published between 2016 and 2025. It categorises data sources, including library usage logs, learning management system analytics, and artificial intelligence (AI)-enhanced interaction data, and examines corresponding analytical methods such as descriptive statistics, predictive modelling, and natural language processing. Findings reveal a strategic shift towards proactive, personalised interventions, including targeted information literacy instructions and early risk detection mechanisms. However, implementation is often constrained by ethical concerns, governance gaps, technical infrastructure limitations, and staff analytics literacy. The review concludes that while learning analytics hold transformative potential for academic libraries, full integration requires investment in ethical frameworks, system interoperability, and inclusive policy design. Recommendations are provided to support the development of scalable, student-centred analytics ecosystems within library services.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103160"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578719","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}

引用次数: 0

Faculty expectations and student skills: The research instruction gap 教师期望与学生技能：研究指导差距

IF 2.3 3区管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Academic Librarianship

Pub Date : 2025-11-01 DOI: 10.1016/j.acalib.2025.103157

Jenna Pitera, Lindsay Bush

The COVID-19 pandemic disrupted traditional pathways for developing research skills, causing incoming college students to have widely varied information literacy competencies. This study examines the disconnect between faculty expectations of student research abilities and actual student skills and confidence levels in a postpandemic environment. Using cross-sectional surveys we collected data from first-year students and faculty members to assess research skill preparedness and expectations. Results revealed misalignment between faculty assumptions and student abilities. Students demonstrated highest confidence in mechanical research tasks like finding full text online but lowest confidence in analytical skills, particularly knowing when to seek help. Paradoxically, the skills faculty considered most elementary—keyword development, file management, and help-seeking behaviors—were precisely those where students reported lowest confidence levels. Faculty expectations regarding citation skills and database familiarity exceeded student self-reported abilities and experiences. The study reveals that pandemic-era disruptions have created a student population requiring more fundamental research instruction than previous cohorts of students. The disconnect suggests that traditional assumptions about incoming student preparedness are no longer valid. Academic libraries and faculty must recalibrate expectations, explicitly teach foundational competencies, and reimagine information literacy instruction to bridge the novice-expert knowledge gap in an increasingly complex information landscape.

COVID-19大流行破坏了培养研究技能的传统途径，导致即将入学的大学生具有各种各样的信息素养能力。本研究考察了教师对学生研究能力的期望与学生实际技能和信心水平在大流行后环境中的脱节。通过横断面调查，我们收集了一年级学生和教职员工的数据，以评估研究技能的准备和期望。结果显示，教师的假设与学生的能力不一致。学生们在机械研究任务中表现出最高的信心，比如在网上找到全文，但在分析技能方面表现出最低的信心，尤其是知道何时寻求帮助。矛盾的是，教师们认为最基本的技能——关键词开发、文件管理和寻求帮助的行为——恰恰是学生们最缺乏自信的地方。教师对引用技巧和数据库熟悉程度的期望超过了学生自我报告的能力和经验。这项研究表明，大流行时代的中断创造了一个学生群体，比以前的学生群体需要更多的基础研究指导。这种脱节表明，关于即将入学的学生已做好准备的传统假设不再成立。学术图书馆和教师必须重新调整期望，明确教授基础能力，并重新构想信息素养教学，以在日益复杂的信息环境中弥合新手和专家之间的知识差距。

{"title":"Faculty expectations and student skills: The research instruction gap","authors":"Jenna Pitera, Lindsay Bush","doi":"10.1016/j.acalib.2025.103157","DOIUrl":"10.1016/j.acalib.2025.103157","url":null,"abstract":"<div><div>The COVID-19 pandemic disrupted traditional pathways for developing research skills, causing incoming college students to have widely varied information literacy competencies. This study examines the disconnect between faculty expectations of student research abilities and actual student skills and confidence levels in a postpandemic environment. Using cross-sectional surveys we collected data from first-year students and faculty members to assess research skill preparedness and expectations. Results revealed misalignment between faculty assumptions and student abilities. Students demonstrated highest confidence in mechanical research tasks like finding full text online but lowest confidence in analytical skills, particularly knowing when to seek help. Paradoxically, the skills faculty considered most elementary—keyword development, file management, and help-seeking behaviors—were precisely those where students reported lowest confidence levels. Faculty expectations regarding citation skills and database familiarity exceeded student self-reported abilities and experiences. The study reveals that pandemic-era disruptions have created a student population requiring more fundamental research instruction than previous cohorts of students. The disconnect suggests that traditional assumptions about incoming student preparedness are no longer valid. Academic libraries and faculty must recalibrate expectations, explicitly teach foundational competencies, and reimagine information literacy instruction to bridge the novice-expert knowledge gap in an increasingly complex information landscape.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103157"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417631","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}

引用次数: 0