Journal of Academic Librarianship最新文献

This study uses data for >3300 business and economics journals to explore the relationships between 5 subjective (expert) journal ratings and 10 citation metrics including 5IF (5-year Impact Factor), Article Influence (AI) score, CiteScore, Eigenfactor, Impact per Publication, SJR, and SNIP. Overall, AI and SJR are the citation metrics most closely related to the expert journal ratings. Comparisons of paired citation metrics that are similar in all but a single key characteristic confirm that expert journal ratings are more closely related to size-independent citation metrics than to size-dependent metrics, more closely related to weighted metrics than to unweighted metrics, and more closely related to normalized metrics than to non-normalized metrics. These results, which are consistent across the 5 expert ratings, suggest that evaluators consider the average impact of an article in each journal rather than the total impact of the journal as a whole, that they give more credit for citations in high-impact journals than for citations in lesser journals, and that they assess each journal's relative standing within its own field or subfield rather than its broader scholarly impact. No single citation metric is a good substitute for any of the expert ratings considered here.

This article explores the case study of an embedded librarian in a faculty learning community (FLC) dedicated to inclusive and equitable pedagogy. By embedding in a faculty learning community that focuses on revising a syllabi to be more inclusive and equitable, the libraries are able to affect change at the curricular level and create stronger impact than traditional course embedding. This FLC was designed to provide faculty with resources across multiple support offices which led to continuity and sustainability for the program, furthering student success at the university.

Academic libraries have moved swiftly to grasp the challenges and opportunities of the new Artificial Intelligence (AI) technologies. The body of academic and practice-based literature is growing fast, showing how libraries are exploring their role in Information Literacy (IL) and AI, ethics and AI, and how they vigorously test and adopt various AI-powered tools for their services. Across these accounts, librarians express concern about their competence, skills and knowledge of the new technology and its implications for the research community. In this article, we present a holistic process model called the B-Wheel that addresses the phenomenon's complexity with approaches adopted from design thinking ideologies. We propose design approaches as an alternative strategy for academic libraries that want to avoid partial optimisation of AI skills and to ensure more generative competency building in their organisation. We drew inspiration for the B-Wheel model from the principles and pedagogy of the 20th-century Bauhaus art and design school in Germany. The article focuses on the model's features and its elements, constructed through workshops in Scandinavian research libraries. We also present experiences from the first use case in a University Library in Scandinavia. We propose that the main principles of the B-Wheel process model – a holistic design approach and learning by doing – are transferable across and beyond academic libraries.

Textbook affordability programs and the promotion of OER are well-established priorities for many academic libraries, but few studies have examined the prevalence of such programs either in general or across institution types. This paper presents the results of a study designed to gather information about textbook affordability initiatives at university libraries that are members Association of Research Libraries. It uses information from the publicly available websites of ARL libraries in the United States to determine how many of those institutions maintain textbook affordability programs, with those figures further broken down by status (public/private) and membership in the Open Education Network. In addition, the findings reveal some notable characteristics of textbook affordability programs, including an overall lack of visibility on institutional websites, a marked variety in financial incentives, and evidence of programs that have been discontinued.

The emergence of Artificial Intelligence (AI) in academic librarianship necessitates a corresponding evolution in librarians' competencies. This case study examines the GPT-4 Exploration Program at the University of New Mexico's College of University Libraries and Learning Sciences, which aimed to foster a culture of continuous learning and innovation by providing hands-on experience with advanced AI technology. Drawing on Malcolm Knowles' Adult Learning Principles, the program's structure and implementation are analyzed, highlighting the diverse range of projects undertaken by participants. The study reveals that effective AI reskilling involves cultivating a culture of continuous learning, adaptability, and collaborative exploration, anchored in a practical, hands-on approach. Participants reported significant improvements in AI literacy and confidence in applying AI tools to their work. The program's success demonstrates the potential of well-structured reskilling initiatives in empowering library professionals to navigate the evolving landscape of AI in academic libraries. The case study offers insights and strategies for other academic libraries seeking to develop AI reskilling initiatives, emphasizing the importance of fostering a supportive learning environment, addressing technical and ethical challenges, and ensuring the long-term sustainability of such programs. The GPT-4 Exploration Program serves as a blueprint for integrating AI into library services and operations.

The proactive utilization of generative AI to assist college students' learning is an emerging trend in educational innovation. This study introduces a system that integrates Learning Companion Systems with Mandala Chart Scaffolding, aimed at freshman projects, to investigate its impact on enhancing freshmen's self-efficacy in information literacy and their perception of self-regulated learning when utilizing virtual librarian services. The Mandala Chart Scaffolding, a strategic tool designed to structure and visualize information, complements the Learning Companion System by providing a coherent framework for students to organize and reflect on their learning resources and activities. Implemented in a Creative Thinking course at a National University of Science and Technology in central Taiwan, the study randomly assigned 110 freshmen to Experimental Group A (using both System), Experimental Group B (only the Learning Companion System), and a control group. The findings revealed that the experimental groups, particularly Group A, significantly outperformed the control group in boosting information literacy self-efficacy. Moreover, the intervention positively influenced the students' perception of self-regulated learning. These results offer valuable insights for academic libraries on the potential of integrating generative AI-based Learning Companion Systems with Mandala Chart Scaffolding to enhance freshman learning experiences and foster effective use of library resources.

The research was intended to be the initial step in modifying the scope of practical skills training provided by an academic library at a research university with a universal profile. Two questions were posed: what topics are covered in the workshops offered by the world's top university libraries, and how frequently do specific topics appear in this offering. A total of 494 workshop descriptions from 34 libraries were analyzed. Data collection took place between January 27 and February 25, 2023. A thematic analysis method using a mixed qualitative/quantitative approach was employed. An inductive procedure was generally followed, though the entire process was iterative. The findings revealed that the workshops are designed to prepare participants to function in all basic areas of academic activity and to develop nonacademic competencies while enhancing personal life. A total of 57 different topics were identified and classified into seven general categories. Topics related to conducting research were the most common, accounting for 34.2 % of all occurrences. Almost half of them (45.4 %) addressed issues related to working with research data. Topics on tools and technologies were the second most common.

This study investigates the reference management practices of students, researchers, and academic staff at the University of Huddersfield. The aim of the research was to explore the role of reference management software within scholarly workflows, alongside other ways of managing information including both digital and non-digital practices.

An online survey consisting of both closed and open questions was completed by 263 respondents, comprising undergraduate students, taught postgraduates, postgraduate researchers, and academic staff at the university. Quantitative data was used to generate a descriptive overview of the research sample and to contextualise the interpretation of qualitative data. Qualitative data from the open questions was analysed using reflexive thematic analysis to generate the themes presented in this paper.

Quantitative data revealed a wide range of both digital and non-digital methods for reference management. While most respondents had tried using at least one type of reference management software, use of software was higher among postgraduate researchers and academic staff than undergraduates and taught postgraduates.

Three themes were generated from the qualitative data: practices are unique and contextual; practices develop over time; and reference management software forms part of wider practice. Exploration of these themes led to recommendations for librarians to incorporate this understanding of reference management practices into information literacy teaching.

This paper reports on an ongoing research project aiming to extend the roles of academic libraries in research integrity (RI) based on reexploring the causes of research misconduct (RM) and restructuring the relationships among them. Since the causes of RM have been thoroughly investigated, a systematic review approach was approved valid and adopted in this study. A total of 60 articles were selected and analyzed using a thematic analysis approach. The analysis pointed to 21 RM causes under four themes: individual, organizational, professional, and cultural causes. Three critical causes stand as the primary connectors among various causes: insufficient RI education and training, lack of explicit rules and regulations, and “publish or perish” pressure. On this basis, three key roles of academic libraries in RI services can be extended: RI educators and counselors, RI policy-making advisors, as well as evaluators of academic outcomes. As one of the earliest research projects that investigate the roles of academic libraries in RI based on RM causes, its findings can provide useful implications for formulating specific RI services in academic libraries.

In recent years, student experience (SX) has drawn the attention of researchers and librarians due to its impact on student engagement and, eventually, academic success. This study aims to explore the intellectual structure of literature focusing on the student experience with academic libraries. Through bibliometric and thematic analyses, we analyzed a sample of 160 articles published between 1995 and 2022. The findings underscore the multifaceted nature of SX research regarding academic libraries. Its intellectual structure unveils six predominant themes: (1) international students' experience; (2) servicescape and service design; (3) impact of technologies; (4) information literacy; (5) psychological and emotional aspects; and (6) engagement and motivation. Additionally, we propose a future research agenda, shedding light on prevalent theories and underexplored topics. This study serves as a valuable resource for researchers and librarians seeking insights into the nuances of SX in academic library settings. In particular, the identification of research clusters and opportunities can assist researchers in better positioning their studies and finding connections across several theoretical lenses and approaches.