Journal of Academic Librarianship最新文献_第4页

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。

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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。

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引用次数: 0

Study with me: StudyTubers in academic libraries 和我一起学习：在学术图书馆学习土豆

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.2025.103156

Magdalena Hodalska , Monika Urbańczyk

Librarians in academic libraries can benefit in many ways from videos filmed by StudyTubers within university library spaces. Despite the popularity of Study with me videos on YouTube, there is a lack of research on how these videos can be integrated into library practices. This study explores the potential for academic librarians to use videos created by StudyTubers to facilitate their work, promote library spaces, educate users, and more. The research adopts a qualitative comparative analysis of 196 Study with me videos recorded over the past five years by 100 StudyTubers, who filmed their study sessions in the libraries of the top 10 universities worldwide, as ranked by the 2024/2025 Shanghai ranking. The analysis investigates the creative conventions employed by StudyTubers and identifies video types that librarians can repurpose to improve services, reduce repetitive inquiries, promote accessibility, etc. The main findings reveal specific video types (such as study vlogs, walking tours, captioned videos) and practical formats that hold significant potential for supporting library operations. The article concludes with 20 feasible recommendations for librarians. This research contributes new insights into the possible applications of creative and user-generated digital content in academic libraries, discussing innovative ways to utilize StudyTubers' videos for user support, space promotion, and alleviating librarians' workloads.

学术图书馆的图书馆员可以从StudyTubers在大学图书馆空间拍摄的视频中以多种方式受益。尽管YouTube上的Study with me视频很受欢迎，但关于如何将这些视频整合到图书馆实践中，还缺乏研究。这项研究探讨了学术图书馆员使用StudyTubers创建的视频来促进他们的工作、推广图书馆空间、教育用户等方面的潜力。本研究对100名StudyTubers在过去五年中录制的196个“与我一起学习”视频进行了定性比较分析，这些视频是在全球排名前十的大学图书馆拍摄的，这些大学是根据2024/2025年上海排名排名的。该分析调查了StudyTubers采用的创造性惯例，并确定了图书馆员可以重新利用的视频类型，以改善服务，减少重复查询，提高可访问性等。主要研究结果揭示了特定的视频类型（如学习视频、徒步旅行视频、字幕视频）和实用格式，它们在支持图书馆运营方面具有巨大潜力。文章最后对图书馆员提出了20条可行的建议。这项研究为创造性和用户生成的数字内容在学术图书馆的可能应用提供了新的见解，讨论了利用StudyTubers视频为用户提供支持、空间推广和减轻图书馆员工作量的创新方法。

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引用次数: 0

Assessing the readiness for the adoption of artificial intelligence and related technologies in academic libraries of Pakistan 评估巴基斯坦学术图书馆采用人工智能和相关技术的准备情况

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.2025.103161

Munazza Jabeen

Considering the global trend towards intelligent library systems, this study examines how ready Although academic libraries globally are rapidly integrating artificial intelligence (AI) technologies, Pakistani institutions face a significant readiness gap that hinders their ability to fulfill the requirements of today's educational settings. This study assesses readiness for the adoption of artificial intelligence across four dimensions: policy, procedure, personnel, and technology. A sequential explanatory mixed-methods approach was used, leading with survey data from 171 librarians examined via Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by 13 detailed interviews with chief librarians to contextualize the results. Results indicate significant differences: policy preparedness is somewhat robust (AVE = 0.777), demonstrating evolving policies and leadership dedication, while people readiness is significantly deficient (AVE = 0.626), highlighting gaps in technical expertise, training, and change management. Constrained by antiquated infrastructure, scarce resources, and inadequate institutional alignment, technological and process readiness exhibit uneven development. Qualitative findings highlight practical problems, including ethical concerns related to privacy and data governance, as well as dependence on outdated technologies. Nevertheless, despite these obstacles, librarians demonstrate a proactive stance and acknowledge their transforming roles in AI-enhanced education settings. The study concludes with practical recommendations, including promoting inter-institutional collaboration, investing in sustainable digital infrastructure, emphasizing professional training, and integrating ethical frameworks into AI policies. These findings suggest immediate value for policymakers and practitioners aiming to bridge the AI readiness gap and support the sustainable, ethical, and future-oriented transformation of academic libraries in Pakistan.

考虑到智能图书馆系统的全球趋势，本研究考察了准备情况，尽管全球的学术图书馆正在迅速整合人工智能（AI）技术，但巴基斯坦的机构面临着巨大的准备差距，这阻碍了它们满足当今教育环境要求的能力。本研究从四个方面评估采用人工智能的准备情况：政策、程序、人员和技术。采用顺序解释混合方法，首先通过偏最小二乘结构方程模型（PLS-SEM）对171名图书馆员的调查数据进行分析，然后对首席图书馆员进行13次详细访谈，将结果置于背景中。结果显示了显著的差异：政策准备程度较强（AVE = 0.777），表明政策和领导的奉献精神在不断发展，而人员准备程度明显不足（AVE = 0.626），突出了技术专长、培训和变革管理方面的差距。受过时的基础设施、稀缺的资源和不充分的制度一致性的限制，技术和过程准备表现出不平衡的发展。定性研究结果强调了实际问题，包括与隐私和数据治理相关的伦理问题，以及对过时技术的依赖。然而，尽管存在这些障碍，图书馆员仍表现出积极主动的姿态，并承认他们在人工智能增强的教育环境中所扮演的转变角色。该研究最后提出了切实可行的建议，包括促进机构间合作、投资可持续数字基础设施、强调专业培训以及将道德框架纳入人工智能政策。这些发现对旨在弥合人工智能准备差距的政策制定者和从业者具有直接价值，并支持巴基斯坦学术图书馆的可持续、合乎道德和面向未来的转型。

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引用次数: 0

A comparative analysis of college student information literacy skills by disciplinary group 不同学科组大学生信息素养技能的比较分析

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.2025.103158

Sarah LeMire , Zhihong Xu , Leroy G. Dorsey , Douglas Hahn

Information literacy (IL) instruction and evaluation is commonly conducted by discipline, with liaison librarians involved in library instruction efforts. However, few studies have examined the IL skills of college students across multiple disciplinary groups. This study uses the Threshold Achievement Test for Information Literacy (TATIL) to measure student IL skills in four disciplinary groups: STEM, humanities, social sciences, and general studies. Study results suggest that students in humanities and STEM disciplines demonstrate stronger IL skills than their peers in the social sciences and general studies. Study findings have implications for instruction coordinators and liaisons as they allocate IL resources and advocate for new IL collaborations.

信息素养（IL）的指导和评价通常是按学科进行的，联络馆员参与图书馆的指导工作。然而，很少有研究调查了跨学科群体的大学生的IL技能。本研究使用信息素养门槛成就测试（TATIL）来衡量学生在四个学科组的信息素养技能：STEM、人文科学、社会科学和通识研究。研究结果表明，人文学科和STEM学科的学生比社会科学和普通学科的学生表现出更强的IL技能。研究结果对教学协调员和联络员在分配外语资源和倡导新的外语合作时具有启示意义。

引用次数: 0

A case for low-stakes collaboration: Increasing access through a mini-assignment in the first-year composition classroom 低风险合作的案例：通过一年级作文课堂的小作业增加访问

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.2025.103150

Loren Gaudet

This article makes the case for collaboration between first-year composition classrooms and academic libraries through a low-stakes mini-assignment that incentivizes student use of existing library resources. I present and analyze data from 168 “mini-assignments” in which students must use one of the existing mediated library services available to them in the course of writing their research essay (use the chat help function; book an appointment with a librarian; email a question to a librarian; text a question to a librarian; or visit the main desk in the library). Students need to describe what service they used and what kind of help they asked for and then reflect on the help-seeking process including how they felt before, during, and after seeking help, and what they would do the same or differently next time. I argue that this low-stakes assignment positively impacts students' future use, future confidence, and also ‘levels up’ the kind of engagement that students are comfortable undertaking. This mini-assignment, then, benefits first-year students and particularly equity-deserving and at-risk students, by making explicit how to get help from the university library as part of the first-year academic writing classroom, and showcasing librarians as co-educators with pedagogical expertise.

这篇文章通过一个低风险的小作业，激励学生使用现有的图书馆资源，提出了一年级作文教室和学术图书馆之间合作的案例。我展示并分析了168项“迷你作业”的数据，在这些作业中，学生必须在撰写研究论文的过程中使用现有的中介图书馆服务之一（使用聊天帮助功能；与图书管理员预约；向图书管理员发送电子邮件；向图书管理员发送短信；或访问图书馆的主服务台）。学生需要描述他们使用了什么服务，他们寻求了什么样的帮助，然后反思求助过程，包括他们在寻求帮助之前，期间和之后的感受，以及他们下次会做什么相同或不同的事情。我认为，这种低风险的作业对学生未来的使用、未来的信心产生了积极的影响，也“提升”了学生们乐于承担的那种投入。因此，这个小作业让一年级学生受益，尤其是那些应该获得公平待遇和有风险的学生，它明确说明了如何从大学图书馆获得帮助，作为一年级学术写作课堂的一部分，并展示了图书馆员作为具有教学专业知识的共同教育者。

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引用次数: 0

Informed learning in place: Tales from a field station 就地知情学习：来自野外站的故事

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.2025.103164

Thomas Gerrish , Rachel K. Fundator , Clarence D. Maybee , Karen A. Reiman-Sendi

This study investigates how students learn to use information at a remote field station to prepare for roles as environmental researchers, climate advocates, and citizens. Using a semi-structured interview approach, the researchers examined the perceptions of twelve field station instructors on how their students engage with information to learn in a place-based educational context. Three interrelated themes emerged that demonstrate the varied ways in which students need to learn to use information: (1) Leveraging interdisciplinary lenses, where students integrate diverse perspectives to interpret environmental information; (2) Acculturating to field research practices, where students gain practical research and data skills through experiential learning; and (3) Experiencing immersive information, where students absorb and share information about their learning environment through informal engagement with the place and others in the learning community. These findings expose opportunities for librarians to reframe their roles as embedded collaborators, who can deepen and expand the ways in which students become aware of and capable of using information, in place-based contexts. The study contributes to the growing scholarship on information literacy in non-traditional educational settings and reinforces the importance of aligning information literacy education with disciplinary learning goals.

这项研究调查了学生如何在一个偏远的野外站学习使用信息，为环境研究人员、气候倡导者和公民的角色做准备。采用半结构化的访谈方法，研究人员调查了12位实地站教师对他们的学生如何在基于地点的教育环境中参与信息学习的看法。出现了三个相互关联的主题，展示了学生需要学习使用信息的不同方式：(1)利用跨学科的视角，学生整合不同的视角来解释环境信息；(2)适应实地研究实践，学生通过体验式学习获得实际研究和数据技能；(3)体验沉浸式信息，学生通过与学习场所和学习社区中的其他人的非正式接触来吸收和分享有关学习环境的信息。这些发现为图书馆员重塑他们作为嵌入式合作者的角色提供了机会，他们可以深化和扩展学生在基于地点的环境中意识到并能够使用信息的方式。本研究促进了非传统教育背景下信息素养研究的发展，并强调了将信息素养教育与学科学习目标相结合的重要性。

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引用次数: 0

Assessing the alignment of university library collections with scholarly research outputs: UW-Madison case study 评估大学图书馆馆藏与学术研究成果的一致性：威斯康星大学麦迪逊分校的案例研究

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

Journal of Academic Librarianship

Pub Date : 2025-10-23 DOI: 10.1016/j.acalib.2025.103153

Weiye Gu , Chaoqun Ni , Anlin Yang , Xiying Mi

This study aims to investigate the alignment between the university library's resources at the University of Wisconsin-Madison and the research outputs from the scholars affiliated with the university. By comparing citations in university publications with the library collections, the authors seek to quantify the degree to which the library supports academic research at the university. This analysis involves extracting citations from research outputs, and compares the citations with library collections to reveal any overlaps and gaps. This study relies on data from popular bibliographic databases such as Web of Science (WoS), and the library bibliographic records. The project's merit lies in providing evidence-based insights for library collection management, enhancing support for academic research, and optimizing resource allocations in university libraries. Findings will inform strategic decisions in collection development, ensuring resources are closely aligned with the university's research needs. This endeavor will not only improve library services but also contribute to the broader scholarly communication field, offering a replicable model for similar assessment at other institutions.

本研究旨在探讨威斯康星大学麦迪逊分校大学图书馆资源与该大学附属学者的研究成果之间的一致性。通过比较大学出版物和图书馆馆藏的引用，作者试图量化图书馆对大学学术研究的支持程度。这种分析包括从研究成果中提取引文，并将引文与图书馆馆藏进行比较，以揭示任何重叠和差距。本研究的数据来源于Web of Science （WoS）等流行书目数据库和图书馆书目记录。该项目的优点在于为图书馆馆藏管理提供基于证据的见解，加强对学术研究的支持，优化大学图书馆的资源配置。研究结果将为馆藏发展的战略决策提供信息，确保资源与大学的研究需求紧密结合。这一努力不仅将改善图书馆的服务，还将为更广泛的学术交流领域做出贡献，为其他机构的类似评估提供可复制的模式。

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引用次数: 0

Scoping review on research data in Spain: Academic output and developing trends 西班牙研究数据的范围审查：学术产出和发展趋势

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

Journal of Academic Librarianship

Pub Date : 2025-10-21 DOI: 10.1016/j.acalib.2025.103151

Roxana Cerda-Cosme, Eva Mendez

Research data have become a central pillar of Open Science, yet in Spain the study of this topic remains fragmented and relatively recent. This scoping review provides a systematic overview of academic output on research data in Spain, examining publication trends, thematic categories, and methodological approaches. Using the Arksey and O'Malley framework, searches were conducted in Scopus and Web of Science, retrieving 26 publications (23 journal articles, two conference papers, and one documentary review) published between 2011 and 2024 in Spanish, English, and Portuguese. Screening was performed with Rayyan software and summarized with a PRISMA diagram. Eight thematic categories were identified: Open Science and Research Data, Research Data Sharing, Editorial Management and Research Data, FAIR Principles, Research Data Projects, Research Data Services in Libraries, Research Data Repositories, and Multidisciplinary Studies on Research Data. Results indicate growing interest in the last five years, though with uneven thematic and methodological development. Greater emphasis has been placed on Open Science frameworks, library services, and repositories, whereas editorial management and FAIR principles remain underexplored. Methodologically, surveys dominate across six categories, limiting depth. Future studies should diversify methods using qualitative, longitudinal and mixed approaches to analyze institutional, cultural and behavioral dynamics shaping research data practices.

研究数据已经成为开放科学的核心支柱，然而在西班牙，对这一主题的研究仍然是零散的，而且相对较新。这个范围审查提供了一个系统的概述学术产出的研究数据在西班牙，审查出版趋势，专题类别和方法方法。使用Arksey和O'Malley框架，在Scopus和Web of Science中进行了搜索，检索了2011年至2024年间以西班牙语、英语和葡萄牙语发表的26篇出版物（23篇期刊文章、两篇会议论文和一篇文献综述）。用Rayyan软件进行筛选，用PRISMA图进行汇总。确定了八个主题类别：开放科学和研究数据、研究数据共享、编辑管理和研究数据、公平原则、研究数据项目、图书馆研究数据服务、研究数据存储库和研究数据的多学科研究。结果表明，在过去五年中，人们的兴趣日益增加，尽管专题和方法发展不平衡。更多的重点放在开放科学框架、图书馆服务和存储库上，而编辑管理和公平原则仍未得到充分探索。在方法上，调查主要分为六个类别，限制了深度。未来的研究应该采用定性、纵向和混合的方法来分析形成研究数据实践的制度、文化和行为动态。

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引用次数: 0

Accelerating the use of digital object identifiers (DOIs) in academic libraries 加快高校图书馆数字对象标识符（DOIs）的使用

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

Journal of Academic Librarianship

Pub Date : 2025-10-21 DOI: 10.1016/j.acalib.2025.103148

Lisa Goddard , Sangeev Thevananthan

This paper explores the use of digital object identifiers (DOIs) in Canadian academic libraries. We analysed survey responses from 40 Canadian research organizations in order to understand the variables that accelerate or hamper the adoption of DOIs for digital research collections. Barriers to adoption include issues relating to technical barriers, lack of plugin integration, lack of dedicated technical staff, and the absence of institution-wide policy. Accelerants include the use of shared national research infrastructure, national funding to help reduce costs to libraries, and national consortia as technical liaisons and educators. Three priority areas for education include: guidance to help librarians decide when to apply a DOI to a resource; examples of metadata mappings for archival holdings and non-traditional formats; and the urgent need for support in maintenance planning for sustaining DOIs over the very long term.

本文探讨了数字对象标识符（DOIs）在加拿大大学图书馆中的使用。我们分析了来自40个加拿大研究机构的调查反馈，以了解加速或阻碍数字研究收藏采用doi的变量。采用的障碍包括与技术障碍有关的问题，缺乏插件集成，缺乏专门的技术人员，以及缺乏机构范围的政策。促进因素包括使用共享的国家研究基础设施，国家资助以帮助降低图书馆的成本，以及国家联盟作为技术联络员和教育者。教育的三个优先领域包括：指导图书馆员决定何时对资源应用DOI；档案馆藏和非传统格式的元数据映射示例；以及迫切需要对长期维持doi的维护计划提供支持。

引用次数: 0