Pub Date : 2024-02-20DOI: 10.1016/j.acalib.2024.102858
Emy Nelson Decker, Brittany Waltemate
Geographic Information System (GIS) technology can be employed by academic librarians to study interlibrary loan (ILL) lending patterns of circulating materials. The data collected and analyzed using GIS can apprise librarians about the efficacy of existing networks, assist them in making sound cost-saving choices, and inform collection development activities. In this article, the physical lending outputs at The University of Alabama are studied across five years to understand better and explore factors that impact lending activities within Alabama. The data retrieved elucidate stable patterns and highlight identifiable changes in usage that can inform subsequent lending network practices within the state. The totality of this data can aid toward the desired outcomes of enhanced resource sharing as it relates to ILL practices.
{"title":"Mapping library lending: Using GIS technology to explore ILL lending data","authors":"Emy Nelson Decker, Brittany Waltemate","doi":"10.1016/j.acalib.2024.102858","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102858","url":null,"abstract":"<div><p>Geographic Information System (GIS) technology can be employed by academic librarians to study interlibrary loan (ILL) lending patterns of circulating materials. The data collected and analyzed using GIS can apprise librarians about the efficacy of existing networks, assist them in making sound cost-saving choices, and inform collection development activities. In this article, the physical lending outputs at The University of Alabama are studied across five years to understand better and explore factors that impact lending activities within Alabama. The data retrieved elucidate stable patterns and highlight identifiable changes in usage that can inform subsequent lending network practices within the state. The totality of this data can aid toward the desired outcomes of enhanced resource sharing as it relates to ILL practices.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139908104","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 : 2024-02-17DOI: 10.1016/j.acalib.2024.102861
Antonia Bernadette Donkor PhD in Information Science , Amy Pascalia Abra Asimah PhD in Information Science , Williams Ezinwa Nwagwu PhD in Information Science
Librarians working in university libraries are torn between the two dominant categories (academic and professional) of university staff. Belonging to either of the categories of staff has implications for the employees' roles and duties, status, and career progression in the academic setting. This study sought to understand the perception of librarians' roles, status, and career progression with the changing frontiers of knowledge and education in contemporary times. Using the qualitative approach, fourteen (14) librarians working in seven university libraries in Ghana were interviewed using a semi-structured interview schedule. These librarians were purposively selected because they possessed the qualifications of practice and were experienced in the academic library setting. The data collected from the interview was transcribed. Using Nvivo software version 14, the researchers used the Reflexive Thematic Analysis method to garner codes and themes from the data to understand the phenomenon under study. The findings from the study showed that librarians perceived their roles and responsibilities of academic librarians to be classified into three dominant categories: research support, teaching, and managerial/administrative roles. Again, academic librarians were assigned to either the academic or professional cadre in their universities based on the university's understanding of the library as a professional or academic unit irrespective of the Librarian's qualification, roles and responsibilities and the changing academic librarianship landscape. The study revealed the challenges librarians working in academic libraries face with their promotion and career progression, including long years of waiting (6 years) to qualify for the promotion, role inconsistencies, stagnation/lack of promotion, the presence of an unclear career path, and the inability to meet promotion requirements due to the lack of time for research, all of which have implications on their job satisfaction leading to demotivation and stress among academic librarians. The findings of this study have practical implications for policymakers in the Library and Information Science (LIS) field, Higher Education Institutions (HEI), and researchers to understand the perception of the roles, status, and career progression of the librarians working in academic libraries in Ghana and to inform policy decisions.
{"title":"Torn Between Two Worlds: Perceptions of the Role, Status, and Career Progression of Librarians Working in University Libraries","authors":"Antonia Bernadette Donkor PhD in Information Science , Amy Pascalia Abra Asimah PhD in Information Science , Williams Ezinwa Nwagwu PhD in Information Science","doi":"10.1016/j.acalib.2024.102861","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102861","url":null,"abstract":"<div><p>Librarians working in university libraries are torn between the two dominant categories (academic and professional) of university staff. Belonging to either of the categories of staff has implications for the employees' roles and duties, status, and career progression in the academic setting. This study sought to understand the perception of librarians' roles, status, and career progression with the changing frontiers of knowledge and education in contemporary times. Using the qualitative approach, fourteen (14) librarians working in seven university libraries in Ghana were interviewed using a semi-structured interview schedule. These librarians were purposively selected because they possessed the qualifications of practice and were experienced in the academic library setting. The data collected from the interview was transcribed. Using Nvivo software version 14, the researchers used the Reflexive Thematic Analysis method to garner codes and themes from the data to understand the phenomenon under study. The findings from the study showed that librarians perceived their roles and responsibilities of academic librarians to be classified into three dominant categories: research support, teaching, and managerial/administrative roles. Again, academic librarians were assigned to either the academic or professional cadre in their universities based on the university's understanding of the library as a professional or academic unit irrespective of the Librarian's qualification, roles and responsibilities and the changing academic librarianship landscape. The study revealed the challenges librarians working in academic libraries face with their promotion and career progression, including long years of waiting (6 years) to qualify for the promotion, role inconsistencies, stagnation/lack of promotion, the presence of an unclear career path, and the inability to meet promotion requirements due to the lack of time for research, all of which have implications on their job satisfaction leading to demotivation and stress among academic librarians. The findings of this study have practical implications for policymakers in the Library and Information Science (LIS) field, Higher Education Institutions (HEI), and researchers to understand the perception of the roles, status, and career progression of the librarians working in academic libraries in Ghana and to inform policy decisions.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139748571","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 : 2024-02-16DOI: 10.1016/j.acalib.2024.102857
Saowapha Limwichitr
This study aims to investigate the adaptation of Thai academic libraries in response to changes driven by increased reliance on emerging technologies, referred to as Library 4.0. Employing Garvin's Three Ms. Framework, the meaning, management, and measurement aspects were examined to identify the principles of Library 4.0, policies and practices, as well as measurement alterations. A qualitative case study approach, using document analysis and in-depth interviews, was employed. Eight academic libraries were purposefully selected based on criteria, including their age, size, and interests. The findings indicated that the concept of Library 4.0 had driven Thai academic libraries to integrate digital technologies into both front-end services and back-office operations. While continuing to prioritize support for teaching and research, the libraries had expanded their roles to address broader societal impacts. The importance of effectively utilizing measurement approaches, particularly data analytics, was highlighted to demonstrate the value and impact of libraries in the digital era. A comprehensive framework produced from this study contributes to a holistic understanding of the adaptation of Thai academic libraries. Given the pivotal role of environmental dynamics, this framework provides guidelines for future investigations, ensuring that academic libraries remain relevant in preparation for the transition to Library 5.0.
{"title":"Academic Library 4.0 and Beyond: Investigating Adaptation of Academic Libraries in Thailand Towards a 4.0 Landscape","authors":"Saowapha Limwichitr","doi":"10.1016/j.acalib.2024.102857","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102857","url":null,"abstract":"<div><p>This study aims to investigate the adaptation of Thai academic libraries in response to changes driven by increased reliance on emerging technologies, referred to as Library 4.0. Employing Garvin's Three Ms. Framework, the meaning, management, and measurement aspects were examined to identify the principles of Library 4.0, policies and practices, as well as measurement alterations. A qualitative case study approach, using document analysis and in-depth interviews, was employed. Eight academic libraries were purposefully selected based on criteria, including their age, size, and interests. The findings indicated that the concept of Library 4.0 had driven Thai academic libraries to integrate digital technologies into both front-end services and back-office operations. While continuing to prioritize support for teaching and research, the libraries had expanded their roles to address broader societal impacts. The importance of effectively utilizing measurement approaches, particularly data analytics, was highlighted to demonstrate the value and impact of libraries in the digital era. A comprehensive framework produced from this study contributes to a holistic understanding of the adaptation of Thai academic libraries. Given the pivotal role of environmental dynamics, this framework provides guidelines for future investigations, ensuring that academic libraries remain relevant in preparation for the transition to Library 5.0.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139748570","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 : 2024-02-09DOI: 10.1016/j.acalib.2024.102855
Magdalena Paul , Marek Deja , Małgorzata Kisilowska-Szurmińska , Ewa Głowacka , Marzena Świgoń , Maja Wojciechowska
The research paper investigates doctoral students' information literacy (IL), a demographic often overlooked in IL studies. Focusing on the unique context of Polish doctoral schools, the paper explores the competences of young researchers. The methodological and descriptive objectives of the study include creating and validating the ILDoc tool and evaluating the self-efficacy in terms of information competences of doctoral students. The research employs the Computer Assisted Web Interview (CAWI) technique, targeting doctoral students from five Polish universities (Jagiellonian University, University of Gdańsk, Nicolaus Copernicus University in Toruń, University of Warmia and Mazury in Olsztyn, and University of Warsaw). Through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), the study refines the ILDoc model, identifying four latent factors: Information Access, Information Retrieval, Reference Management, and Information Analysis. The findings highlight the critical importance of IL in academic librarianship, particularly underscoring gaps in advanced searching and reference management skills. While gender and age appear to have no significant impact, the year of study and successful midterm evaluations do influence IL self-efficacy. Additionally, the field of study affects students' abilities in information access and analysis. The study advocates for customized IL training and support for doctoral students. It also calls for ongoing IL training that aligns with the evolving research processes of doctoral students, emphasizing the collaborative role of librarians and faculty. The application of the ILDoc tool in this study yields significant benefits, offering academic institutions, libraries, and educators valuable insights for improving support strategies, thereby enriching the information literacy journey of doctoral students.
本研究论文调查了博士生的信息素养(IL),这是信息素养研究中经常被忽视的一个群体。论文以波兰博士生学校的独特背景为重点,探讨了年轻研究人员的能力。研究的方法论和描述性目标包括创建和验证 ILDoc 工具,评估博士生在信息能力方面的自我效能。研究采用了计算机辅助网络访谈(CAWI)技术,对象是波兰五所大学(雅盖隆大学、格但斯克大学、托伦尼古拉斯-哥白尼大学、奥尔什京瓦尔米亚和马祖里大学以及华沙大学)的博士生。通过探索性因子分析 (EFA)、确认性因子分析 (CFA) 和结构方程建模 (SEM),该研究完善了 ILDoc 模型,确定了四个潜在因子:信息获取、信息检索、参考资料管理和信息分析。研究结果凸显了 IL 在学术图书馆员工作中的关键重要性,尤其强调了高级搜索和参考资料管理技能方面的差距。虽然性别和年龄似乎没有显著影响,但学习年份和成功的期中评估确实会影响 IL 的自我效能感。此外,学习领域也会影响学生的信息获取和分析能力。本研究提倡为博士生提供个性化的 IL 培训和支持。研究还呼吁根据博士生不断发展的研究过程持续开展 IL 培训,强调图书馆员和教师的合作作用。ILDoc 工具在本研究中的应用产生了巨大的效益,为学术机构、图书馆和教育工作者改进支持策略提供了宝贵的见解,从而丰富了博士生的信息素养之旅。
{"title":"Understanding information literacy among doctoral students: An ILDoc model and assessment tool","authors":"Magdalena Paul , Marek Deja , Małgorzata Kisilowska-Szurmińska , Ewa Głowacka , Marzena Świgoń , Maja Wojciechowska","doi":"10.1016/j.acalib.2024.102855","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102855","url":null,"abstract":"<div><p>The research paper investigates doctoral students' information literacy (IL), a demographic often overlooked in IL studies. Focusing on the unique context of Polish doctoral schools, the paper explores the competences of young researchers. The methodological and descriptive objectives of the study include creating and validating the ILDoc tool and evaluating the self-efficacy in terms of information competences of doctoral students. The research employs the Computer Assisted Web Interview (CAWI) technique, targeting doctoral students from five Polish universities (Jagiellonian University, University of Gdańsk, Nicolaus Copernicus University in Toruń, University of Warmia and Mazury in Olsztyn, and University of Warsaw). Through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM), the study refines the ILDoc model, identifying four latent factors: Information Access, Information Retrieval, Reference Management, and Information Analysis. The findings highlight the critical importance of IL in academic librarianship, particularly underscoring gaps in advanced searching and reference management skills. While gender and age appear to have no significant impact, the year of study and successful midterm evaluations do influence IL self-efficacy. Additionally, the field of study affects students' abilities in information access and analysis. The study advocates for customized IL training and support for doctoral students. It also calls for ongoing IL training that aligns with the evolving research processes of doctoral students, emphasizing the collaborative role of librarians and faculty. The application of the ILDoc tool in this study yields significant benefits, offering academic institutions, libraries, and educators valuable insights for improving support strategies, thereby enriching the information literacy journey of doctoral students.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714649","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 : 2024-02-09DOI: 10.1016/j.acalib.2024.102856
Gyuri Kang , Donghee Sinn
Learning new technology is essential for students and scholars in higher education to engage in learning and research of today. Previous studies have reported various barriers to technology acceptance and application in academic communities. To foster active engagement in technology-enhanced research and learning, academic libraries could serve as a technology hub for their communities. Many researchers have already explored the role of academic libraries in promoting information literacy as well as digital and data literacy. However, technology education in library instruction, which helps students and scholars develop such literacies, has not been a major topic in the existing literature. Even when studies deal with technology related content, their topics of instruction concentrate largely on data science skills and tools. The existing literature does not capture a comprehensive landscape of what instructional support the academic libraries provide in terms of technology skills and tools, including but not limited to data science techniques.
The goal of this study is to present an overview of academic library instruction for technology education for their communities. This study examines library workshops offered by 43 four-year college libraries in the US. The titles and descriptions of the workshops were manually collected and analyzed to understand the content of library instruction using both quantitative and qualitative analysis methods. The findings of this study suggest that American academic libraries play an important role in educating their patrons a wide range of technology for their academic success in technology-mediated learning and research environments. They teach various technologies for research, teaching and learning, career support, conventional library instruction, and many other purposes. We found that academic libraries teach not only popular and common tools, but also specialized and unique tools for certain fields.
{"title":"Technology education in academic libraries: An analysis of library workshops","authors":"Gyuri Kang , Donghee Sinn","doi":"10.1016/j.acalib.2024.102856","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102856","url":null,"abstract":"<div><p>Learning new technology is essential for students and scholars in higher education to engage in learning and research of today. Previous studies have reported various barriers to technology acceptance and application in academic communities. To foster active engagement in technology-enhanced research and learning, academic libraries could serve as a technology hub for their communities. Many researchers have already explored the role of academic libraries in promoting information literacy as well as digital and data literacy. However, technology education in library instruction, which helps students and scholars develop such literacies, has not been a major topic in the existing literature. Even when studies deal with technology related content, their topics of instruction concentrate largely on data science skills and tools. The existing literature does not capture a comprehensive landscape of what instructional support the academic libraries provide in terms of technology skills and tools, including but not limited to data science techniques.</p><p>The goal of this study is to present an overview of academic library instruction for technology education for their communities. This study examines library workshops offered by 43 four-year college libraries in the US. The titles and descriptions of the workshops were manually collected and analyzed to understand the content of library instruction using both quantitative and qualitative analysis methods. The findings of this study suggest that American academic libraries play an important role in educating their patrons a wide range of technology for their academic success in technology-mediated learning and research environments. They teach various technologies for research, teaching and learning, career support, conventional library instruction, and many other purposes. We found that academic libraries teach not only popular and common tools, but also specialized and unique tools for certain fields.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139714650","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 : 2024-02-08DOI: 10.1016/j.acalib.2024.102853
Frank Houghton , Allen Foster
Purpose
Created in 2012 ORCID now enjoys global status as a Persistent Identifier (PID) in the academic community. The international literature has been generally positive towards this new piece of research infrastructure, particularly based on its obvious potential to aid name disambiguation. However, a small number of commentators have highlighted negative issues with ORCID, as well as the way in which they are increasing mandated by publishers, funders, and even employers. This research sought to critically evaluate perceptions of ORCID in the Technological University (TU)/Institute of Technology (IoT) sector in Ireland.
Methodology
This study adopted a mixed methods approach involving an online survey with academics in Ireland's TU/IoT sector and a survey of senior librarians. Reflexive thematic analysis was used to explore the qualitative data collected via open-ended questions.
Findings
The results indicate that most lecturers have only minimally engaged with ORCID. Thematic analysis of responses from faculty identified six distinct themes. The majority of themes identified were negative towards ORCID, with many lecturers appearing unsure about its purpose, having only registered for ORCID because of external pressure. Faculty were also concerned that ORCID could facilitate external monitoring, as well as them being resistant to the effort involved in keeping an ORCID profile up to date. ORCID was also seen as a potential source of danger, although some lecturers had started to use their ORCID profile to promote their work. Perceptions amongst librarians were very different, with librarians notably more in favour of ORCID. Three themes were identified: name disambiguation, facilitation of linkages with other IT systems, and future potential.
Originality
The paper offers a critical analysis of ORCID adoption in Ireland based on perceptions amongst two stakeholder groups, academics and librarians.
{"title":"Resistance and Power in Irish Higher Education: ORCID and the Monitored University","authors":"Frank Houghton , Allen Foster","doi":"10.1016/j.acalib.2024.102853","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102853","url":null,"abstract":"<div><h3>Purpose</h3><p>Created in 2012 ORCID now enjoys global status as a Persistent Identifier (PID) in the academic community. The international literature has been generally positive towards this new piece of research infrastructure, particularly based on its obvious potential to aid name disambiguation. However, a small number of commentators have highlighted negative issues with ORCID, as well as the way in which they are increasing mandated by publishers, funders, and even employers. This research sought to critically evaluate perceptions of ORCID in the Technological University (TU)/Institute of Technology (IoT) sector in Ireland.</p></div><div><h3>Methodology</h3><p>This study adopted a mixed methods approach involving an online survey with academics in Ireland's TU/IoT sector and a survey of senior librarians. Reflexive thematic analysis was used to explore the qualitative data collected via open-ended questions.</p></div><div><h3>Findings</h3><p>The results indicate that most lecturers have only minimally engaged with ORCID. Thematic analysis of responses from faculty identified six distinct themes. The majority of themes identified were negative towards ORCID, with many lecturers appearing unsure about its purpose, having only registered for ORCID because of external pressure. Faculty were also concerned that ORCID could facilitate external monitoring, as well as them being resistant to the effort involved in keeping an ORCID profile up to date. ORCID was also seen as a potential source of danger, although some lecturers had started to use their ORCID profile to promote their work. Perceptions amongst librarians were very different, with librarians notably more in favour of ORCID. Three themes were identified: name disambiguation, facilitation of linkages with other IT systems, and future potential.</p></div><div><h3>Originality</h3><p>The paper offers a critical analysis of ORCID adoption in Ireland based on perceptions amongst two stakeholder groups, academics and librarians.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000144/pdfft?md5=a4c3673dc5ce416bb5c71af5361c6c87&pid=1-s2.0-S0099133324000144-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139709392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1016/j.acalib.2024.102852
Leah Henrickson , Benjamin Hall , Timothy Procter
This paper outlines an example of Special Collections materials being used to support master's-level students' data and digital skills development. It evidences positive student learning outcomes through an unconventional interdepartmental collaboration between a digital media teaching team and Special Collections staff, which combined digital practices and tangible Special Collections material. This paper outlines the readings used for the course under review, the assignments used to evaluate students, student experiences of those assignments, and staff observations of student success and the logistics of course delivery. Findings show that in completing their assignments students (a) negotiated uncertainty; (b) increased understandings of data and digital methods; (c) embraced the lifeworlds of data; and (d) blurred the boundaries of analog and digital. More generally, this work finds that Special Collections material can be effectively used to support data and digital skills development, as well as help students gain broader understandings of digital contexts and media. Value is, however, dependent upon embracing uncertainty: something that universities tend to avoid. But, as is shown, staff and students alike can thrive in states of bewilderment.
{"title":"On constructive bewilderment: Using special collections material for teaching digital practices","authors":"Leah Henrickson , Benjamin Hall , Timothy Procter","doi":"10.1016/j.acalib.2024.102852","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102852","url":null,"abstract":"<div><p>This paper outlines an example of Special Collections materials being used to support master's-level students' data and digital skills development. It evidences positive student learning outcomes through an unconventional interdepartmental collaboration between a digital media teaching team and Special Collections staff, which combined digital practices and tangible Special Collections material. This paper outlines the readings used for the course under review, the assignments used to evaluate students, student experiences of those assignments, and staff observations of student success and the logistics of course delivery. Findings show that in completing their assignments students (a) negotiated uncertainty; (b) increased understandings of data and digital methods; (c) embraced the lifeworlds of data; and (d) blurred the boundaries of analog and digital. More generally, this work finds that Special Collections material can be effectively used to support data and digital skills development, as well as help students gain broader understandings of digital contexts and media. Value is, however, dependent upon embracing uncertainty: something that universities tend to avoid. But, as is shown, staff and students alike can thrive in states of bewilderment.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000132/pdfft?md5=52e1427cf855bc00bee6c422f828ba0a&pid=1-s2.0-S0099133324000132-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139709391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.1016/j.acalib.2024.102854
Camia A. Lasig, Vanessa B. Morales, Nuelah S.J. Reyes, Richie N. Garabiles, Roselyn M. Madia, Julius Weldon L. Ragasa, Mercedita M. Reyes
A study on gender stereotypes experienced by academic librarians can significantly contribute to the ongoing efforts to promote inclusivity, diversity, and gender equality in the academic library environment. In this light, this study sought to examine the stereotype issues that persist in academic libraries in the Philippines in the hope of offering recommendations in order to promote gender equality and build a positive image of librarianship. The quantitative method was utilized to collect sex-disaggregated data on academic librarians in Nueva Ecija, and the phenomenological qualitative method was used to gain insights on the narratives about their stereotyped experiences in the workplace. Results show that male and female academic librarians experienced various stereotypes on their physical appearance and job role. These come from their clientele, which include students, co-workers, and administrators. The majority of academic librarians claimed that despite coming across unfavorable assumptions at work, they maintain positive attitudes towards work. The study offers implications of the findings that can address stereotypes and which can serve as catalyst for image rebuilding of librarians towards inclusivity in the workplace.
{"title":"Sex-disaggregated Data and Gender Stereotype Issues in the Workplace: The Nueva Ecija Academic Librarians' Experience","authors":"Camia A. Lasig, Vanessa B. Morales, Nuelah S.J. Reyes, Richie N. Garabiles, Roselyn M. Madia, Julius Weldon L. Ragasa, Mercedita M. Reyes","doi":"10.1016/j.acalib.2024.102854","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102854","url":null,"abstract":"<div><p><span>A study on gender stereotypes experienced by academic librarians can significantly contribute to the ongoing efforts to promote inclusivity, diversity, and gender equality in the </span>academic library environment. In this light, this study sought to examine the stereotype issues that persist in academic libraries in the Philippines in the hope of offering recommendations in order to promote gender equality and build a positive image of librarianship. The quantitative method was utilized to collect sex-disaggregated data on academic librarians in Nueva Ecija, and the phenomenological qualitative method was used to gain insights on the narratives about their stereotyped experiences in the workplace. Results show that male and female academic librarians experienced various stereotypes on their physical appearance and job role. These come from their clientele, which include students, co-workers, and administrators. The majority of academic librarians claimed that despite coming across unfavorable assumptions at work, they maintain positive attitudes towards work. The study offers implications of the findings that can address stereotypes and which can serve as catalyst for image rebuilding of librarians towards inclusivity in the workplace.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139682412","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 : 2024-01-31DOI: 10.1016/j.acalib.2024.102851
Sophie Bury
{"title":"Reinventing information literacy instruction during the covid-19 pandemic: Exploring experiences, evolutions and implications for online information literacy programming","authors":"Sophie Bury","doi":"10.1016/j.acalib.2024.102851","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102851","url":null,"abstract":"","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139653695","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 : 2024-01-25DOI: 10.1016/j.acalib.2024.102850
Lan Thi Nguyen, Kittiya Suthiprapa
The emergence of the Covid-19 pandemic has notably influenced how library services are conceived and provided to their users. This research aims to examine the management of services in university libraries in Thailand and Vietnam during three critical phases of crisis management: prior to the pandemic, throughout the pandemic, and after its occurrence. The quantitative methodology was conducted to collect data from administrators and library staff at eight university libraries in Thailand and six universities in Vietnam through a questionnaire. Consequently, we got 67 and 61 valid questionnaires respectively in both countries. The findings showed that in the pre-pandemic, academic libraries mainly focused on building a plan to integrate e-resources and library services into university learning management system to deliver to users. During the pandemic, there was a focus on collaborative endeavors aimed at negotiating with database providers to ease access restrictions to their resources; leveraging digital platforms to improve current library services ensuring the reliable and practical development and upkeep of digital resources. Post-pandemic emphasis on assessment and recovery endeavors, including evaluating the competence of library staff to enhance their knowledge and skills in providing library services. Efforts are being made to improve and formulate a strategic plan for future library services. The findings offer crucial information for university library administrators and librarians, offering them extensive strategies to address and surmount challenges. These insights support the creation of tailored library services that cater to the varied needs of users at various stages.
{"title":"Management of library services during the pandemic crisis in university libraries of Thailand and Vietnam","authors":"Lan Thi Nguyen, Kittiya Suthiprapa","doi":"10.1016/j.acalib.2024.102850","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102850","url":null,"abstract":"<div><p>The emergence of the Covid-19 pandemic has notably influenced how library services are conceived and provided to their users. This research aims to examine the management of services in university libraries in Thailand and Vietnam during three critical phases of crisis management: prior to the pandemic, throughout the pandemic, and after its occurrence. The quantitative methodology was conducted to collect data from administrators and library staff at eight university libraries in Thailand and six universities in Vietnam through a questionnaire. Consequently, we got 67 and 61 valid questionnaires respectively in both countries. The findings showed that in the pre-pandemic, academic libraries mainly focused on building a plan to integrate e-resources and library services into university learning management system to deliver to users. During the pandemic, there was a focus on collaborative endeavors aimed at negotiating with database providers to ease access restrictions to their resources; leveraging digital platforms to improve current library services ensuring the reliable and practical development and upkeep of digital resources. Post-pandemic emphasis on assessment and recovery endeavors, including evaluating the competence of library staff to enhance their knowledge and skills in providing library services. Efforts are being made to improve and formulate a strategic plan for future library services. The findings offer crucial information for university library administrators and librarians, offering them extensive strategies to address and surmount challenges. These insights support the creation of tailored library services that cater to the varied needs of users at various stages.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139653696","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}