Pub Date : 2025-07-29DOI: 10.1016/j.acalib.2025.103116
Mollie Peuler , Samantha Harlow
This scoping review examines the practice of Critical Digital Pedagogy (CDP), academic libraries, and online learning. From 285 initial records, 13 articles were included and identified three recurring themes with CDP: teaching, design, and Open Educational Resources (OER). Within those three themes, it was found that inclusion, diversity, equity, and accessibility (IDEA) were prevalent within all the records. This review highlights the need for continued exploration of CDP, online learning, and academic libraries, including how the COVID-19 pandemic and fluctuating state of higher education has made the combination of online learning, CDP, and information literacy teaching and design integral to librarians empowering patrons and students.
{"title":"Critical pedagogies in online instructional design within academic libraries: A scoping review","authors":"Mollie Peuler , Samantha Harlow","doi":"10.1016/j.acalib.2025.103116","DOIUrl":"10.1016/j.acalib.2025.103116","url":null,"abstract":"<div><div>This scoping review examines the practice of Critical Digital Pedagogy (CDP), academic libraries, and online learning. From 285 initial records, 13 articles were included and identified three recurring themes with CDP: teaching, design, and Open Educational Resources (OER). Within those three themes, it was found that inclusion, diversity, equity, and accessibility (IDEA) were prevalent within all the records. This review highlights the need for continued exploration of CDP, online learning, and academic libraries, including how the COVID-19 pandemic and fluctuating state of higher education has made the combination of online learning, CDP, and information literacy teaching and design integral to librarians empowering patrons and students.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103116"},"PeriodicalIF":2.3,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721617","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 : 2025-07-26DOI: 10.1016/j.acalib.2025.103111
Yubing Wu , Yifeng Lin , Yingying Liu , Yuer Yang
This paper selects the top 40 universities in the 2025 QS World University Rankings (including 41 tied universities) and 42 “Double First-Class” university libraries in China as research objects, and conducts an empirical study on their AI literacy lecture training activities (including lectures, seminars, etc.). By combining quantitative statistics (structured data such as activity name, sponsor, audience characteristics, and organizational form) with qualitative analysis (text mining of lecture training content), the current status of AI literacy lecture training in their university libraries is systematically examined. The study found that China’s “Double First-Class” university libraries have the following prominent problems in AI literacy lecture training: the degree of attention and implementation strength are different, the participation of librarians is low, lecture training mainly relies on teachers outside the library, the lecture training content is unbalanced, there is a lack of AI cognition and AI ethics, AI lecture training lacks systematicness, and AI skills education is out of touch with practical applications. Based on an international comparative perspective, the paper proposes eight optimization strategies: Strengthen the emphasis and implementation of AI literacy lecture training, provide continuous AI literacy lecture training for librarians and strengthen the construction of AI-Literate librarians, improve AI lecture training content and strengthen AI cognition and AI ethics education, establishing the AI workshop series: achieving systematic and comprehensive craining, increase AI practice components, holding geneAI research cafe, and cooperate with multiple institutions to organize AI lecture training, in order to provide practical reference for the innovative development of AI literacy education system in university libraries around the world.
{"title":"A survey on the current status of AI literacy lectures in China’s university libraries under the AIGC background","authors":"Yubing Wu , Yifeng Lin , Yingying Liu , Yuer Yang","doi":"10.1016/j.acalib.2025.103111","DOIUrl":"10.1016/j.acalib.2025.103111","url":null,"abstract":"<div><div>This paper selects the top 40 universities in the 2025 QS World University Rankings (including 41 tied universities) and 42 “Double First-Class” university libraries in China as research objects, and conducts an empirical study on their AI literacy lecture training activities (including lectures, seminars, etc.). By combining quantitative statistics (structured data such as activity name, sponsor, audience characteristics, and organizational form) with qualitative analysis (text mining of lecture training content), the current status of AI literacy lecture training in their university libraries is systematically examined. The study found that China’s “Double First-Class” university libraries have the following prominent problems in AI literacy lecture training: the degree of attention and implementation strength are different, the participation of librarians is low, lecture training mainly relies on teachers outside the library, the lecture training content is unbalanced, there is a lack of AI cognition and AI ethics, AI lecture training lacks systematicness, and AI skills education is out of touch with practical applications. Based on an international comparative perspective, the paper proposes eight optimization strategies: Strengthen the emphasis and implementation of AI literacy lecture training, provide continuous AI literacy lecture training for librarians and strengthen the construction of AI-Literate librarians, improve AI lecture training content and strengthen AI cognition and AI ethics education, establishing the AI workshop series: achieving systematic and comprehensive craining, increase AI practice components, holding geneAI research cafe, and cooperate with multiple institutions to organize AI lecture training, in order to provide practical reference for the innovative development of AI literacy education system in university libraries around the world.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103111"},"PeriodicalIF":2.5,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711240","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 : 2025-07-18DOI: 10.1016/j.acalib.2025.103114
Małgorzata Kisilowska-Szurmińska
Like many other institutions, academic libraries face the opportunities and threats associated with implementing AI. The practical application of this technology is decided by managers based on their knowledge and experience, for example, by introducing technologies that are common today but were once innovative, such as social media. The aim of this study is to learn the opinions and attitudes of academic librarianship experts in Poland, which reveal the potential and possible barriers to AI. Such knowledge will, in turn, allow for the building of competencies and the development of positive attitudes based on knowledge rather than prejudice or stereotypes. Due to the selected population, the Delphi method was used to collect data. Quantitative analysis of responses to questionnaire statements was applied, and the thematic narrative method was used to analyze comments. The results show a realistic (as of the moment) perception of AI as a tool rather than a partner in library work. They also reveal certain concerns and beliefs that may negatively affect the adaptation of AI in libraries. The knowledge gained forms the basis for recommendations regarding the process of implementing AI in libraries and, more broadly, in scientific communication.
{"title":"Artificial intelligence in academic libraries – a tool, a collaborator, an adversary? A Delphi study of university librarians in Poland","authors":"Małgorzata Kisilowska-Szurmińska","doi":"10.1016/j.acalib.2025.103114","DOIUrl":"10.1016/j.acalib.2025.103114","url":null,"abstract":"<div><div>Like many other institutions, academic libraries face the opportunities and threats associated with implementing AI. The practical application of this technology is decided by managers based on their knowledge and experience, for example, by introducing technologies that are common today but were once innovative, such as social media. The aim of this study is to learn the opinions and attitudes of academic librarianship experts in Poland, which reveal the potential and possible barriers to AI. Such knowledge will, in turn, allow for the building of competencies and the development of positive attitudes based on knowledge rather than prejudice or stereotypes. Due to the selected population, the Delphi method was used to collect data. Quantitative analysis of responses to questionnaire statements was applied, and the thematic narrative method was used to analyze comments. The results show a realistic (as of the moment) perception of AI as a tool rather than a partner in library work. They also reveal certain concerns and beliefs that may negatively affect the adaptation of AI in libraries. The knowledge gained forms the basis for recommendations regarding the process of implementing AI in libraries and, more broadly, in scientific communication.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103114"},"PeriodicalIF":2.5,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656990","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 : 2025-07-16DOI: 10.1016/j.acalib.2025.103110
Zara T. Wilkinson, Samantha Kannegiser
Library-sponsored undergraduate research awards are a popular way for libraries to cultivate and celebrate undergraduate student research on their campuses. However, there is a lack of library and information science literature on ways of assessing these types of awards, particularly related to their impact on winning students. Using a multi-pronged assessment approach, the librarian creators of the Paul Robeson Library Undergraduate Research Award surveyed undergraduate students and award winners to determine ways of improving the general award announcement and application process while also developing a deeper understanding of the impact the award had on the recipients. In addition to identifying ways of elucidating the application process and removing barriers to applying, findings showed that winning the award impacted student success: winners self-reported being more likely to pursue additional academic opportunities and feeling more confident in their ability to perform academic tasks. Although piloted at Rutgers University-Camden on a small scale, these efforts could be easily scaled to assess programs that have existed longer or that include a greater number of awardees.
{"title":"Let's tell them what they've won: Assessing an undergraduate research award","authors":"Zara T. Wilkinson, Samantha Kannegiser","doi":"10.1016/j.acalib.2025.103110","DOIUrl":"10.1016/j.acalib.2025.103110","url":null,"abstract":"<div><div>Library-sponsored undergraduate research awards are a popular way for libraries to cultivate and celebrate undergraduate student research on their campuses. However, there is a lack of library and information science literature on ways of assessing these types of awards, particularly related to their impact on winning students. Using a multi-pronged assessment approach, the librarian creators of the Paul Robeson Library Undergraduate Research Award surveyed undergraduate students and award winners to determine ways of improving the general award announcement and application process while also developing a deeper understanding of the impact the award had on the recipients. In addition to identifying ways of elucidating the application process and removing barriers to applying, findings showed that winning the award impacted student success: winners self-reported being more likely to pursue additional academic opportunities and feeling more confident in their ability to perform academic tasks. Although piloted at Rutgers University-Camden on a small scale, these efforts could be easily scaled to assess programs that have existed longer or that include a greater number of awardees.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103110"},"PeriodicalIF":2.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656989","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 : 2025-07-11DOI: 10.1016/j.acalib.2025.103112
Sieun Kim , Jae Hwa Lee , Soyeon Lee
This study examined how visual stimulation in virtual library environments affects creative thinking. Two virtual environments were designed: a C-space (supporting convergent thinking), featuring a simple layout with monochromatic tones and minimal materials, and a D-space (supporting divergent thinking), incorporating diverse finishes, irregular shapes, plants, and a high ceiling. Fifty-five Korean university students completed the Alternate Uses Task (AUT) and the Remote Associates Test (RAT) in both environments, while their brain activity was recorded via electroencephalography (EEG). Surveys measured psychological responses, including affective state and perceived restorativeness. Contrary to hypotheses, the visually simpler C-space facilitated both convergent and divergent thinking more effectively than the D-space. EEG results showed higher frontal theta, alpha, and gamma activity during AUT in the C-space, indicating greater cognitive engagement and internally oriented attention. During RAT, decreased parieto-occipital alpha power and increased gamma power suggested enhanced mental imagery for problem-solving. Although students perceived the D-space as emotionally positive, its visual complexity appeared to hinder sustained attention. These findings align with cognitive load theory, highlighting that reduced visual complexity supports creative cognition by minimizing distractions. While further validation in real-world settings is needed, this study offers preliminary insights for optimizing library design to enhance creativity.
{"title":"Visual stimulation in virtual library environments for creative thinking: An integrated neurocognitive and psychological analysis","authors":"Sieun Kim , Jae Hwa Lee , Soyeon Lee","doi":"10.1016/j.acalib.2025.103112","DOIUrl":"10.1016/j.acalib.2025.103112","url":null,"abstract":"<div><div>This study examined how visual stimulation in virtual library environments affects creative thinking. Two virtual environments were designed: a C-space (supporting convergent thinking), featuring a simple layout with monochromatic tones and minimal materials, and a D-space (supporting divergent thinking), incorporating diverse finishes, irregular shapes, plants, and a high ceiling. Fifty-five Korean university students completed the Alternate Uses Task (AUT) and the Remote Associates Test (RAT) in both environments, while their brain activity was recorded via electroencephalography (EEG). Surveys measured psychological responses, including affective state and perceived restorativeness. Contrary to hypotheses, the visually simpler C-space facilitated both convergent and divergent thinking more effectively than the D-space. EEG results showed higher frontal theta, alpha, and gamma activity during AUT in the C-space, indicating greater cognitive engagement and internally oriented attention. During RAT, decreased parieto-occipital alpha power and increased gamma power suggested enhanced mental imagery for problem-solving. Although students perceived the D-space as emotionally positive, its visual complexity appeared to hinder sustained attention. These findings align with cognitive load theory, highlighting that reduced visual complexity supports creative cognition by minimizing distractions. While further validation in real-world settings is needed, this study offers preliminary insights for optimizing library design to enhance creativity.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103112"},"PeriodicalIF":2.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597023","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 : 2025-07-11DOI: 10.1016/j.acalib.2025.103108
Annis Lee Adams
As the popularity and proliferation of graphic novels, comic books, and manga has grown over the last couple of decades as well as their legitimacy as a form of literature and a subject of scholarship, academic libraries have increasingly incorporated them into their collections. However, managing these formats presents unique challenges compared to traditional materials. This study surveyed 157 academic librarians in North America to investigate how academic libraries select, acquire, organize, fund, promote, and utilize graphic literature. Findings indicate that academic libraries primarily collect graphic novels to support pleasure reading, diversify collections, and fulfill curricular needs. Libraries reported a variety of acquisition, funding, and shelving strategies. Libraries promote these materials through book displays, social media, and programming such as book clubs and themed events. Graphic novels support the curriculum across many disciplines and are sometimes used as course texts and supplemental readings. The findings highlight both innovation and inconsistency in current practices, demonstrating a wide variety of ways to select, acquire, fund, organize, shelve, promote, and utilize these works. The study provides useful information for institutions seeking to expand or reevaluate their approach to graphic literature in academic libraries.
{"title":"The collection, organization, promotion, and use of graphic novels, comics, and manga: A survey of academic libraries","authors":"Annis Lee Adams","doi":"10.1016/j.acalib.2025.103108","DOIUrl":"10.1016/j.acalib.2025.103108","url":null,"abstract":"<div><div>As the popularity and proliferation of graphic novels, comic books, and manga has grown over the last couple of decades as well as their legitimacy as a form of literature and a subject of scholarship, academic libraries have increasingly incorporated them into their collections. However, managing these formats presents unique challenges compared to traditional materials. This study surveyed 157 academic librarians in North America to investigate how academic libraries select, acquire, organize, fund, promote, and utilize graphic literature. Findings indicate that academic libraries primarily collect graphic novels to support pleasure reading, diversify collections, and fulfill curricular needs. Libraries reported a variety of acquisition, funding, and shelving strategies. Libraries promote these materials through book displays, social media, and programming such as book clubs and themed events. Graphic novels support the curriculum across many disciplines and are sometimes used as course texts and supplemental readings. The findings highlight both innovation and inconsistency in current practices, demonstrating a wide variety of ways to select, acquire, fund, organize, shelve, promote, and utilize these works. The study provides useful information for institutions seeking to expand or reevaluate their approach to graphic literature in academic libraries.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103108"},"PeriodicalIF":2.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596949","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 : 2025-07-10DOI: 10.1016/j.acalib.2025.103104
Russell Michalak, Devon Ellixson
This study examines the systemic and structural barriers that shape career advancement and tenure among academic librarians, based on descriptive analysis of survey responses from 200 professionals. It explores how gender, caregiving responsibilities, geographic mobility, and institutional structures intersect to influence professional trajectories. Quantitative data are summarized using descriptive statistics, while qualitative responses reveal patterns of exclusion, including opaque promotion processes, inflexible tenure expectations, and workplace cultures that undervalue caregiving and service labor. Respondents also highlight the role of mentorship, unionization, and professional development as partial supports. Recommendations include clearer advancement criteria, flexible work policies, and inclusive leadership development. By centering the lived experiences of librarians—particularly women and caregivers—this study contributes to broader conversations on equity and sustainability in academic library careers.
{"title":"Factors influencing career advancement and tenure in academic librarianship","authors":"Russell Michalak, Devon Ellixson","doi":"10.1016/j.acalib.2025.103104","DOIUrl":"10.1016/j.acalib.2025.103104","url":null,"abstract":"<div><div>This study examines the systemic and structural barriers that shape career advancement and tenure among academic librarians, based on descriptive analysis of survey responses from 200 professionals. It explores how gender, caregiving responsibilities, geographic mobility, and institutional structures intersect to influence professional trajectories. Quantitative data are summarized using descriptive statistics, while qualitative responses reveal patterns of exclusion, including opaque promotion processes, inflexible tenure expectations, and workplace cultures that undervalue caregiving and service labor. Respondents also highlight the role of mentorship, unionization, and professional development as partial supports. Recommendations include clearer advancement criteria, flexible work policies, and inclusive leadership development. By centering the lived experiences of librarians—particularly women and caregivers—this study contributes to broader conversations on equity and sustainability in academic library careers.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103104"},"PeriodicalIF":2.5,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144587874","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 : 2025-07-08DOI: 10.1016/j.acalib.2025.103106
Juliëtte Heleen Bogchelman , Josien Boetje , Pedro De Bruyckere
Information problem solving skills are vital for academic success, yet many higher education students struggle with effective information processing. While previous research broadly addresses information literacy, little is known about the specific factors that influence students' processing abilities. This study explores these factors by examining student performance during a complex academic task. Using a grounded theory approach, data were collected through semi-structured interviews with nine undergraduate students and analyzed via constant comparative analysis. Four key factors emerged: (1) prior domain knowledge enhances evaluation efficiency, (2) affective factors such as motivation strongly impact performance, (3) task complexity and cognitive load management strategies interact, and (4) external support structures matter—though librarians were notably absent as a perceived resource. These findings highlight the need for academic libraries to better align their services with students' actual information processing challenges. Practical implications include promoting whole-task iterative practice, embedding just-in-time support in domain-specific contexts, and addressing affective as well as technical skill development. By focusing on these four factors, academic libraries can more effectively support students. This study contributes to both the theoretical understanding of information processing in higher education and the development of evidence-based strategies to enhance library support.
{"title":"Factors influencing higher education students' information processing: Implications for academic libraries","authors":"Juliëtte Heleen Bogchelman , Josien Boetje , Pedro De Bruyckere","doi":"10.1016/j.acalib.2025.103106","DOIUrl":"10.1016/j.acalib.2025.103106","url":null,"abstract":"<div><div>Information problem solving skills are vital for academic success, yet many higher education students struggle with effective information processing. While previous research broadly addresses information literacy, little is known about the specific factors that influence students' processing abilities. This study explores these factors by examining student performance during a complex academic task. Using a grounded theory approach, data were collected through semi-structured interviews with nine undergraduate students and analyzed via constant comparative analysis. Four key factors emerged: (1) prior domain knowledge enhances evaluation efficiency, (2) affective factors such as motivation strongly impact performance, (3) task complexity and cognitive load management strategies interact, and (4) external support structures matter—though librarians were notably absent as a perceived resource. These findings highlight the need for academic libraries to better align their services with students' actual information processing challenges. Practical implications include promoting whole-task iterative practice, embedding just-in-time support in domain-specific contexts, and addressing affective as well as technical skill development. By focusing on these four factors, academic libraries can more effectively support students. This study contributes to both the theoretical understanding of information processing in higher education and the development of evidence-based strategies to enhance library support.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103106"},"PeriodicalIF":2.5,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571597","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 : 2025-07-07DOI: 10.1016/j.acalib.2025.103101
Jen Hoyer , Anne Bahde
This article explores how scholarship about teaching with primary sources (TPS) has evolved over time and what future directions past work might suggests. Using bibliometric analysis and visualization tools, we examined how TPS work has grown; what fields and disciplines focus on this work; key themes and issues; and what scholarship has been influential to the field. These insights led to reflections on disconnects across the field, considerations for publishing about TPS, and the potential of pedagogical standards and guidelines. Finally, this article concludes with recommendations on how this analysis points to possibilities for shared education, space, conversation, and products.
{"title":"Evidence-based shared agendas for scholarship on teaching with primary sources: Reflections on a bibliometric analysis","authors":"Jen Hoyer , Anne Bahde","doi":"10.1016/j.acalib.2025.103101","DOIUrl":"10.1016/j.acalib.2025.103101","url":null,"abstract":"<div><div>This article explores how scholarship about teaching with primary sources (TPS) has evolved over time and what future directions past work might suggests. Using bibliometric analysis and visualization tools, we examined how TPS work has grown; what fields and disciplines focus on this work; key themes and issues; and what scholarship has been influential to the field. These insights led to reflections on disconnects across the field, considerations for publishing about TPS, and the potential of pedagogical standards and guidelines. Finally, this article concludes with recommendations on how this analysis points to possibilities for shared education, space, conversation, and products.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103101"},"PeriodicalIF":2.5,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570313","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 : 2025-07-05DOI: 10.1016/j.acalib.2025.103105
Kelly Blessinger
{"title":"Resource sharing practices in academic research libraries – cancellations and tools","authors":"Kelly Blessinger","doi":"10.1016/j.acalib.2025.103105","DOIUrl":"10.1016/j.acalib.2025.103105","url":null,"abstract":"","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103105"},"PeriodicalIF":2.5,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563558","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}
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