Journal of Academic Librarianship最新文献

Demand driven acquisitions (DDA) have become commonplace in academic libraries, but little is known about how they are assessed. This scoping review provides a comprehensive study of print and electronic monographic DDA programs at academic libraries. The review includes an examination of the definition of DDA programs, methodological approaches, and the impact of DDA programs on established library collections. The research team's goals include outlining the current discourse on DDA and identifying gaps in the existing literature, as well as examining the potential for standardization within the profession regarding DDA terminology and definitions. Of 1758 records, 48 publications were identified for inclusion. Analysis of the included publications revealed most studies examined electronic DDA programs that were considered pilots. Overwhelmingly, the literature studied aspects of return on investment, circulation, and use. More subject points of investigation such as evaluation of materials, satisfaction of users or librarians, and quality were less studied. Further research on aspects of print DDA, how the COVID-19 Pandemic affected DDA, and more recently growing acquisition methods such as evidence-based acquisitions are needed.

While librarians have been at the forefront of the fight against fake news, misinformation, and disinformation, offering invaluable guidance and tools through information literacy instruction, there is a noteworthy gap in the adoption of pedagogical approaches rooted in critical theory within mis/disinformation literacy lesson plans. This suggests there may not be well-defined or standardized frameworks for incorporating these theories into library instruction. The enclosed article explores Critical Race Digital Literacy (CRDL) as a pedagogical approach to mis/disinformation literacy education by proposing a rubric for assessing mis/disinformation lesson plans. The rubric is grounded in the principles of critical race theory, emphasizing the importance of addressing power dynamics, ideology, and systemic white supremacy in the digital landscape. Through the application of the CRDL rubric instructors are able to employ critically reflexive teaching and engage in continual self-assessment, fostering a culture of pedagogical deconstruction and reflection that shifts the focus from scoring to meaningful reflection and growth. The CRDL rubric has the potential to be used as a tool for transformative praxis, empowering librarians to navigate, question, and reshape the narrative within the ever-evolving landscape of information literacy.

This article addresses three key questions related to the ethical facets of algorithmic literacy. First, it synthesizes existing literature to identify six core ethical components, including bias, privacy, transparency, accountability, accuracy, and non-maleficence. Second, a crosswalk maps the intersections of these principles across the Association of College and Research Libraries' Framework for Information Literacy for Higher Education and the Association of Computing Machinery's Code of Ethics and Professional Conduct and Joint Statement on Principles for Responsible Algorithmic Systems. This analysis reveals significant overlap on issues like unfairness and transparency, helping prioritize topics for instruction. Finally, case studies showcase pedagogical strategies for teaching ethical considerations, informed by the crosswalk. Workshops for diverse undergraduates and computer science students employed reallife instances of algorithmic bias to prompt reflection on unintended harm, contestability, and responsible development. Pre-post surveys indicated expanded critical perspectives after the interventions. By systematically examining shared values and testing instructional approaches, this study provides practical tools to shape ethical thinking on algorithms. It also demonstrates promising practices for responsibly advancing algorithmic literacy across disciplines. Ultimately, fostering interdisciplinary awareness and multipronged educational initiatives can empower students to question algorithmic authority and biases.

This case study shares an evolving embedded librarian approach to support an experiential undergraduate business learning capstone. To improve research conducted by student teams as they completed semester-long sponsored projects, an electronic research planning form and research consultation were embedded in the course. To measure student experience and self-reported learning from the required interventions a Qualtrics survey was administered. Two matrix-based questions with four statements employed a 5-point Likert scale to measure levels of agreement or disagreement on student experience and learning with the interventions. Results to Matrix 1 found overall positive responses to questions about student experiences with completing a research plan with the most positive response that it helped student teams consider gaps in their knowledge that they needed to address with research. Results to Matrix 2 questions also indicated positive responses to questions about the research consultation with the most positive response being that students more confident in their ability to connect research to a business need based on their experience with the research consultation with the librarian. Responses to an open-ended survey question about student learning and experience from the research plan and research consultation were exported into Atlas.ti and an inductive approach was used to code the data identifying themes. Most often reported by students were learning databases, new resources, search strategies, and application of information to their projects. This study adds to the literature on information literacy and embedded practices.

This article compares the results of a pair of course material surveys for faculty and students conducted before and after the COVID-19 pandemic by academic librarians at a private liberal arts college in the northeastern U.S. Findings indicate that overall students are spending significantly less per semester on required course materials, but some are going without significantly more required materials due to cost. Furthermore, first-year students were not found to be spending any less than prior to the pandemic and, as a result, spent significantly more in 2023 than most of their more experienced peers. The decrease in average student spending corresponds with our findings that faculty became more cost conscious and expanded efforts to make required materials affordable by assigning more OER and fewer materials which they consider to be overpriced or unaffordable. As a result of these and other strategies, by 2023 significantly more faculty had been able to develop courses for which the required materials cost nothing for students. The authors discuss the importance of these and additional findings, placing them in the context of similar surveys and suggesting ways that the data can be used to inform current library practices and future research.

This article summarizes an investigation into a new movement in disability education that impacts academic libraries. Those with (ID) are typically left without options for socializing, education, or employment after high school. To address this, Post-Secondary Education (PSE) programs have been created, which offer a non-degreed course of study at colleges to provide these individuals with education, vocational training, and peer interactions. This study investigates to what extent academic libraries have engaged with PSE programs at their campus to provide their students access to the libraries. The survey contacted all PSE programs in the country that are registered with the ThinkCollege Institute and both quantitative and qualitative data are gathered and analyzed. While library engagement with PSE programs is modest, a number of innovations point to improved programming for the future.

This case study details a library instruction activity developed by a team of academic librarians, which intended to leverage experiential learning to make students and faculty aware of the function, capabilities, and limitations of text-generating artificial intelligence (AI) tools like OpenAI's ChatGPT. The activity is described, with its development connected to key instructional theories and frameworks. Feedback is shared from student, faculty, and librarian perspectives, and future possibilities for academic librarians to grow and adapt similar AI literacy activities are explored.

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.

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.

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.