Journal of Academic Librarianship最新文献

Systematic reviews are a growing area of faculty and graduate student research. Academic libraries can anticipate more questions from their research communities regarding this advanced research methodology. This article details a framework for developing interdisciplinary programmatic instruction for systematic reviews. Scaffolded workshop series are identified as an effective method for providing this type of research assistance. The use of bibliometric data is identified as an assessment practice librarians can implement to inform programmatic direction and growth. Included within this framework are discussions on building a community of practice to ensure program development is both comprehensive and sustainable. The proposed framework will guide librarians as they develop an instruction program to assist researchers with systematic reviews across disciplines.

This article explores the impact of librarian-led OER initiatives on faculty development and textbook affordability at Nevada State University. It reveals how such programs reshape instructor perceptions of librarians' roles, showcasing their value in course development through improved pedagogy and student access to course materials. These efforts have positioned the Library as a pivotal entity in institutional discussions around course material affordability.

This project examines field station libraries, an undescribed type of library associated with terrestrial and marine field stations. Field stations typically support ecology, geology, and related disciplines with housing, laboratories, and research facilities, which may include various levels of library support. In summer 2022, researchers, instructors, and staff at the University of Michigan Biological Station were interviewed about the library resources and services they use while working and teaching at the field station. Library resources were used throughout teaching and research activities, with one-shot instruction and in-person reference support as the primary contact points between the library and the field station community. The field station library was further defined by the community's need for GIS assistance, map librarianship, research data management, and prior on-site research stored in the institutional repository. Course-based research and place-based research significantly shaped the community's information needs when working at the field station. When characterizing the information and library service needs of the field station community, these services should be placed at the core. While this directly applies to terrestrial field stations, the findings may be applicable to ecology and geology librarianship more generally.

Information literacy has become an essential element of the student learning process due to the current information overload that university students face. The world is in the information age where the options for access to information is changing daily. University students need to be information literate to be able to use information responsibly and ethically. This article describes the third cycle of an action research study that sought to investigate the merit of integrating information literacy that is aligned to an acceptable framework into the curriculum of an institution of higher learning by assessing students' perceptions before and after an information literacy intervention. First-year undergraduate students at University of Guyana responded to an online questionnaire and participated in online interviews to share perceptions of their information literacy competencies during the second semester of academic year 2021/2022. SPSS was used to analyze the quantitative data and the qualitative data was coded to identify common themes. The results of the study revealed information literacy courses positively impacted students' perceptions of their information literacy self-efficacy, skills, and attitudes.

This article reveals the workplace learning tendencies of librarians working in state universities in Turkey in terms of gender variable. Workplace learning tendencies of librarians were categorized under three headings: interests and needs for learning, learning styles and obstacles encountered in learning processes. The research was conducted by comparison type relational survey model. In the data collection stage, a 5-point scale questionnaire consisting of 30 statements with proven validity and reliability was used. Through SPSS 22.0 program, central tendency and dispersion measures were applied in the analysis of the data process. The research population consisted of 525 librarians working in state universities in Turkey. From this population, 245 librarians were reached through simple random sampling method. The findings of the study show that compared to male librarians, female librarians think that librarianship requires continuous learning. Furthermore, while female librarians are willing to receive in-service training on professional and technological innovations, male employees tend to maintain these processes in self-directed and heutagogical approaches, and they prefer to receive in-service training in the fields of personal development and actuality. Finally, female employees state that they allocate less time for learning processes in the workplace than male employees due to the workload and obstacles they face in the workplace. The fact that the number of female librarians is higher than that of male librarians did not create any change in the context of gender. Researchers suggest applying workplace learning tendencies questionnaire to different occupational groups for future studies. This study is multidisciplinary research that deals with librarians' workplace learning in the framework of gender differences. It is anticipated that this research will contribute to the literature, since there are few studies in which the librarianship profession is handled by different disciplines.

Job control encompasses a range of dimensions that reflect the extent to which employees have the freedom and discretion to make decisions about their work. Job control includes control over tasks, scheduling, work pacing, physical environment, decision-making, interaction, and mobility. A web survey was administered to academic librarians with instruction responsibilities. The survey included a previously developed scale for measuring job control and several key demographic and job characteristic questions that were hypothesized to impact job control. 307 academic instruction librarians completed the job control scale. Analyzing each item in the job control scale, teaching workload, status, income, years at institution and in libraries, teacher training, union representation, and tenure status have statistically significant effects on responses to at least one question in the scale. Through analysis of the average response among academic instruction librarians in the sample, control over decision-making, including allocation of resources and salaries, and interactions appear to be two places where managers and library leaders may focus improvements. Control over the amount of money academic instruction librarians earn and over how their work is evaluated were the lowest across the 22 items in the job control scale. As library leaders and managers consider the practical implications of job control research on their work, earnings, evaluation processes, and interactions or interruptions may be key areas to enact changes or provide further transparency and shared decision-making.

In academic libraries, a teaching librarian's choice of teaching methods has the potential to impact student learning, yet a limited number of studies have explored how teaching librarians choose which teaching methods to use in their instruction sessions. Using the theory of planned behavior as the theoretical framework, this study explored one antecedent for teaching methods: a librarian's beliefs about teaching. Thirteen teaching librarians from three R1 doctoral universities in Texas were interviewed as part of a collective case study. During the interviews, participants were asked to describe their teaching methods and their beliefs about teaching. Three themes were identified across institutions and instructional contexts related to teaching methods: engaging students in the teaching interaction, connecting information literacy content to the real world, and creating a supportive atmosphere. Three themes were identified related to teaching beliefs: beliefs in the importance of understanding students' unique learning needs, understanding students' affective dimensions of learning, and respecting the knowledge students bring to the teaching interaction. These findings suggest that participants utilize a student-centered approach to teaching characterized by active learning methods. This exploration of the role of teaching beliefs on how teaching librarians choose teaching methods has practical implications for creating professional development for teaching librarians that aims to deconstruct beliefs about teaching.

This research provides a case study of students registered with disabilities at one academic institution in Mississippi with three different libraries across all campuses and evaluates the existing literature in library and information science journals on academic libraries and students with disabilities between 2009 and the present. The case study provides findings on not just students with disabilities who are succeeding in a college setting, but students with disabilities who are failing. In the review of the literature, it includes an analysis of the methodologies used to collect data, and the analysis of the types of disabilities being studied along with the spaces or platforms being assessed. Special attention is given to studies using qualitative methods that allow student participants to provide feedback in their own words to provide context to the case study findings provided. Based on the findings, most of the studies utilized accessibility reviews to determine compliance with accepted standards. Studies also tended to prioritize an emphasis on students with visual disabilities, and most studies evaluated virtual spaces and studies. Less than a third of the studies included student viewpoints, which included requests for additional training for librarians, more accessible physical spaces, and more accessible electronic resources.

Like other organizations, academic libraries strive to reshape and rethink their services and skills to preserve their relevance and contribution; innovation is becoming a survival strategy. Besides, knowledge sharing (KS) is believed to be an important factor in creating innovative capabilities and improving innovation. Yet, only scanty empirical research has investigated the possible effect of KS on service innovation (SEI), and empirical evidence on the possible effects of other innovations on SEI is lacking. This study adopted a theoretical framework to analyze the effect of KS on SEI as well as the mediating effects of information technology innovation (ITI) and management innovation (MIN) on the relationship between KS and SEI. The results are derived using a data set from two large academic libraries in Egypt. Although KS has a significant total effect on SEI, its role in augmenting SEI is only secondary since it depends mainly on the mediating role of ITI and MIN. The implications and limitations of these results are further discussed in the paper.

The provision of intellectual property information services (IPIS) plays a vital role in bolstering the public service infrastructure for intellectual property. Utilizing IPIS' social advantages in universities is integral to boosting technological innovation and fostering economic growth. This study conducts a literature review and network research to examine how academic libraries in the U.S. and China carry out IPIS in the knowledge economy era to adapt to the new network environment. Specifically, we select 43 academic libraries recognized as Patent and Trademark Resource Centers in the U.S. and 33 National Intellectual Property Information Service Centers in China. Our main contribution is developing a framework with 5 interrelated dimensions encompassing a total of 15 elements that can serve as a reference or guide for creating IPIS in academic libraries, where online services are the primary format. Through a comprehensive analysis of the survey sample websites, we thoroughly examine the key attributes of the IPIS models employed by academic libraries in both the U.S. and China across various levels. Our research also encompasses a comprehensive examination of the roles and responsibilities of academic libraries and librarians in the context of the knowledge and innovation era. Finally, this study draws upon the valuable practical experiences of IPIS at academic libraries in the U.S. and China, serving as a point of reference. It offers robust targeting and applicable guidelines and recommendations for academic libraries in comparable nations, particularly China, to build IPIS.