Pub Date : 2025-07-05DOI: 10.1016/j.acalib.2025.103103
Bolaji David Oladokun , Diana Atuase , Yusuf Ayodeji Ajani , Gloria Tachie-Donkor , Rexwhite Tega Enakrire
This paper investigates librarians' perspectives on integrating metaverse technology into information services at higher education institutions in Ghana and Nigeria. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected via Google Forms from sixty-eight (68) academic librarians and analysed using SPSS, while qualitative data were gathered from twelve (12) academic librarians through mobile phone interviews. The qualitative data gathered was analysed thematically. The study found that librarians possess limited knowledge of the metaverse, yet they view technology as a valuable resource for enhancing library services. Key challenges identified included insufficient infrastructure, resistance to change, security concerns, lack of technical expertise, and limited user awareness. The research recommends collaboration among stakeholders to address these obstacles in effectively integrating metaverse technologies into future library services. The study offers practical implications for library practice and policy in Africa.
{"title":"Perspectives of librarians on the integration of metaverse into the future information services in higher education institutions","authors":"Bolaji David Oladokun , Diana Atuase , Yusuf Ayodeji Ajani , Gloria Tachie-Donkor , Rexwhite Tega Enakrire","doi":"10.1016/j.acalib.2025.103103","DOIUrl":"10.1016/j.acalib.2025.103103","url":null,"abstract":"<div><div>This paper investigates librarians' perspectives on integrating metaverse technology into information services at higher education institutions in Ghana and Nigeria. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected via Google Forms from sixty-eight (68) academic librarians and analysed using SPSS, while qualitative data were gathered from twelve (12) academic librarians through mobile phone interviews. The qualitative data gathered was analysed thematically. The study found that librarians possess limited knowledge of the metaverse, yet they view technology as a valuable resource for enhancing library services. Key challenges identified included insufficient infrastructure, resistance to change, security concerns, lack of technical expertise, and limited user awareness. The research recommends collaboration among stakeholders to address these obstacles in effectively integrating metaverse technologies into future library services. The study offers practical implications for library practice and policy in Africa.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103103"},"PeriodicalIF":2.5,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563559","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 : 2025-07-03DOI: 10.1016/j.acalib.2025.103102
Ahmad R. Pratama
In the past decade, academic libraries have evolved to support diverse data needs, creating a demand for specialized data-focused roles. North American academic libraries are widely regarded as a global benchmark for developing data services, owing to their strong research infrastructure and extensive administrative support. This study examines how libraries at leading members of the Association of American Universities (AAU) staff and structure these data-focused roles. Using a combined approach of directory reviews, site-specific searches, statistics, and text analysis, the study identifies 321 data-focused roles across 71 AAU libraries at the beginning of 2024–2025 academic year, averaging 2.30 % of each library's total staff. Although generalist data librarian roles predominate, specialized positions, including non-librarian staff also play important parts in front-end data services. Results reveal no statistically significant differences between public and private AAU libraries in either the prevalence or percentage of data-oriented roles, suggesting that administrative priorities may outweigh funding models in shaping data services capacity. Text analysis underscores the prominence of more general data terms within job titles, reflecting a broad focus on the entire data lifecycle in most institutions, while some more advanced and niche technical skills are supported in a few institutions. Furthermore, this study proposes a three-stage model of data services maturity: (1) basic Research Data Management (RDM) essentials, (2) general data support, and (3) specialized data expertise, with most AAU libraries occupying Stages 2 or 3, reflecting their readiness to address complex data needs. For libraries worldwide seeking to initiate or enhance data services, these results highlight strategic considerations such as flexible hiring practices, professional development, and dedicated web visibility. This study offers a replicable framework for other academic libraries worldwide aiming to progress from foundational RDM to advanced data specialization.
{"title":"A study of data-focused roles in leading North American university libraries","authors":"Ahmad R. Pratama","doi":"10.1016/j.acalib.2025.103102","DOIUrl":"10.1016/j.acalib.2025.103102","url":null,"abstract":"<div><div>In the past decade, academic libraries have evolved to support diverse data needs, creating a demand for specialized data-focused roles. North American academic libraries are widely regarded as a global benchmark for developing data services, owing to their strong research infrastructure and extensive administrative support. This study examines how libraries at leading members of the Association of American Universities (AAU) staff and structure these data-focused roles. Using a combined approach of directory reviews, site-specific searches, statistics, and text analysis, the study identifies 321 data-focused roles across 71 AAU libraries at the beginning of 2024–2025 academic year, averaging 2.30 % of each library's total staff. Although generalist data librarian roles predominate, specialized positions, including non-librarian staff also play important parts in front-end data services. Results reveal no statistically significant differences between public and private AAU libraries in either the prevalence or percentage of data-oriented roles, suggesting that administrative priorities may outweigh funding models in shaping data services capacity. Text analysis underscores the prominence of more general data terms within job titles, reflecting a broad focus on the entire data lifecycle in most institutions, while some more advanced and niche technical skills are supported in a few institutions. Furthermore, this study proposes a three-stage model of data services maturity: (1) basic Research Data Management (RDM) essentials, (2) general data support, and (3) specialized data expertise, with most AAU libraries occupying Stages 2 or 3, reflecting their readiness to address complex data needs. For libraries worldwide seeking to initiate or enhance data services, these results highlight strategic considerations such as flexible hiring practices, professional development, and dedicated web visibility. This study offers a replicable framework for other academic libraries worldwide aiming to progress from foundational RDM to advanced data specialization.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103102"},"PeriodicalIF":2.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549213","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}
Students possessing access to exclusive academic materials frequently encounter ethical concerns concerning the utilisation of these resources. This study examines the perceptions of knowledge privilege and the navigation of its ethical consequences among final-year undergraduate students at an Indonesian university. This research investigates how students' experiences influence their comprehension and utilisation of privileged information, based on the relational viewpoint of information literacy. A qualitative technique was employed to collect data through semi-structured interviews involving 15 students, which were subsequently analyzed thematically. The results indicate that students' ethical decision-making is affected by cognitive dissonance, empathy for peers, and a lack of information regarding ethical principles. These findings highlight the necessity for universities to offer specialised training on ethical information use, promoting a culture of academic integrity and responsible information practices.
{"title":"Information privilege and ethical use of information: A study of undergraduate students from an information literacy perspective","authors":"Helmi Sasongko Adi , Heriyanto , Mohamad Noorman Masrek , Fajrul Falah","doi":"10.1016/j.acalib.2025.103095","DOIUrl":"10.1016/j.acalib.2025.103095","url":null,"abstract":"<div><div>Students possessing access to exclusive academic materials frequently encounter ethical concerns concerning the utilisation of these resources. This study examines the perceptions of knowledge privilege and the navigation of its ethical consequences among final-year undergraduate students at an Indonesian university. This research investigates how students' experiences influence their comprehension and utilisation of privileged information, based on the relational viewpoint of information literacy. A qualitative technique was employed to collect data through semi-structured interviews involving 15 students, which were subsequently analyzed thematically. The results indicate that students' ethical decision-making is affected by cognitive dissonance, empathy for peers, and a lack of information regarding ethical principles. These findings highlight the necessity for universities to offer specialised training on ethical information use, promoting a culture of academic integrity and responsible information practices.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103095"},"PeriodicalIF":2.5,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307132","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 : 2025-06-16DOI: 10.1016/j.acalib.2025.103097
María Evelia Emerson
Student success is a growing focus in higher education, reflected in academic libraries through the creation of student success librarian positions and the enhancement of library student success services. However, a standard definition of ‘student success’ remains an open question in academic conversations, with a notable absence of student input in these discussions. This study seeks to address this gap by exploring how undergraduate students define ‘student success’ through qualitative semi-structured interviews. The findings provide valuable insights into how academic libraries can better align their services with student needs and offer recommendations for improving library student success services. The results of this study underscore the critical need to include students in discussions about student success, ensuring that their voices are integral to defining what success means.
{"title":"Beyond the traditional metrics: Understanding student success from the perspective of undergraduate students","authors":"María Evelia Emerson","doi":"10.1016/j.acalib.2025.103097","DOIUrl":"10.1016/j.acalib.2025.103097","url":null,"abstract":"<div><div>Student success is a growing focus in higher education, reflected in academic libraries through the creation of student success librarian positions and the enhancement of library student success services. However, a standard definition of ‘student success’ remains an open question in academic conversations, with a notable absence of student input in these discussions. This study seeks to address this gap by exploring how undergraduate students define ‘student success’ through qualitative semi-structured interviews. The findings provide valuable insights into how academic libraries can better align their services with student needs and offer recommendations for improving library student success services. The results of this study underscore the critical need to include students in discussions about student success, ensuring that their voices are integral to defining what success means.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291271","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 : 2025-06-12DOI: 10.1016/j.acalib.2025.103096
Laura Dee Barber , Philip J. Anderson
Information literacy (IL) development in higher education requires understanding how students form their research behaviours. This is important in transnational settings, where students arrive with different expectations of academic practice. This study applies the Theory of Planned Behaviour (TPB) as a theoretical lens to analyse first-year undergraduate students' intended information-seeking actions at a British university branch campus in the United Arab Emirates (UAE). Data was collected from 151 first-year undergraduate students from nine disciplines who described how they intended to find, use, and manage information for their assignments. Well-established frameworks are used alongside the TPB constructs of attitudes, subjective norms, and perceived behavioural control to investigate students' research approaches. Data underwent a reflexive process, revealing patterns in how students navigate between the expectations of a Western academic institution and their existing research practices. Findings suggest that students demonstrating high perceived behavioural control often align strongly with institutional norms, particularly in evaluating sources and research strategies. However, many students display a hybrid approach, combining pre-university habits with newly acquired academic practices. The study contributes to understanding how students develop research intentions and behaviours in their early university experience, offering insights for targeted information literacy support.
高等教育中信息素养的发展需要理解学生如何形成他们的研究行为。这在跨国环境中很重要，因为学生们对学术实践有着不同的期望。本研究以计划行为理论（Theory of Planned behavior， TPB）为理论视角，分析了一所英国大学在阿联酋分校的一年级本科生的信息寻求行为意向。数据来自9个学科的151名一年级本科生，他们描述了他们打算如何为他们的作业找到、使用和管理信息。完善的框架与态度、主观规范和感知行为控制的TPB结构一起使用，以调查学生的研究方法。数据经历了一个反射过程，揭示了学生如何在西方学术机构的期望和他们现有的研究实践之间导航的模式。研究结果表明，表现出高度感知行为控制的学生通常与机构规范高度一致，特别是在评估资源和研究策略方面。然而，许多学生表现出一种混合的方式，将大学前的习惯与新获得的学术实践结合起来。该研究有助于理解学生在大学早期如何发展研究意图和行为，为有针对性的信息素养支持提供见解。
{"title":"Understanding first-year university student information seeking through the theory of planned behaviour: A transnational perspective","authors":"Laura Dee Barber , Philip J. Anderson","doi":"10.1016/j.acalib.2025.103096","DOIUrl":"10.1016/j.acalib.2025.103096","url":null,"abstract":"<div><div>Information literacy (IL) development in higher education requires understanding how students form their research behaviours. This is important in transnational settings, where students arrive with different expectations of academic practice. This study applies the Theory of Planned Behaviour (TPB) as a theoretical lens to analyse first-year undergraduate students' intended information-seeking actions at a British university branch campus in the United Arab Emirates (UAE). Data was collected from 151 first-year undergraduate students from nine disciplines who described how they intended to find, use, and manage information for their assignments. Well-established frameworks are used alongside the TPB constructs of attitudes, subjective norms, and perceived behavioural control to investigate students' research approaches. Data underwent a reflexive process, revealing patterns in how students navigate between the expectations of a Western academic institution and their existing research practices. Findings suggest that students demonstrating high perceived behavioural control often align strongly with institutional norms, particularly in evaluating sources and research strategies. However, many students display a hybrid approach, combining pre-university habits with newly acquired academic practices. The study contributes to understanding how students develop research intentions and behaviours in their early university experience, offering insights for targeted information literacy support.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103096"},"PeriodicalIF":2.5,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262221","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 : 2025-06-11DOI: 10.1016/j.acalib.2025.103084
Meng Wang , Chuanliang Zeng , Lei Xu , Honglei Sun
To identify what specific pedagogical and infrastructural components college students need in digital literacy education and to what extent they require these components, as well as to reveal how these components can be integrated into diverse configurations to enhance students' perceived digital literacy levels, we conducted a two-stage study. In the first stage, inspired by DigComp 2.2 digital literacy framework, we established a model of digital literacy education components for college students and then applied the Kano model to categorize 23 types of components of digital literacy education needs of college students into four categories: “Must-be,” “One-dimensional,” “Attractive,” and “Indifferent.” In the second stage, we employed the Fuzzy Set Qualitative Comparative Analysis (fsQCA) method to validate the findings from the first stage and explore how different configurations of digital literacy components impact the improvement of college students' digital literacy. We identified three key configurations: “management-service-driven,” “multi-dimensional collaboration,” and “facility-service-driven.” These configurations consider curriculum design, support management, space facilities, diversified services, and the absence of extracurricular activities as core conditions. Finally, this study proposed strategic recommendations that support the enhancement and optimization of digital literacy education in higher education settings. This study yields both theoretical and practical implications.
{"title":"Meeting the digital literacy education needs of college students: A two-stage study in China","authors":"Meng Wang , Chuanliang Zeng , Lei Xu , Honglei Sun","doi":"10.1016/j.acalib.2025.103084","DOIUrl":"10.1016/j.acalib.2025.103084","url":null,"abstract":"<div><div>To identify what specific pedagogical and infrastructural components college students need in digital literacy education and to what extent they require these components, as well as to reveal how these components can be integrated into diverse configurations to enhance students' perceived digital literacy levels, we conducted a two-stage study. In the first stage, inspired by DigComp 2.2 digital literacy framework, we established a model of digital literacy education components for college students and then applied the Kano model to categorize 23 types of components of digital literacy education needs of college students into four categories: “Must-be,” “One-dimensional,” “Attractive,” and “Indifferent.” In the second stage, we employed the Fuzzy Set Qualitative Comparative Analysis (fsQCA) method to validate the findings from the first stage and explore how different configurations of digital literacy components impact the improvement of college students' digital literacy. We identified three key configurations: “management-service-driven,” “multi-dimensional collaboration,” and “facility-service-driven.” These configurations consider curriculum design, support management, space facilities, diversified services, and the absence of extracurricular activities as core conditions. Finally, this study proposed strategic recommendations that support the enhancement and optimization of digital literacy education in higher education settings. This study yields both theoretical and practical implications.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103084"},"PeriodicalIF":2.5,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255013","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}
The launch of chat-based Generative Artificial Intelligence (GenAI) in November 2022 has garnered significant attention and adoption across various sectors, particularly the academic community. Considering the potential transformative impact of GenAI on university students' learning and research practices, this research examines the patterns of use, perceived benefits, and drawbacks of GenAI among undergraduates and postgraduates at universities in Hong Kong. This research employs the 5E instructional model to systematically investigate the effectiveness of GenAI tools in supporting learning and research among local university students. The 170 valid responses revealed generally positive perceptions of the benefits of using GenAI in learning and research-related activities. However, they also acknowledged its potential drawbacks on ethical issues such as plagiarism and academic dishonesty. In addition, respondents agreed that GenAI could effectively support their learning and research activities despite concerns about potential skill deficits, such as diminished critical thinking and analytical abilities caused by the excessive use of GenAI. These findings highlight the increasingly critical role that academic communities like libraries could play in promoting ethical, effective, and literate use of GenAI technologies through targeted training, tool curation, and research support services.
{"title":"University students' perceptions on how generative artificial intelligence shape learning and research practices: A case study in Hong Kong","authors":"Renee Sze Kei Yeung , Ruwen Tian , Dickson K.W. Chiu , Samuel Ping-Man Choi","doi":"10.1016/j.acalib.2025.103082","DOIUrl":"10.1016/j.acalib.2025.103082","url":null,"abstract":"<div><div>The launch of chat-based Generative Artificial Intelligence (GenAI) in November 2022 has garnered significant attention and adoption across various sectors, particularly the academic community. Considering the potential transformative impact of GenAI on university students' learning and research practices, this research examines the patterns of use, perceived benefits, and drawbacks of GenAI among undergraduates and postgraduates at universities in Hong Kong. This research employs the 5E instructional model to systematically investigate the effectiveness of GenAI tools in supporting learning and research among local university students. The 170 valid responses revealed generally positive perceptions of the benefits of using GenAI in learning and research-related activities. However, they also acknowledged its potential drawbacks on ethical issues such as plagiarism and academic dishonesty. In addition, respondents agreed that GenAI could effectively support their learning and research activities despite concerns about potential skill deficits, such as diminished critical thinking and analytical abilities caused by the excessive use of GenAI. These findings highlight the increasingly critical role that academic communities like libraries could play in promoting ethical, effective, and literate use of GenAI technologies through targeted training, tool curation, and research support services.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103082"},"PeriodicalIF":2.5,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255050","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 : 2025-06-10DOI: 10.1016/j.acalib.2025.103083
Amany M. Elsayed , Majed Mohammed Abusharhah
The study explored how Arab academic libraries are adopting artificial intelligence (AI) and examined the awareness of AI ethical considerations from the perspectives of Arab academic librarians. It utilized a survey-based approach, employing a snowball sampling technique across 48 academic libraries in 17 Arab countries. The research instrument was a web-based questionnaire, which received responses from a total of 272 participants.
The findings revealed that 37.5 % of respondents indicated that their libraries use AI, with cataloging and generating metadata being the most common applications used by 43 % of libraries. The study highlighted several challenges to AI adoption in Arab academic libraries, including a lack of necessary infrastructure and staff training. Moreover, about 81 % of Arab academic librarians believed that intellectual property and copyright are the most important ethical considerations regarding AI. However, only 12% of participants reported having encountered ethical issues related to AI use in their library work. The results indicated that the primary actions taken by Arab academic libraries were offering face-to-face or online seminars and workshops on AI ethics, as well as providing ethical considerations and resources related to academic integrity through their websites. The study recommended that Arab academic libraries organize appropriate training programs to improve AI literacy among staff, develop the necessary infrastructure for AI adoption, and prepare relevant policy documents to guide the ethical use of AI technologies.
{"title":"Artificial Intelligence adoption, perceptions, and ethical literacy among Arab academic librarians: A survey","authors":"Amany M. Elsayed , Majed Mohammed Abusharhah","doi":"10.1016/j.acalib.2025.103083","DOIUrl":"10.1016/j.acalib.2025.103083","url":null,"abstract":"<div><div>The study explored how Arab academic libraries are adopting artificial intelligence (AI) and examined the awareness of AI ethical considerations from the perspectives of Arab academic librarians. It utilized a survey-based approach, employing a snowball sampling technique across 48 academic libraries in 17 Arab countries. The research instrument was a web-based questionnaire, which received responses from a total of 272 participants.</div><div>The findings revealed that 37.5 % of respondents indicated that their libraries use AI, with cataloging and generating metadata being the most common applications used by 43 % of libraries. The study highlighted several challenges to AI adoption in Arab academic libraries, including a lack of necessary infrastructure and staff training. Moreover, about 81 % of Arab academic librarians believed that intellectual property and copyright are the most important ethical considerations regarding AI. However, only 12% of participants reported having encountered ethical issues related to AI use in their library work. The results indicated that the primary actions taken by Arab academic libraries were offering face-to-face or online seminars and workshops on AI ethics, as well as providing ethical considerations and resources related to academic integrity through their websites. The study recommended that Arab academic libraries organize appropriate training programs to improve AI literacy among staff, develop the necessary infrastructure for AI adoption, and prepare relevant policy documents to guide the ethical use of AI technologies.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103083"},"PeriodicalIF":2.5,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255049","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 : 2025-06-09DOI: 10.1016/j.acalib.2025.103087
Jennifer Elaine Steele
The current study seeks to utilize an online survey of students at Louisiana State University regarding the use of librarians in online courses. Survey questions focused on what library services are currently being provided for online students, what strategies for incorporating librarians into online courses have been utilized, and gathered perspectives from students in order to better establish best practices for providing the growing number of online students with the library services they need.
{"title":"The role of the academic librarian in online courses: Student perspectives at a state flagship university","authors":"Jennifer Elaine Steele","doi":"10.1016/j.acalib.2025.103087","DOIUrl":"10.1016/j.acalib.2025.103087","url":null,"abstract":"<div><div>The current study seeks to utilize an online survey of students at Louisiana State University regarding the use of librarians in online courses. Survey questions focused on what library services are currently being provided for online students, what strategies for incorporating librarians into online courses have been utilized, and gathered perspectives from students in order to better establish best practices for providing the growing number of online students with the library services they need.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103087"},"PeriodicalIF":2.5,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239912","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 : 2025-06-04DOI: 10.1016/j.acalib.2025.103086
Vanessa Kitzie, Caroline Crouse
This research investigates the experiences of LGBTQIA+ academic library patrons with reference librarians and other staff to identify strategies for improving services and communication. Through qualitative interviews with ten LGBTQIA+ students at a Southeastern university, findings highlight positive and negative interactions with library staff, focusing on factors such as body language, language use, and implicit biases. The research identifies key barriers, including outdated cataloging practices, limited visible LGBTQIA+ support, and discomfort in approaching staff. It emphasizes the importance of proactive librarian engagement through inclusive language, cultural humility training, and outreach to LGBTQIA+ student organizations. Participants recommend libraries host relevant events, expand LGBTQIA+-focused resources, and improve structural processes like name change procedures. Findings addresses critical research gaps, such as the limited exploration of LGBTQIA+ students' experiences in academic libraries and the absence of detailed analyses of librarian behaviors reflecting cultural humility. By investigating these gaps, findings contribute to understanding how librarian-patron dynamics, including power imbalances, influence students' comfort and access to resources. Findings conclude that fostering inclusive practices and positive librarian-student relationships is vital for reducing information barriers and enhancing the library experience for LGBTQIA+ patrons.
{"title":"The power of inclusive practices in academic libraries for LGBTQIA+ communities","authors":"Vanessa Kitzie, Caroline Crouse","doi":"10.1016/j.acalib.2025.103086","DOIUrl":"10.1016/j.acalib.2025.103086","url":null,"abstract":"<div><div>This research investigates the experiences of LGBTQIA+ academic library patrons with reference librarians and other staff to identify strategies for improving services and communication. Through qualitative interviews with ten LGBTQIA+ students at a Southeastern university, findings highlight positive and negative interactions with library staff, focusing on factors such as body language, language use, and implicit biases. The research identifies key barriers, including outdated cataloging practices, limited visible LGBTQIA+ support, and discomfort in approaching staff. It emphasizes the importance of proactive librarian engagement through inclusive language, cultural humility training, and outreach to LGBTQIA+ student organizations. Participants recommend libraries host relevant events, expand LGBTQIA+-focused resources, and improve structural processes like name change procedures. Findings addresses critical research gaps, such as the limited exploration of LGBTQIA+ students' experiences in academic libraries and the absence of detailed analyses of librarian behaviors reflecting cultural humility. By investigating these gaps, findings contribute to understanding how librarian-patron dynamics, including power imbalances, influence students' comfort and access to resources. Findings conclude that fostering inclusive practices and positive librarian-student relationships is vital for reducing information barriers and enhancing the library experience for LGBTQIA+ patrons.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103086"},"PeriodicalIF":2.5,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212264","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号