Journal of Academic Librarianship最新文献

This study investigates the reference management practices of students, researchers, and academic staff at the University of Huddersfield. The aim of the research was to explore the role of reference management software within scholarly workflows, alongside other ways of managing information including both digital and non-digital practices.

An online survey consisting of both closed and open questions was completed by 263 respondents, comprising undergraduate students, taught postgraduates, postgraduate researchers, and academic staff at the university. Quantitative data was used to generate a descriptive overview of the research sample and to contextualise the interpretation of qualitative data. Qualitative data from the open questions was analysed using reflexive thematic analysis to generate the themes presented in this paper.

Quantitative data revealed a wide range of both digital and non-digital methods for reference management. While most respondents had tried using at least one type of reference management software, use of software was higher among postgraduate researchers and academic staff than undergraduates and taught postgraduates.

Three themes were generated from the qualitative data: practices are unique and contextual; practices develop over time; and reference management software forms part of wider practice. Exploration of these themes led to recommendations for librarians to incorporate this understanding of reference management practices into information literacy teaching.

This paper reports on an ongoing research project aiming to extend the roles of academic libraries in research integrity (RI) based on reexploring the causes of research misconduct (RM) and restructuring the relationships among them. Since the causes of RM have been thoroughly investigated, a systematic review approach was approved valid and adopted in this study. A total of 60 articles were selected and analyzed using a thematic analysis approach. The analysis pointed to 21 RM causes under four themes: individual, organizational, professional, and cultural causes. Three critical causes stand as the primary connectors among various causes: insufficient RI education and training, lack of explicit rules and regulations, and “publish or perish” pressure. On this basis, three key roles of academic libraries in RI services can be extended: RI educators and counselors, RI policy-making advisors, as well as evaluators of academic outcomes. As one of the earliest research projects that investigate the roles of academic libraries in RI based on RM causes, its findings can provide useful implications for formulating specific RI services in academic libraries.

In recent years, student experience (SX) has drawn the attention of researchers and librarians due to its impact on student engagement and, eventually, academic success. This study aims to explore the intellectual structure of literature focusing on the student experience with academic libraries. Through bibliometric and thematic analyses, we analyzed a sample of 160 articles published between 1995 and 2022. The findings underscore the multifaceted nature of SX research regarding academic libraries. Its intellectual structure unveils six predominant themes: (1) international students' experience; (2) servicescape and service design; (3) impact of technologies; (4) information literacy; (5) psychological and emotional aspects; and (6) engagement and motivation. Additionally, we propose a future research agenda, shedding light on prevalent theories and underexplored topics. This study serves as a valuable resource for researchers and librarians seeking insights into the nuances of SX in academic library settings. In particular, the identification of research clusters and opportunities can assist researchers in better positioning their studies and finding connections across several theoretical lenses and approaches.

University faculty immediately had many questions and concerns in response to the public proliferation of generative artificial intelligence programs leveraging large language models to generate complex text responses to simple prompts. Librarians at the University of South Florida (USF) pooled their skills, existing relationships with faculty and professional staff across campus to provide information that answered common questions raised by those faculty on generative artificial intelligence usage within research related topics. Faculty concern regarding the worry of plagiarism, how to instruct students to use the new tools and how to discern the reliability of information generated by artificial intelligence tools were placed at the forefront. By augmenting existing tutorials and instruction sessions, and creating a new information resource, the library was able to build a timely foundation to support future efforts to address the changing information needs of faculty and students using generative artificial intelligence programs and tools.

This exploratory qualitative phenomenological research study examines the lived experiences of thirteen academic librarians who identify as mothers of young children and are also on the tenure track or continuous appointment at an academic library in the United States. The qualitative approach of phenomenology is used to both analyze and interpret academic librarian mothers' perceptions of their experiences. Phenomenology allows the researcher to explore the phenomena in relation to the lived experiences of mother/tenure track librarians while simultaneously seeking to understand these phenomena. This study provides valuable insight into the perceptions of mothers regarding their experiences in balancing their professional and parenting responsibilities. Results from the thematic analysis revealed six major Themes: 1) Specific tenure/continuation process impact factors; 2) Remote and flexible work options; 3) Scholarship challenges; 4) Time; 5) Librarian-manager relationship; and 6) Parental leave. Giving individuals the opportunity to share their experiences benefits not only the individuals but also the profession overall as we gain insight into the world of others through conclusions drawn from the analysis of their responses.

This article reports on a qualitative case study of subject librarians at Brigham Young University's Harold B. Lee Library Subject librarians considered their main purpose to be connecting the people at the university with library resources. People skills are a key to being successful in their positions. Their duties of collection development, reference, instruction, liaison, citizenship, professional development, and scholarship are interrelated and work together in important ways. Subject librarians are satisfied with their jobs and corresponding autonomy. They are concerned about librarian stereotypes and want to overcome the ignorance about their positions. They agree that subject knowledge is important but do not agree on a formal degree standard. This study could be used to help develop and improve SL programs. It could inform hiring decisions and improve the practices of current subject librarians by focusing on the key skills of working with others and subject knowledge.

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.