A Review of: Houk, K. & Neilson, J. (2023). Inclusive hiring in academic libraries: A qualitative analysis of attitudes and reflections of search committee members. College and Research Libraries, 84(4), 568-588. https://doi.org/10.5860/crl.84.4.568 Objective – To understand how academic librarian search committee members’ perceptions and attitudes affect the equitability and inclusiveness of the on-campus interview process. Design – Thematic text analysis of open-ended responses to short-answer questions from an online survey. Setting – Online survey conducted between February and March of 2021. Subjects – 166 academic librarians who had served on hiring committees for academic librarians in North America between 2016 and 2020. Methods – Participants for the 33-question survey were recruited through several academic library listservs and social media postings on Facebook, LinkedIn, and Twitter. The researchers first individually reviewed and coded all responses for short answer survey questions, then reviewed the codes together. Finally, a thematic map was developed after the researchers reached a consensus on their shared approach to coding and generating clusters of meanings. Main Results – Six major clusters were identified through thematic coding of participants’ text responses concerning their experiences of on-campus interview practices as hiring committee members. These themes represented challenges to the inclusiveness of academic librarian searches, and included search committees’ treatment of the interview process as either intentional or situational tests (1), reliance on the ambiguously defined selection criteria of fit (2), experience with varying levels of commitment to diversity, equity, inclusion, antiracism, and accessibility (DEIAA) values (3), frustration with prevalence of institutional bureaucracy throughout the hiring process (4), and uneven adoptions of inclusive hiring (5) or reflective practices (6). The researchers also noted a common respondent mistake of misinterpreting equal (i.e., identical) treatment of candidates as evidence of equitable interview practices. Conclusion – Findings from this study highlighted the importance of academic institutions and hiring committees adopting reflective practices to critically and intentionally incorporate DEIAA-informed practices in planning and conducting academic librarian searches. The authors also stressed the need to reduce possible biases in hiring practices favoring candidates who conforms to White, ableist, and heteronormative culture and values. Examples of these efforts included considering the necessity of each interview element for assessing candidate performances, proactively ensuring full accessibility of the interview itinerary, and operationalizing the definition of “fit” in assessing candidates’ abilities.
回顾：Houk，K. & Neilson，J. (2023)。学术图书馆的包容性聘用：对遴选委员会成员的态度和反思的定性分析。College and Research Libraries, 84(4), 568-588. https://doi.org/10.5860/crl.844.568Objective - To understand how academic librarian search committee members' perceptions and attitudes affect the equitability and inclusiveness of the on-campus interview process.设计 - Thematic text analysis of open-ended responses to short-answer questions from an online survey.设置 - Online survey conducted between February and March of 2021.调查对象 - 166 名曾在 2016 年至 2020 年间在北美学术图书馆员招聘委员会任职的学术图书馆员。调查方法 - 通过几个学术图书馆列表服务器以及 Facebook、LinkedIn 和 Twitter 上的社交媒体帖子招募 33 个问题调查的参与者。研究人员首先对简答调查问题的所有回答进行了单独审核和编码，然后共同审核了编码。最后，在研究人员就共同的编码方法和意义群组达成共识后，绘制了一张主题图。主要结果 - 通过对参与者关于其作为聘用委员会成员在校内面试实践中的经历的文本回复进行主题编码，确定了六个主要群组。这些主题代表了学术图书馆员招聘的包容性所面临的挑战，包括遴选委员会将面试过程视为有意或情境测试（1），依赖于定义模糊的遴选标准 "适合"（2），对多样性、公平、包容、反种族主义和无障碍（DEIAA）价值观的不同程度的承诺（3），对整个招聘过程中普遍存在的机构官僚主义的不满（4），以及对包容性招聘（5）或反思性实践（6）的不均衡采用。研究人员还注意到受访者常犯的一个错误，即把平等（即相同）对待候选人误解为公平 面试实践的证据。结论--本研究的结论强调了学术机构和聘用委员会采用反思性实践的重要性，即在规划 和开展学术图书馆员招聘工作时，批判性地、有意识地纳入 DEIAA 的相关实践。作者还强调，需要减少招聘实践中可能存在的偏向于白人、能力主义、异性恋文化和价值观的候选人的偏见。这些努力的例子包括考虑评估候选人表现的每个面试要素的必要性，积极主动地确保面试行程的充分可及性，以及在评估候选人能力时对 "适合 "定义的可操作性。
{"title":"Academic Librarian Search Committee Members Identify Inclusivity Concerns with On-Campus Interview Practices","authors":"Lisa Shen","doi":"10.18438/eblip30485","DOIUrl":"https://doi.org/10.18438/eblip30485","url":null,"abstract":"A Review of:\u0000Houk, K. & Neilson, J. (2023). Inclusive hiring in academic libraries: A qualitative analysis of attitudes and reflections of search committee members. College and Research Libraries, 84(4), 568-588. https://doi.org/10.5860/crl.84.4.568\u0000Objective – To understand how academic librarian search committee members’ perceptions and attitudes affect the equitability and inclusiveness of the on-campus interview process.\u0000Design – Thematic text analysis of open-ended responses to short-answer questions from an online survey.\u0000Setting – Online survey conducted between February and March of 2021.\u0000Subjects – 166 academic librarians who had served on hiring committees for academic librarians in North America between 2016 and 2020.\u0000Methods – Participants for the 33-question survey were recruited through several academic library listservs and social media postings on Facebook, LinkedIn, and Twitter. The researchers first individually reviewed and coded all responses for short answer survey questions, then reviewed the codes together. Finally, a thematic map was developed after the researchers reached a consensus on their shared approach to coding and generating clusters of meanings.\u0000Main Results – Six major clusters were identified through thematic coding of participants’ text responses concerning their experiences of on-campus interview practices as hiring committee members. These themes represented challenges to the inclusiveness of academic librarian searches, and included search committees’ treatment of the interview process as either intentional or situational tests (1), reliance on the ambiguously defined selection criteria of fit (2), experience with varying levels of commitment to diversity, equity, inclusion, antiracism, and accessibility (DEIAA) values (3), frustration with prevalence of institutional bureaucracy throughout the hiring process (4), and uneven adoptions of inclusive hiring (5) or reflective practices (6). The researchers also noted a common respondent mistake of misinterpreting equal (i.e., identical) treatment of candidates as evidence of equitable interview practices.\u0000Conclusion – Findings from this study highlighted the importance of academic institutions and hiring committees adopting reflective practices to critically and intentionally incorporate DEIAA-informed practices in planning and conducting academic librarian searches. The authors also stressed the need to reduce possible biases in hiring practices favoring candidates who conforms to White, ableist, and heteronormative culture and values. Examples of these efforts included considering the necessity of each interview element for assessing candidate performances, proactively ensuring full accessibility of the interview itinerary, and operationalizing the definition of “fit” in assessing candidates’ abilities. ","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective – The collection assessment project of the University Library is significant in determining whether the quantity of the collection meets the regulatory standard of the Commission on Higher Education (CHED) for academic libraries. This study specifically sought to find the level of library collection compliance in terms of major subject courses, to determine the curricular programs that are compliant with the standard or have a high rate of compliance, and to identify the curricular programs that should be prioritized in acquiring additional book titles. Methods – The assessment was conducted using an action research model of iterative reflection and improvement. It follows the four steps for carrying out the research: plan, act, observe, and reflect, as proposed by Davidoff and Van den Berg (1990). Furthermore, we employed CHED Memorandum Order (CMO) No. 22, Series of 2021, Section 4 (b.4-5) to analyze the collection's compliance based on its quantity. The data was presented using a table and percentage. Results – There are 32 undergraduate curricular programs offered at Central Luzon State University, which include 1,055 major subject courses. More than half of major subject courses (57.3%) on various curricular programs are non-compliant with CHED criteria, including 17.63% of major subject courses with zero titles copyrighted within the last five years. Findings also reveal that only 6 (18.75%) of the total programs were able to reach above 70% compliance with CHED standards, and there are 23 curricular programs with title gaps of 50% or higher that need to be prioritized in the acquisition of book titles. Conclusion – The library collection assessment technique is crucial for identifying gaps in the collection and determining areas where additional resources may be required. As the findings indicate that more than half of the major subject courses do not meet the requirements set by CHED, the librarians have been investigating ways to acquire additional academic sources to fill this gap. However, their current efforts are not yet enough to meet the requirements. A long-term plan for gradually building up the collection has been devised.
{"title":"Assessment of the Library Collection of the Central Luzon State University Library: Basis of the Collection Development Program","authors":"Camia Lasig, Roselyn Madia, Nuelah Reyes, Vanessa Morales, Richie Garabiles","doi":"10.18438/eblip30458","DOIUrl":"https://doi.org/10.18438/eblip30458","url":null,"abstract":"Objective – The collection assessment project of the University Library is significant in determining whether the quantity of the collection meets the regulatory standard of the Commission on Higher Education (CHED) for academic libraries. This study specifically sought to find the level of library collection compliance in terms of major subject courses, to determine the curricular programs that are compliant with the standard or have a high rate of compliance, and to identify the curricular programs that should be prioritized in acquiring additional book titles.\u0000Methods – The assessment was conducted using an action research model of iterative reflection and improvement. It follows the four steps for carrying out the research: plan, act, observe, and reflect, as proposed by Davidoff and Van den Berg (1990). Furthermore, we employed CHED Memorandum Order (CMO) No. 22, Series of 2021, Section 4 (b.4-5) to analyze the collection's compliance based on its quantity. The data was presented using a table and percentage.\u0000Results – There are 32 undergraduate curricular programs offered at Central Luzon State University, which include 1,055 major subject courses. More than half of major subject courses (57.3%) on various curricular programs are non-compliant with CHED criteria, including 17.63% of major subject courses with zero titles copyrighted within the last five years. Findings also reveal that only 6 (18.75%) of the total programs were able to reach above 70% compliance with CHED standards, and there are 23 curricular programs with title gaps of 50% or higher that need to be prioritized in the acquisition of book titles.\u0000Conclusion – The library collection assessment technique is crucial for identifying gaps in the collection and determining areas where additional resources may be required. As the findings indicate that more than half of the major subject courses do not meet the requirements set by CHED, the librarians have been investigating ways to acquire additional academic sources to fill this gap. However, their current efforts are not yet enough to meet the requirements. A long-term plan for gradually building up the collection has been devised.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"66 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Review of:Pionke, J. (2023). What are library graduate students learning about disability and accessibility? A syllabus analysis. Urban Library Journal, 29(1). https://academicworks.cuny.edu/ulj/vol29/iss1/2/ Objective – To analyze the disability and accessibility content of library sciences courses. As well as to determine the importance of teaching students about this topic throughout programs covered in the study. Design – Qualitative study involving the data analysis of syllabi. Setting – Selected library graduate school curriculum programs in the United States. Subjects – In total, 77 syllabi drawn from 49 institutions taken from the American Library Association listing of accredited library school graduate programs. Methods – The author used keyword searches to identify courses offered between 2017–2020 that contained content on disability and accessibility. Syllabi were available for 77 of the 145 identified courses. The author analyzed the sample set (n=77) for both content and structure. Main Results – Poor citation structure, disability accommodation statements, assessment, and a focus on digital accessibility were among the main findings highlighted. The author identified four major categories to explain and understand the content found on the syllabi; these descriptors were further broken down into sub-categories to explain the findings of each topic content area. Highlights of the results are: disability and accessibility topics and all related terms were ranked according to number of times they appeared, e.g. digital content, usability, web/internet, coding (22); instruction and information literacy (16); and specific demographics etc. (10); the organization and sequencing of when course content was presented - at the beginning, middle and end of the semester; citation currency– Two hundred syllabi were analyzed. One hundred and forty-one syllabi had fairly current citation dates falling between 2009-2018. Forty-eight had no dates and eleven had dates that were outdated (2008 or earlier); assignments – which measured the learning outcome of the said topic were reported in the following way: nothing assigned (67); 1 or more assignments (11); undetermined (3). Conclusion –The study underlies that a well-crafted syllabus effectively communicates the goals of the course – the importance of the topic structure about disability and accessibility in library schools’ curricula. The author identified numerous design flaws that impact how the content relays information about the course’s pedagogy. The data suggest the need for the following improvements on the syllabi: professional topic presentation, variety of formats in texts and materials and their access, citation currency and poor structure, assignments and organization sequencing of course content, a number of assessment focused observations on vague assignments or lack of examples provided, and the inclusion of disability statements. Some of the higher order concerns
{"title":"Analysis of Library School Syllabi Reveals Poor Design and Limited Content about Disability and Accessibility","authors":"Nandi Prince","doi":"10.18438/eblip30482","DOIUrl":"https://doi.org/10.18438/eblip30482","url":null,"abstract":"A Review of:Pionke, J. (2023). What are library graduate students learning about disability and accessibility? A syllabus analysis. Urban Library Journal, 29(1). https://academicworks.cuny.edu/ulj/vol29/iss1/2/\u0000Objective – To analyze the disability and accessibility content of library sciences courses. As well as to determine the importance of teaching students about this topic throughout programs covered in the study. \u0000Design – Qualitative study involving the data analysis of syllabi. \u0000Setting – Selected library graduate school curriculum programs in the United States. \u0000Subjects – In total, 77 syllabi drawn from 49 institutions taken from the American Library Association listing of accredited library school graduate programs. \u0000Methods – The author used keyword searches to identify courses offered between 2017–2020 that contained content on disability and accessibility. Syllabi were available for 77 of the 145 identified courses. The author analyzed the sample set (n=77) for both content and structure.\u0000Main Results – Poor citation structure, disability accommodation statements, assessment, and a focus on digital accessibility were among the main findings highlighted. The author identified four major categories to explain and understand the content found on the syllabi; these descriptors were further broken down into sub-categories to explain the findings of each topic content area. Highlights of the results are:\u0000\u0000disability and accessibility topics and all related terms were ranked according to number of times they appeared, e.g. digital content, usability, web/internet, coding (22); instruction and information literacy (16); and specific demographics etc. (10);\u0000\u0000\u0000the organization and sequencing of when course content was presented - at the beginning, middle and end of the semester;\u0000\u0000\u0000citation currency– Two hundred syllabi were analyzed. One hundred and forty-one syllabi had fairly current citation dates falling between 2009-2018. Forty-eight had no dates and eleven had dates that were outdated (2008 or earlier);\u0000\u0000\u0000assignments – which measured the learning outcome of the said topic were reported in the following way: nothing assigned (67); 1 or more assignments (11); undetermined (3). \u0000\u0000Conclusion –The study underlies that a well-crafted syllabus effectively communicates the goals of the course – the importance of the topic structure about disability and accessibility in library schools’ curricula. The author identified numerous design flaws that impact how the content relays information about the course’s pedagogy. The data suggest the need for the following improvements on the syllabi: professional topic presentation, variety of formats in texts and materials and their access, citation currency and poor structure, assignments and organization sequencing of course content, a number of assessment focused observations on vague assignments or lack of examples provided, and the inclusion of disability statements. Some of the higher order concerns","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Review of: Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364 Objective – To explore strategies for building up library worker abilities in assistive technology (AT) for inclusive implementation. The primary focuses of the study’s interviewing included the extent of existing training, the challenges of funding and executing this type of training, and any notable strategies for creating greater access to high-quality AT training. Design – A qualitative exploratory study of library workers. Setting – Three academic libraries in Zimbabwe. Subjects – Thirty library workers comprised of Senior Library Assistants, Administrative Assistants, and Assistant Librarians. Methods – The researchers conducted semi-structured interviews confidentially over WhatsApp and telephone. They then conducted thematic analysis on the results. Main Results – Exposure to AT training for academic librarians in Zimbabwe is low. Of the 30 librarians interviewed, only 13 had been exposed to any formal AT training. Of those 13, 12 scored their AT training experience as “not very effective.” Primary challenges listed included lack of AT experts as trainers, not enough funding, and ignorance around disability issues. Conclusion – To improve AT expertise in academic librarians, suggestions included integrating AT training into LIS professional education, and for those already in the profession to establish partnerships across academic departments to perhaps leverage more professional AT training across campus. There was also a noted suggestion that hands-on exposure is more beneficial than passive training.
{"title":"Training for Academic Librarians in Assistive Technologies (AT) Requires Higher Priority and Targeted Funding","authors":"Hilary Jasmin","doi":"10.18438/eblip30474","DOIUrl":"https://doi.org/10.18438/eblip30474","url":null,"abstract":"A Review of:\u0000Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364\u0000Objective – To explore strategies for building up library worker abilities in assistive technology (AT) for inclusive implementation. The primary focuses of the study’s interviewing included the extent of existing training, the challenges of funding and executing this type of training, and any notable strategies for creating greater access to high-quality AT training.\u0000Design – A qualitative exploratory study of library workers.\u0000Setting – Three academic libraries in Zimbabwe.\u0000Subjects – Thirty library workers comprised of Senior Library Assistants, Administrative Assistants, and Assistant Librarians. \u0000Methods – The researchers conducted semi-structured interviews confidentially over WhatsApp and telephone. They then conducted thematic analysis on the results.\u0000Main Results – Exposure to AT training for academic librarians in Zimbabwe is low. Of the 30 librarians interviewed, only 13 had been exposed to any formal AT training. Of those 13, 12 scored their AT training experience as “not very effective.” Primary challenges listed included lack of AT experts as trainers, not enough funding, and ignorance around disability issues.\u0000Conclusion – To improve AT expertise in academic librarians, suggestions included integrating AT training into LIS professional education, and for those already in the profession to establish partnerships across academic departments to perhaps leverage more professional AT training across campus. There was also a noted suggestion that hands-on exposure is more beneficial than passive training.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"3 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jason Lee, Rachel Head, Courtney Vienneau, J. Hoover, Martin Chandler
Objective – Following a rapid increase in student population over a five-year period, Cape Breton University leased additional teaching space from a nearby cinema chain but did not account for students’ library needs. The local nature of the venue, combined with issues in transit to the main campus, created “local-distance” students. These students were surveyed on awareness and use of library resources and services to inform future services. Methods – Students whose classes were primarily located at the cinema chain were engaged in an anonymous survey regarding their knowledge and use of library services. These data were then analyzed for common themes and recommendations. Results – There were notable gaps in student knowledge and use of library resources and services, perhaps owing to the primary source of information regarding these – namely, friends, professors, and the website. The need for further outreach and onsite library workers was highlighted, as was the importance of library as space. Conclusion – While the library handled the new venue as well as possible, it is crucial for administrators involved in change management to remember that student learning involves more than individuals in a classroom seat.
{"title":"A Survey of Knowledge and Use of Academic Library Services at a Pseudo-Satellite Location","authors":"Jason Lee, Rachel Head, Courtney Vienneau, J. Hoover, Martin Chandler","doi":"10.18438/eblip30375","DOIUrl":"https://doi.org/10.18438/eblip30375","url":null,"abstract":"Objective – Following a rapid increase in student population over a five-year period, Cape Breton University leased additional teaching space from a nearby cinema chain but did not account for students’ library needs. The local nature of the venue, combined with issues in transit to the main campus, created “local-distance” students. These students were surveyed on awareness and use of library resources and services to inform future services.\u0000Methods – Students whose classes were primarily located at the cinema chain were engaged in an anonymous survey regarding their knowledge and use of library services. These data were then analyzed for common themes and recommendations.\u0000Results – There were notable gaps in student knowledge and use of library resources and services, perhaps owing to the primary source of information regarding these – namely, friends, professors, and the website. The need for further outreach and onsite library workers was highlighted, as was the importance of library as space.\u0000Conclusion – While the library handled the new venue as well as possible, it is crucial for administrators involved in change management to remember that student learning involves more than individuals in a classroom seat.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Best Article of 2023 in Evidence Based Library and Information Practice","authors":"Ann Medaille","doi":"10.18438/eblip30515","DOIUrl":"https://doi.org/10.18438/eblip30515","url":null,"abstract":"","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"124 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frans Albarillo, Marie Kennedy, Kristine Brancolini
Objective – This article reports on the qualitative phase of a two-phase sequential mixed-methods study to assess the first six years of the Institute for Research Design in Librarianship (IRDL), a continuing education program for academic and research librarians. The study is designed to assess the effectiveness of IRDL in meeting short-term and long-term programmatic objectives related to the research productivity, job performance, and professional identities of the participants in the program. Methods – In this second part of a two-phase study, the authors conducted focus group and individual interviews with 37 IRDL participants (hereafter called Scholars) and coded the resulting transcripts. The first phase of the study surveyed all 124 program participants; the results were reported in an earlier article in this journal. The second-phase interviews were conducted and then coded using a deductive process. The researchers identified transcript excerpts that explored the concepts of research productivity, job performance, and identity as a researcher. Each of these concepts was further sub-coded to explore the four sources of self-efficacy, as described in Albert Bandura’s theory: mastery experiences; verbal or social persuasion; vicarious experiences; and physiological and affective states. Results – The majority of the conversations in both the in-depth individual interviews and the focus group interviews centered around research productivity; approximately 70% of the transcript excerpts from focus groups and 55% of the individual interviews addressed issues related to productivity. Participants also discussed the impact of IRDL on their job performance and their identify as researchers. Gaining research confidence had a notable positive impact on job performance related to classroom teaching and supporting researchers. Within these areas of conversation, all sources of self-efficacy were evident, but the most frequently noted were influences related to mastery learning and social persuasion, through mentorship and becoming part of a peer research community. Conclusion – The findings from the focus groups and in-depth interviews deepen the meaning of the results from the quantitative phase of our IRDL assessment research. The participants in the study reported both frustration and satisfaction with conducting their research. A supportive environment focused on helping librarians gain needed research skills, practice those skills, and become part of a research community contributes to research confidence and productivity, improved job performance, and identity as a researcher. The findings of this study have implications for developing librarians as researchers, including the importance of a supportive work environment, research mentoring, and the positive influence of becoming part of a research community.
{"title":"Assessment of the Institute for Research Design in Librarianship, Phase 2: Impact on the Research Productivity and Careers of Academic Librarians","authors":"Frans Albarillo, Marie Kennedy, Kristine Brancolini","doi":"10.18438/eblip30461","DOIUrl":"https://doi.org/10.18438/eblip30461","url":null,"abstract":"Objective – This article reports on the qualitative phase of a two-phase sequential mixed-methods study to assess the first six years of the Institute for Research Design in Librarianship (IRDL), a continuing education program for academic and research librarians. The study is designed to assess the effectiveness of IRDL in meeting short-term and long-term programmatic objectives related to the research productivity, job performance, and professional identities of the participants in the program.\u0000Methods – In this second part of a two-phase study, the authors conducted focus group and individual interviews with 37 IRDL participants (hereafter called Scholars) and coded the resulting transcripts. The first phase of the study surveyed all 124 program participants; the results were reported in an earlier article in this journal. The second-phase interviews were conducted and then coded using a deductive process. The researchers identified transcript excerpts that explored the concepts of research productivity, job performance, and identity as a researcher. Each of these concepts was further sub-coded to explore the four sources of self-efficacy, as described in Albert Bandura’s theory: mastery experiences; verbal or social persuasion; vicarious experiences; and physiological and affective states.\u0000Results – The majority of the conversations in both the in-depth individual interviews and the focus group interviews centered around research productivity; approximately 70% of the transcript excerpts from focus groups and 55% of the individual interviews addressed issues related to productivity. Participants also discussed the impact of IRDL on their job performance and their identify as researchers. Gaining research confidence had a notable positive impact on job performance related to classroom teaching and supporting researchers. Within these areas of conversation, all sources of self-efficacy were evident, but the most frequently noted were influences related to mastery learning and social persuasion, through mentorship and becoming part of a peer research community.\u0000Conclusion – The findings from the focus groups and in-depth interviews deepen the meaning of the results from the quantitative phase of our IRDL assessment research. The participants in the study reported both frustration and satisfaction with conducting their research. A supportive environment focused on helping librarians gain needed research skills, practice those skills, and become part of a research community contributes to research confidence and productivity, improved job performance, and identity as a researcher. The findings of this study have implications for developing librarians as researchers, including the importance of a supportive work environment, research mentoring, and the positive influence of becoming part of a research community.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"4 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Review of: Hill, H., & Oswald, K. (2023). “May be a picture of a dog and a book”: The inaccessibility of public libraries’ social media feeds. Partnership, 18(1), 1–14. https://doi.org/10.21083/partnership.v18i1.7008 Objective – The research project sought to explore how accessible the social media feeds of Ontario public libraries are, particularly the use of alt text for images, by assessing the usage of alt text and by making recommendations for appropriate use within social media posts. Design – Collection of social media posts and computer-assisted textual analysis of visual media content. Setting – 76 public libraries and 9 public library systems in Ontario, Canada. Subjects – Approximately 900 Ontario public library social media posts from Facebook, Twitter, and Instagram. Methods – A random number generator sampling of 30 libraries per platform from the relevant social media accounts from a spreadsheet created using Ontario Public Library Statistics (OPLS) data of social media usage from the included libraries was initially created capturing 76 individual libraries. Then the researchers performed targeted sampling of posts from the nine library systems serving over 250,000 residents each. Researchers identified the 10 most recent posts from each included platform feed, and then undertook textual analysis for the presence of alt text with each post using two Mozilla Firefox browser extensions that determine the presence of alt text. Main Results – Of the 76 unique libraries chosen by the random sampling and the nine library systems that serve populations over 250,000, only two regularly used alt text and five had at least one instance of alt text. Only Toronto Public Library regularly included alt text across each of the three social media platforms analyzed by the study. The study also initially aimed to assess the quality of alt text used by public libraries in social media posts. However, due to the lack of alt text use across the sample, this was not possible at the scale initially aimed for, although a small number of examples are analyzed in the findings. Conclusion – The initial goal of analyzing the alt text to make recommendations for improved usage could not be realized due to the surprising lack of inclusion of any alt text across the sampled posts. This lack of any alt text can prevent some disabled users from engaging with content and information, leading to an inequitable experience. Public libraries should consider how accessible their engagement with users is and seek to improve the accessibility of social media posts.
{"title":"Increased Usage of Alt Text Is Required Across Ontario Public Library Social Media Feeds to Increase the Accessibility of Content","authors":"Maria King","doi":"10.18438/eblip30470","DOIUrl":"https://doi.org/10.18438/eblip30470","url":null,"abstract":"A Review of:\u0000Hill, H., & Oswald, K. (2023). “May be a picture of a dog and a book”: The inaccessibility of public libraries’ social media feeds. Partnership, 18(1), 1–14. https://doi.org/10.21083/partnership.v18i1.7008\u0000Objective – The research project sought to explore how accessible the social media feeds of Ontario public libraries are, particularly the use of alt text for images, by assessing the usage of alt text and by making recommendations for appropriate use within social media posts.\u0000Design – Collection of social media posts and computer-assisted textual analysis of visual media content.\u0000Setting – 76 public libraries and 9 public library systems in Ontario, Canada.\u0000Subjects – Approximately 900 Ontario public library social media posts from Facebook, Twitter, and Instagram.\u0000Methods – A random number generator sampling of 30 libraries per platform from the relevant social media accounts from a spreadsheet created using Ontario Public Library Statistics (OPLS) data of social media usage from the included libraries was initially created capturing 76 individual libraries. Then the researchers performed targeted sampling of posts from the nine library systems serving over 250,000 residents each. Researchers identified the 10 most recent posts from each included platform feed, and then undertook textual analysis for the presence of alt text with each post using two Mozilla Firefox browser extensions that determine the presence of alt text.\u0000Main Results – Of the 76 unique libraries chosen by the random sampling and the nine library systems that serve populations over 250,000, only two regularly used alt text and five had at least one instance of alt text. Only Toronto Public Library regularly included alt text across each of the three social media platforms analyzed by the study. The study also initially aimed to assess the quality of alt text used by public libraries in social media posts. However, due to the lack of alt text use across the sample, this was not possible at the scale initially aimed for, although a small number of examples are analyzed in the findings.\u0000Conclusion – The initial goal of analyzing the alt text to make recommendations for improved usage could not be realized due to the surprising lack of inclusion of any alt text across the sampled posts. This lack of any alt text can prevent some disabled users from engaging with content and information, leading to an inequitable experience. Public libraries should consider how accessible their engagement with users is and seek to improve the accessibility of social media posts.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"56 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140237276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evidence Summary Theme: Disability, Accessibility, and Inclusion","authors":"Fiona Inglis","doi":"10.18438/eblip30522","DOIUrl":"https://doi.org/10.18438/eblip30522","url":null,"abstract":"","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"76 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saeed Ullah Jan, Muhammad Sajjad Ali Khan, Ali Saeed Khan
Objective – This study investigates the readiness for artificial intelligence (AI) adoption in library and information centres of Pakistani universities. The projected outcomes of this study are expected to contribute to the development of best practices for effectively motivating university administrators and preparing librarians for adopting AI in library and information centres. Methods – A theoretical framework combining the technology-organization-environment (TOE) framework and the Technology Readiness Index (TRI) guided this qualitative study. Interviews were conducted with 27 senior representatives, including library managers and registrars, from 27 universities across four provinces and the capital city, Islamabad. A systematic approach was employed to analyze the data. Results – The findings indicate that the concept of AI adoption in Pakistani university libraries is new. The library and information sector of Pakistan is slow in adopting AI, which could have implications for its future competitiveness, despite the push for AI adoption by university librarians and administrators. The readiness for AI adoption in this sector is influenced by factors such as organizational technological practices, financial resources, university size, and data management and protection concerns. Conclusion – Library managers and researchers can implement the TOE framework and TRI scale to facilitate AI adoption in a manner that is relevant to library and information settings in Pakistan as well as other parts of the world. Our research indicates that most adoptions are still in their nascent phases, and numerous library managers feel uneasy due to either uncertainties about the precise benefits AI can bring to their libraries or a lack of knowledge and skills for its effective implementation. To manage the networks of internal and external stakeholders essential for successful AI adoption, universities should consider appointing individuals with a specialized knowledge of AI within their libraries.
目的--本研究调查巴基斯坦大学图书馆和信息中心采用人工智能（AI）的准备情况。方法--结合技术-组织-环境（TOE）框架和技术就绪指数（TRI）的理论框架指导本定性研究。对来自四个省和首都伊斯兰堡的 27 所大学的 27 名高级代表进行了访谈，其中包括图书馆经理和登记员。结果 - 研究结果表明，巴基斯坦大学图书馆采用人工智能是一个新概念。巴基斯坦的图书馆和信息部门在采用人工智能方面进展缓慢，这可能会影响其未来的竞争力，尽管大学图书馆员和管理人员都在推动采用人工智能。该部门采用人工智能的准备程度受到组织技术实践、财政资源、大学规模以及数据管理和保护问题等因素的影响。结论--图书馆管理者和研究人员可以实施 TOE 框架和 TRI 规模，以适合巴基斯坦以及世界其他地区图书馆和信息环境的方式促进人工智能的采用。我们的研究表明，大多数人工智能的应用仍处于初级阶段，许多图书馆管理者对人工智能能为图书馆带来的确切益处感到不确定，或者缺乏有效实施人工智能的知识和技能，因而感到不安。为了管理好成功采用人工智能所必需的内部和外部利益相关者网络，大学应考虑在其图书馆内任命具有人工智能专业知识的人员。
{"title":"Organizational Readiness to Adopt Artificial Intelligence in the Library and Information Sector of Pakistan","authors":"Saeed Ullah Jan, Muhammad Sajjad Ali Khan, Ali Saeed Khan","doi":"10.18438/eblip30408","DOIUrl":"https://doi.org/10.18438/eblip30408","url":null,"abstract":"Objective – This study investigates the readiness for artificial intelligence (AI) adoption in library and information centres of Pakistani universities. The projected outcomes of this study are expected to contribute to the development of best practices for effectively motivating university administrators and preparing librarians for adopting AI in library and information centres.\u0000Methods – A theoretical framework combining the technology-organization-environment (TOE) framework and the Technology Readiness Index (TRI) guided this qualitative study. Interviews were conducted with 27 senior representatives, including library managers and registrars, from 27 universities across four provinces and the capital city, Islamabad. A systematic approach was employed to analyze the data.\u0000Results – The findings indicate that the concept of AI adoption in Pakistani university libraries is new. The library and information sector of Pakistan is slow in adopting AI, which could have implications for its future competitiveness, despite the push for AI adoption by university librarians and administrators. The readiness for AI adoption in this sector is influenced by factors such as organizational technological practices, financial resources, university size, and data management and protection concerns.\u0000Conclusion – Library managers and researchers can implement the TOE framework and TRI scale to facilitate AI adoption in a manner that is relevant to library and information settings in Pakistan as well as other parts of the world. Our research indicates that most adoptions are still in their nascent phases, and numerous library managers feel uneasy due to either uncertainties about the precise benefits AI can bring to their libraries or a lack of knowledge and skills for its effective implementation. To manage the networks of internal and external stakeholders essential for successful AI adoption, universities should consider appointing individuals with a specialized knowledge of AI within their libraries.","PeriodicalId":508948,"journal":{"name":"Evidence Based Library and Information Practice","volume":"3 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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