Pub Date : 2023-10-01DOI: 10.1353/pla.2023.a908700
Gemmicka Piper, Mahasin Ameen, M. Sara Lowe
abstract: This study surveyed librarians and staff at Association of Research Libraries (ARL) member institutions to determine who assembles social justice guides (that is, LibGuides), what motivated the creation of such guides, and how these guides are deployed. Additionally, the survey gauged employee perceptions of library and institutional responses to social unrest. Sociopolitical events, perceived educational need, and work assignments to develop such a guide were the primary reasons motivating the creation of the guides. Social justice guides are seldom incorporated or deployed into wider library or institutional programming, however. Overall, library and institutional diversity statements and responses to social unrest were perceived as words without action. Results from this survey shed light on library employee perceptions, on the emotional labor involved in the development of anti-racist resources, and on library and institutional responses to social unrest.
摘要:本研究调查了研究型图书馆协会(Association of Research Libraries, ARL)成员机构的图书馆员和工作人员，以确定是谁在编写社会正义指南(即LibGuides)，是什么促使了这些指南的创建，以及这些指南是如何部署的。此外，调查还衡量了员工对图书馆和机构对社会动荡的反应的看法。社会政治事件、感知到的教育需求和开发这样一个指南的工作任务是推动创建指南的主要原因。然而，社会正义指南很少被纳入或部署到更广泛的图书馆或机构规划中。总的来说，图书馆和机构的多样性声明和对社会动荡的回应被认为是没有行动的语言。这项调查的结果揭示了图书馆员工的看法，涉及反种族主义资源开发的情绪劳动，以及图书馆和机构对社会动荡的反应。
{"title":"Motivations for the Creation of Social Justice Guides: A Survey of ARL Member Institutions","authors":"Gemmicka Piper, Mahasin Ameen, M. Sara Lowe","doi":"10.1353/pla.2023.a908700","DOIUrl":"https://doi.org/10.1353/pla.2023.a908700","url":null,"abstract":"abstract: This study surveyed librarians and staff at Association of Research Libraries (ARL) member institutions to determine who assembles social justice guides (that is, LibGuides), what motivated the creation of such guides, and how these guides are deployed. Additionally, the survey gauged employee perceptions of library and institutional responses to social unrest. Sociopolitical events, perceived educational need, and work assignments to develop such a guide were the primary reasons motivating the creation of the guides. Social justice guides are seldom incorporated or deployed into wider library or institutional programming, however. Overall, library and institutional diversity statements and responses to social unrest were perceived as words without action. Results from this survey shed light on library employee perceptions, on the emotional labor involved in the development of anti-racist resources, and on library and institutional responses to social unrest.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901561
Robyn Huff-Eibl, Travis Teetor
abstract:This paper describes efforts at the University of Arizona Libraries (UAL) in Tucson to improve access to the Internet and technology during the COVID-19 pandemic and as the libraries continue to adapt to hybrid instructional modalities. The authors highlight how their institution leveraged campus data and new partnerships to better meet students’ basic technology needs, particularly for first-generation and underrepresented students. While much of this content was previously presented at the 2022 Library Assessment Conference,there have been several updates, and more operational information is shared in this article.UAL analyzed anonymized student demographic data, including race and ethnicity, first-generation student status, and Pell grant recipients, to determine how service utilization aligned with the campus population. The libraries established new campus partnerships and are evaluating and refining their approach. This foundational work provided new ideas for ways to reach more students in need and to form additional partnerships with groups on campus.
{"title":"Overcoming Technology Barriers for Students","authors":"Robyn Huff-Eibl, Travis Teetor","doi":"10.1353/pla.2023.a901561","DOIUrl":"https://doi.org/10.1353/pla.2023.a901561","url":null,"abstract":"abstract:This paper describes efforts at the University of Arizona Libraries (UAL) in Tucson to improve access to the Internet and technology during the COVID-19 pandemic and as the libraries continue to adapt to hybrid instructional modalities. The authors highlight how their institution leveraged campus data and new partnerships to better meet students’ basic technology needs, particularly for first-generation and underrepresented students. While much of this content was previously presented at the 2022 Library Assessment Conference,there have been several updates, and more operational information is shared in this article.UAL analyzed anonymized student demographic data, including race and ethnicity, first-generation student status, and Pell grant recipients, to determine how service utilization aligned with the campus population. The libraries established new campus partnerships and are evaluating and refining their approach. This foundational work provided new ideas for ways to reach more students in need and to form additional partnerships with groups on campus.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"2 1","pages":"411 - 425"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88058209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901567
Yu-Hui Chen, Carol Anne Germain, Abebe Rorissa
abstract:Expanding on previous research, the authors applied quantitative and qualitative methods to investigate Web usability policies, standards, and guidelines (PSGs); resources; and usability testing, including mobile testing and usability laboratories, at the academic members of the Association of Research Libraries (ARL). Survey results indicated that less than 50 percent of the libraries have Web usability PSGs. The perceived importance of usability testing has a significantly positive correlation with the testing performed, ARL ranking, mobile website testing, and availability of usability laboratories. Limited resources hindered initiatives aimed at improving usability. The authors suggest that library administrators integrate Web usability into their strategic priorities, thereby enhancing users’ experience in academic endeavors.
{"title":"Web Usability Practice at ARL Academic Libraries","authors":"Yu-Hui Chen, Carol Anne Germain, Abebe Rorissa","doi":"10.1353/pla.2023.a901567","DOIUrl":"https://doi.org/10.1353/pla.2023.a901567","url":null,"abstract":"abstract:Expanding on previous research, the authors applied quantitative and qualitative methods to investigate Web usability policies, standards, and guidelines (PSGs); resources; and usability testing, including mobile testing and usability laboratories, at the academic members of the Association of Research Libraries (ARL). Survey results indicated that less than 50 percent of the libraries have Web usability PSGs. The perceived importance of usability testing has a significantly positive correlation with the testing performed, ARL ranking, mobile website testing, and availability of usability laboratories. Limited resources hindered initiatives aimed at improving usability. The authors suggest that library administrators integrate Web usability into their strategic priorities, thereby enhancing users’ experience in academic endeavors.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"50 1","pages":"537 - 570"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77997845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901568
A. Roth, C. Goldman, Amanda Solomon Amorao, D. Turnbow
abstract:This article offers a case study of using a flipped, synchronous virtual workshop to introduce first-year writing students to the “Scholarship as Conversation” frame of the ACRL Framework for Information Literacy for Higher Education. Before the workshop, students completed an asynchronous Preventing Plagiarism Tutorial that introduced them to paraphrasing and citations to develop a foundation for the workshop discussion. In the workshop, librarians used the Cephalonian method to introduce students to “Scholarship as Conversation.” To provide a real-world example of scholarly discourse, librarians cotaught the workshop with a faculty member who self-identifies as a Filipina American and whose research specialty is in Asian American cultural studies, which coincided with the course theme for the week. Workshop evaluations showed that students responded favorably to the presentation style. Learners expressed an awareness of the “Scholarship as Conversation” concept and the role that citation plays.
{"title":"Breaking the Ice: Introducing First-Year Writing Students to “Scholarship as Conversation”","authors":"A. Roth, C. Goldman, Amanda Solomon Amorao, D. Turnbow","doi":"10.1353/pla.2023.a901568","DOIUrl":"https://doi.org/10.1353/pla.2023.a901568","url":null,"abstract":"abstract:This article offers a case study of using a flipped, synchronous virtual workshop to introduce first-year writing students to the “Scholarship as Conversation” frame of the ACRL Framework for Information Literacy for Higher Education. Before the workshop, students completed an asynchronous Preventing Plagiarism Tutorial that introduced them to paraphrasing and citations to develop a foundation for the workshop discussion. In the workshop, librarians used the Cephalonian method to introduce students to “Scholarship as Conversation.” To provide a real-world example of scholarly discourse, librarians cotaught the workshop with a faculty member who self-identifies as a Filipina American and whose research specialty is in Asian American cultural studies, which coincided with the course theme for the week. Workshop evaluations showed that students responded favorably to the presentation style. Learners expressed an awareness of the “Scholarship as Conversation” concept and the role that citation plays.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"21 1","pages":"571 - 591"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88106484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901564
K. Antelman
abstract:Applying a content warning to metadata and archival descriptions is a practice that libraries increasingly embrace, even though the American Library Association considers content labeling to be censorship under the Library Bill of Rights. The language used in a content warning, such as offensive or harmful, carries important implications for the responsibility the library assumes and the actions it might take. Before deciding to apply a content warning, libraries should consider a range of questions posed by such warnings and be prepared to respond to the inherent conflict they create with librarianship’s commitment to intellectual freedom and anti-censorship.
{"title":"Content Warnings and Censorship","authors":"K. Antelman","doi":"10.1353/pla.2023.a901564","DOIUrl":"https://doi.org/10.1353/pla.2023.a901564","url":null,"abstract":"abstract:Applying a content warning to metadata and archival descriptions is a practice that libraries increasingly embrace, even though the American Library Association considers content labeling to be censorship under the Library Bill of Rights. The language used in a content warning, such as offensive or harmful, carries important implications for the responsibility the library assumes and the actions it might take. Before deciding to apply a content warning, libraries should consider a range of questions posed by such warnings and be prepared to respond to the inherent conflict they create with librarianship’s commitment to intellectual freedom and anti-censorship.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"36 1","pages":"461 - 484"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79372228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901562
Ye Tian, Kuang-hua Chen, Tiantian Yang
abstract:This paper presents an empirical analysis of the supply-and-demand dynamics in the library and information science (LIS) academic market in China. This analysis is based on a broad concept of academic market and large-scale labor-market data. The authors find a shift in faculty positions, in which traditional positions in universities and research institutions have been replaced with relatively new, temporary academic positions, such as contract-based positions, research librarians, and army lecturers. In addition, they speculate that institutional prestige contributes to a structural mismatch in the Chinese LIS market. Confronted with a changing academic job market, LIS institutions and associations need to strengthen the training of doctoral students’ transferable skills to improve their entry into the academic market. To the best of our knowledge, this study is the first attempt to investigate the supply and demand of the LIS academic market in China, which can provide a reference for the global LIS academic community.
{"title":"Exploring the LIS Academic Labor Market in China: A Supply and Demand Analysis","authors":"Ye Tian, Kuang-hua Chen, Tiantian Yang","doi":"10.1353/pla.2023.a901562","DOIUrl":"https://doi.org/10.1353/pla.2023.a901562","url":null,"abstract":"abstract:This paper presents an empirical analysis of the supply-and-demand dynamics in the library and information science (LIS) academic market in China. This analysis is based on a broad concept of academic market and large-scale labor-market data. The authors find a shift in faculty positions, in which traditional positions in universities and research institutions have been replaced with relatively new, temporary academic positions, such as contract-based positions, research librarians, and army lecturers. In addition, they speculate that institutional prestige contributes to a structural mismatch in the Chinese LIS market. Confronted with a changing academic job market, LIS institutions and associations need to strengthen the training of doctoral students’ transferable skills to improve their entry into the academic market. To the best of our knowledge, this study is the first attempt to investigate the supply and demand of the LIS academic market in China, which can provide a reference for the global LIS academic community.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"23 1","pages":"427 - 448"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78700245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901566
Kathleen Phillips, Stephen Woods, A. Dudash
abstract:Librarians and educators have a unique opportunity to develop and incorporate gray literature instruction into nursing curricula, with specific focus on its definition, value, discoverability, and evaluation. This article presents a structured and hands-on approach to the collection of gray literature and its use in evidence-based nursing. Citation analysis provides empirical evidence identifying the types of such literature most used in nursing scholarship. Based on these findings, a method of gray literature instruction for nursing learners is established and presented.
{"title":"Incorporating Gray Literature in an Evidence-Based Nursing Curriculum: A How-To Guide","authors":"Kathleen Phillips, Stephen Woods, A. Dudash","doi":"10.1353/pla.2023.a901566","DOIUrl":"https://doi.org/10.1353/pla.2023.a901566","url":null,"abstract":"abstract:Librarians and educators have a unique opportunity to develop and incorporate gray literature instruction into nursing curricula, with specific focus on its definition, value, discoverability, and evaluation. This article presents a structured and hands-on approach to the collection of gray literature and its use in evidence-based nursing. Citation analysis provides empirical evidence identifying the types of such literature most used in nursing scholarship. Based on these findings, a method of gray literature instruction for nursing learners is established and presented.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"26 1","pages":"517 - 535"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85522901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901560
E. Cahoy, Michelle Guittar, Mark Lenker, M. Slebodnik
{"title":"Feature Articles: A Lens on Our Profession","authors":"E. Cahoy, Michelle Guittar, Mark Lenker, M. Slebodnik","doi":"10.1353/pla.2023.a901560","DOIUrl":"https://doi.org/10.1353/pla.2023.a901560","url":null,"abstract":"","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"45 1","pages":"407 - 410"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78651115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901565
Kyle M. L. Jones, Abigail H. Goben, Michael R. Perry, Mariana Regalado, D. Salo, Andrew D. Asher, M. Smale, Kristin A. Briney
abstract:Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students’ trust.
{"title":"Transparency and Consent: Student Perspectives on Educational Data Analytics Scenarios","authors":"Kyle M. L. Jones, Abigail H. Goben, Michael R. Perry, Mariana Regalado, D. Salo, Andrew D. Asher, M. Smale, Kristin A. Briney","doi":"10.1353/pla.2023.a901565","DOIUrl":"https://doi.org/10.1353/pla.2023.a901565","url":null,"abstract":"abstract:Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students’ trust.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"1 1","pages":"485 - 515"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74746430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1353/pla.2023.a901563
Allison Faix, Tristan Daniels
abstract:With an awareness of growing issues in teaching source evaluation, the authors explored new methods to incorporate this skill into one-credit asynchronous information literacy courses. The authors discovered improvements in student performance when using SIFT and identified key strategies for its implementation to achieve best results.
{"title":"Teaching SIFT for Source Evaluation in Asynchronous One-Credit Information Literacy Courses","authors":"Allison Faix, Tristan Daniels","doi":"10.1353/pla.2023.a901563","DOIUrl":"https://doi.org/10.1353/pla.2023.a901563","url":null,"abstract":"abstract:With an awareness of growing issues in teaching source evaluation, the authors explored new methods to incorporate this skill into one-credit asynchronous information literacy courses. The authors discovered improvements in student performance when using SIFT and identified key strategies for its implementation to achieve best results.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"30 1","pages":"449 - 459"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86587649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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