S. Jaggars, Kaity Prieto, Marcos D. Rivera, A. Folk
abstract:Based on 30 interviews with instructors who implemented affordable materials in their courses at a large research university, this study explored their motivations for using such resources, the processes they employed, and the extent to which the new course materials influenced teaching methods and perceived learning outcomes. Results suggest that most instructors were motivated by both student cost savings and hoped-for improvements in teaching and learning. Instructors' choices—such as the decision to adopt an existing textbook in full or to curate a collection of disparate materials—were strongly influenced by their perception of how well available resources aligned with their own teaching and learning goals. In general, instructors felt student learning slightly improved after they put the materials into use, but the extent of improvement seemed to vary across the approaches to implementation. Librarians can leverage these results to help motivate and support the selection and implementation of affordable materials.
{"title":"Using Affordable Course Materials: Instructors' Motivations, Approaches, and Outcomes","authors":"S. Jaggars, Kaity Prieto, Marcos D. Rivera, A. Folk","doi":"10.1353/pla.2022.0019","DOIUrl":"https://doi.org/10.1353/pla.2022.0019","url":null,"abstract":"abstract:Based on 30 interviews with instructors who implemented affordable materials in their courses at a large research university, this study explored their motivations for using such resources, the processes they employed, and the extent to which the new course materials influenced teaching methods and perceived learning outcomes. Results suggest that most instructors were motivated by both student cost savings and hoped-for improvements in teaching and learning. Instructors' choices—such as the decision to adopt an existing textbook in full or to curate a collection of disparate materials—were strongly influenced by their perception of how well available resources aligned with their own teaching and learning goals. In general, instructors felt student learning slightly improved after they put the materials into use, but the extent of improvement seemed to vary across the approaches to implementation. Librarians can leverage these results to help motivate and support the selection and implementation of affordable materials.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"6 1","pages":"305 - 334"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84075193","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}
abstract:This qualitative study explored cultural competence in two academic libraries at a major public research university in the Midwestern United States. Interviews with academic librarians, library administrators, and library staff examined the ways in which they conceptualize diversity and how these perceptions impact their daily practices. Findings suggest that librarians and staff conceive of diversity broadly, frame all engagement with students in terms of teaching and learning, and actively pursue professional development opportunities to strengthen their cultural competence skills. Professional, institutional, and individual implications of these findings are discussed.
{"title":"Exploring Cultural Competence: A Case Study of Two Academic Libraries","authors":"Eric Ely","doi":"10.1353/pla.2022.0023","DOIUrl":"https://doi.org/10.1353/pla.2022.0023","url":null,"abstract":"abstract:This qualitative study explored cultural competence in two academic libraries at a major public research university in the Midwestern United States. Interviews with academic librarians, library administrators, and library staff examined the ways in which they conceptualize diversity and how these perceptions impact their daily practices. Findings suggest that librarians and staff conceive of diversity broadly, frame all engagement with students in terms of teaching and learning, and actively pursue professional development opportunities to strengthen their cultural competence skills. Professional, institutional, and individual implications of these findings are discussed.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"30 1","pages":"395 - 419"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85955645","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}
abstract:Following the publication of an updated definition of information literacy in 2018 by CILIP, the United Kingdom's library and information association, librarians at Royal Holloway, University of London, began to use the definition with both students and staff. Their aim was to foster a better understanding of information literacy and how it can benefit learners throughout their studies and beyond. The students were first-year English undergraduates, and the staff were working toward a postgraduate teaching certificate. Discussions during and after the sessions indicated that the updated definition was effective in introducing the concept of information literacy to both students and staff, highlighting its importance in academia and the wider world.
{"title":"Using a Definition of Information Literacy to Engage Academics and Students: A UK Perspective","authors":"E. Burnett, Rachel L. White","doi":"10.1353/pla.2022.0017","DOIUrl":"https://doi.org/10.1353/pla.2022.0017","url":null,"abstract":"abstract:Following the publication of an updated definition of information literacy in 2018 by CILIP, the United Kingdom's library and information association, librarians at Royal Holloway, University of London, began to use the definition with both students and staff. Their aim was to foster a better understanding of information literacy and how it can benefit learners throughout their studies and beyond. The students were first-year English undergraduates, and the staff were working toward a postgraduate teaching certificate. Discussions during and after the sessions indicated that the updated definition was effective in introducing the concept of information literacy to both students and staff, highlighting its importance in academia and the wider world.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"78 1","pages":"281 - 287"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79060896","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}
abstract:This article describes a wayfinding study conducted in an urban, academic library to better understand the experiences of multilingual student populations. The study, which incorporated traditional user experience methods and video ethnography, exposed communication obstacles and spatial challenges encountered by students of English for speakers of other languages (ESOL) when attempting information retrieval tasks. After outlining the methodology and examining qualitative findings, the authors discuss how study findings prompted a reevaluation of local practices, service models, and staff training protocols. Finally, the authors explore the potential for qualitative, empathy-based wayfinding studies to transform library practices and spaces.
{"title":"Library Wayfinding and ESOL Students: Communication Challenges and Empathy-Based Intervention","authors":"Nora Almeida, Junior Tidal","doi":"10.1353/pla.2022.0025","DOIUrl":"https://doi.org/10.1353/pla.2022.0025","url":null,"abstract":"abstract:This article describes a wayfinding study conducted in an urban, academic library to better understand the experiences of multilingual student populations. The study, which incorporated traditional user experience methods and video ethnography, exposed communication obstacles and spatial challenges encountered by students of English for speakers of other languages (ESOL) when attempting information retrieval tasks. After outlining the methodology and examining qualitative findings, the authors discuss how study findings prompted a reevaluation of local practices, service models, and staff training protocols. Finally, the authors explore the potential for qualitative, empathy-based wayfinding studies to transform library practices and spaces.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"28 1","pages":"453 - 474"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73870972","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}
abstract:This study explored students' perceptions of the library's impact on their academic success based on open-ended responses from a 2018 survey assessing student use and satisfaction. The qualitative findings demonstrated differences in the library resources students perceived as contributing to their achievements, based on such demographics as race, class, program, and college. Also, the results revealed that success is multifaceted and more than just a number determined by a high GPA (grade point average). More qualitative research exploring student-defined success and library impact is needed.
{"title":"The Impact of the Academic Library on Students' Success, in Their Own Words","authors":"S. D. De Groote, J. Scoulas","doi":"10.1353/pla.2022.0021","DOIUrl":"https://doi.org/10.1353/pla.2022.0021","url":null,"abstract":"abstract:This study explored students' perceptions of the library's impact on their academic success based on open-ended responses from a 2018 survey assessing student use and satisfaction. The qualitative findings demonstrated differences in the library resources students perceived as contributing to their achievements, based on such demographics as race, class, program, and college. Also, the results revealed that success is multifaceted and more than just a number determined by a high GPA (grade point average). More qualitative research exploring student-defined success and library impact is needed.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"166 1","pages":"355 - 374"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72734953","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}
abstract:Leaders come from all areas of an academic library; however, certain factors contribute to leadership development. A 24-question survey was conducted with 459 respondents reporting personal characteristics, perceived level of job engagement, and quality of their library's vision statement. The results reveal that self-identified leaders tend to be older and have more experience; many also hold formal leadership positions. These leaders are more likely to know their library's vision statement and have a much more positive impression of it than nonleaders do, and they are more engaged in their jobs than others in the library. The findings underscore the importance of cultivating leadership at all levels within an academic library and purposefully engaging staff in the strategic planning process.
{"title":"What Makes a Leader? An Exploratory Study of Academic Library Employees' Perceptions","authors":"Leo S. Lo, Melissa N. Mallon, J. Coleman","doi":"10.1353/pla.2022.0022","DOIUrl":"https://doi.org/10.1353/pla.2022.0022","url":null,"abstract":"abstract:Leaders come from all areas of an academic library; however, certain factors contribute to leadership development. A 24-question survey was conducted with 459 respondents reporting personal characteristics, perceived level of job engagement, and quality of their library's vision statement. The results reveal that self-identified leaders tend to be older and have more experience; many also hold formal leadership positions. These leaders are more likely to know their library's vision statement and have a much more positive impression of it than nonleaders do, and they are more engaged in their jobs than others in the library. The findings underscore the importance of cultivating leadership at all levels within an academic library and purposefully engaging staff in the strategic planning process.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"13 1","pages":"375 - 394"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85165394","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}
abstract:Open innovation makes an open, collaborative process of creating new or improved ideas, methods, or products, based on the exchange of information and knowledge between different agents. Several Web-based platforms have been developed to support this collaborative process. These platforms act as "innovation markets," virtual meeting places that connect organizations and innovators based on Web 2.0 technologies, which enable online sharing of information or material users have created. Organizations can publish a challenge—that is, a call to participate in finding an improved process or product—and participants can propose innovative solutions. The platform acts as a mediator between the agents involved. Such platforms, which aim to support the collaborative effort behind ideas and innovations, have exploded in popularity during the 2000s. Similar growth can be observed in platforms that give access to scientific and technical content. Some are based on the open access philosophy, the movement to make scholarly research and publications freely available to the public online, without restrictions. This paper analyzes the opportunities offered by the integration of open innovation platforms with scientific databases and repositories, and how these knowledge tools can support the development of collaboration networks to promote capabilities for innovation.
{"title":"Knowledge to Support Creation: Integrating Academic Databases with Open Innovation Platforms","authors":"R. Eito-Brun","doi":"10.1353/pla.2022.0018","DOIUrl":"https://doi.org/10.1353/pla.2022.0018","url":null,"abstract":"abstract:Open innovation makes an open, collaborative process of creating new or improved ideas, methods, or products, based on the exchange of information and knowledge between different agents. Several Web-based platforms have been developed to support this collaborative process. These platforms act as \"innovation markets,\" virtual meeting places that connect organizations and innovators based on Web 2.0 technologies, which enable online sharing of information or material users have created. Organizations can publish a challenge—that is, a call to participate in finding an improved process or product—and participants can propose innovative solutions. The platform acts as a mediator between the agents involved. Such platforms, which aim to support the collaborative effort behind ideas and innovations, have exploded in popularity during the 2000s. Similar growth can be observed in platforms that give access to scientific and technical content. Some are based on the open access philosophy, the movement to make scholarly research and publications freely available to the public online, without restrictions. This paper analyzes the opportunities offered by the integration of open innovation platforms with scientific databases and repositories, and how these knowledge tools can support the development of collaboration networks to promote capabilities for innovation.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"74 1","pages":"289 - 304"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82052981","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}
abstract:Over the past few decades, the demand for academic librarians who can teach information literacy skills to college students has steadily increased. This interview study explores how academic librarians in a mid-Atlantic metro area define the roles of librarians and teachers, value their teaching role as librarians, and view their teacher-librarian identity. While all librarians interviewed highly valued teaching, the sample split between those who identified themselves as teacher-librarians and those who saw themselves as librarians who teach, with one librarian not associating with the teacher role. Discussion includes implications for librarians, librarian educators, and library administrators.
{"title":"\"Am I a Teacher Because I Teach?\": A Qualitative Study of Librarians' Perceptions of Their Role as Teachers","authors":"Maoria J. Kirker","doi":"10.1353/pla.2022.0020","DOIUrl":"https://doi.org/10.1353/pla.2022.0020","url":null,"abstract":"abstract:Over the past few decades, the demand for academic librarians who can teach information literacy skills to college students has steadily increased. This interview study explores how academic librarians in a mid-Atlantic metro area define the roles of librarians and teachers, value their teaching role as librarians, and view their teacher-librarian identity. While all librarians interviewed highly valued teaching, the sample split between those who identified themselves as teacher-librarians and those who saw themselves as librarians who teach, with one librarian not associating with the teacher role. Discussion includes implications for librarians, librarian educators, and library administrators.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"22 1","pages":"335 - 354"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74715696","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}
Amara Malik, Shahbazi Ali, Syeda Hina Batool, K. Ameen
abstract:The present study aims to determine the impact of perceived information literacy (IL) skills on the research productivity of mathematics faculty members in Pakistan. The study explores their opinion of their ability to identify information needs and information sources. It also examines their perceived capability of constructing effective and efficient strategies for locating, accessing, evaluating, and applying the needed information legally and ethically. A structured questionnaire was developed based on the SCONUL Seven Pillars of Information Literacy. Questionnaires were sent to 300 academicians from 36 public sector universities in the Punjab province of Pakistan through personal visits, e-mail, and postal service. After repeated follow-up calls, 185 filled questionnaires were received. The major findings of the study showed that the mathematics faculty members believed they had reasonable IL skills. The majority of them had published research articles in learned journals. The study revealed a positive impact of perceived IL skills on the research productivity of mathematics faculty members. IL instruction sessions designed for faculty may improve the research output of mathematics scholars in their respective universities.
{"title":"Linking Information Literacy with Research Productivity: A Survey of Mathematicians in Pakistan","authors":"Amara Malik, Shahbazi Ali, Syeda Hina Batool, K. Ameen","doi":"10.1353/pla.2022.0026","DOIUrl":"https://doi.org/10.1353/pla.2022.0026","url":null,"abstract":"abstract:The present study aims to determine the impact of perceived information literacy (IL) skills on the research productivity of mathematics faculty members in Pakistan. The study explores their opinion of their ability to identify information needs and information sources. It also examines their perceived capability of constructing effective and efficient strategies for locating, accessing, evaluating, and applying the needed information legally and ethically. A structured questionnaire was developed based on the SCONUL Seven Pillars of Information Literacy. Questionnaires were sent to 300 academicians from 36 public sector universities in the Punjab province of Pakistan through personal visits, e-mail, and postal service. After repeated follow-up calls, 185 filled questionnaires were received. The major findings of the study showed that the mathematics faculty members believed they had reasonable IL skills. The majority of them had published research articles in learned journals. The study revealed a positive impact of perceived IL skills on the research productivity of mathematics faculty members. IL instruction sessions designed for faculty may improve the research output of mathematics scholars in their respective universities.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"265 1","pages":"475 - 498"},"PeriodicalIF":1.2,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75437878","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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