Journal of Academic Librarianship最新文献

Becoming a leader in AI literacy instruction by not reinventing the wheel 不做无谓的重复工作，成为人工智能素养教育的领导者

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-08-04 DOI: 10.1016/j.acalib.2025.103117

LeEtta Schmidt, Evan Fruehauf, Andrew Beman-Cavallaro

引用次数: 0

The experiences of neurodivergent Library and Information Science [LIS] professionals working in academic libraries – a case study 神经发散型图书馆与信息科学专业人员在高校图书馆工作的经历——一个案例研究

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-08-01 DOI: 10.1016/j.acalib.2025.103115

Clare Camp, Dr Jayne Finlay

{"title":"The experiences of neurodivergent Library and Information Science [LIS] professionals working in academic libraries – a case study","authors":"Clare Camp, Dr Jayne Finlay","doi":"10.1016/j.acalib.2025.103115","DOIUrl":"10.1016/j.acalib.2025.103115","url":null,"abstract":"<div><div>Literature on the experiences of neurodivergent LIS professionals working in academic libraries is sparse. Although anecdotal evidence suggests that librarianship may be an attractive profession for neurodivergent adults, significant challenges remain. This paper discusses a case study undertaken in a large research-intensive university in England. This case study investigates the experiences of neurodivergent LIS individuals, examining the impact of recruitment practices, the workplace environment, daily work and tasks, and their professional skills as perceived through the lens of neurodivergency. Qualitative data was collected through semi-structured interviews with six participants who identified as neurodivergent. A reflexive approach was taken to the research and thematic analysis used to analyse the results. This research finds that neurodivergent individuals encounter challenges with recruitment, the physical and sociocultural environment, and their daily work. This includes challenges with panel interviews, the sensory environment, the “unspoken rules” of social, professional expectations, and a conflicting desire for novelty and routine. Access to adjustments vary and are reliant on individual and institutional knowledge of neurodivergence, and the psychological safety required to disclose. Neurodivergent individuals are keen to use and develop their skills, however, employers appear nervous to discuss professional development opportunities. Although neurodivergent individuals are cautiously optimistic about their experiences, there is a need for increased understanding within the sector of their lived experiences to provide support. This paper puts forward recommendations for practice and identifies areas for future research that will help to improve the experiences of neurodivergent professionals.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103115"},"PeriodicalIF":2.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144756844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More transparency is required for article processing charges 物品加工费需要更加透明

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-31 DOI: 10.1016/j.acalib.2025.103107

Graham Kendall

引用次数: 0

Mnemonic evaluative frameworks in scholarly publications: A cited reference analysis across disciplines and AI-mediated contexts 学术出版物中的助记评估框架：跨学科和人工智能介导背景下的被引参考分析

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-30 DOI: 10.1016/j.acalib.2025.103113

Robert Tomaszewski

{"title":"Mnemonic evaluative frameworks in scholarly publications: A cited reference analysis across disciplines and AI-mediated contexts","authors":"Robert Tomaszewski","doi":"10.1016/j.acalib.2025.103113","DOIUrl":"10.1016/j.acalib.2025.103113","url":null,"abstract":"<div><div>Mnemonic evaluative frameworks have become central to information literacy instruction for assessing information credibility. Widely used tools such as CRAAP, CARS, ACT UP, and SIFT remain underrepresented in scholarly literature and insufficiently aligned with emerging information challenges. This study uses cited reference analysis in the Scopus database to examine 16 mnemonic evaluative frameworks across 280 peer-reviewed journal articles, conference papers, and review articles. Citation patterns were analyzed by year, discipline, institutional affiliation, and source title. Findings reveal that while legacy models like CRAAP and CARS retain the most citations, newer frameworks such as SIFT and RADAR are proportionally more cited in AI-related literature. A subset of 49 AI-focused citing documents indicates a disciplinary shift from Library and Information Sciences toward Computer Science, Engineering, Business, and Decision Sciences since 2022. These results highlight the need for adaptive, systems-aware models that address credibility challenges associated with generative AI and algorithmic curation. In response, this study introduces the CAT Test (<em>Check, Ask, Think</em>), a three-part evaluative framework designed to help learners assess AI-generated content by corroborating claims, interrogating model reasoning, and reflecting on platform influence. The findings inform instructional design and contribute to ongoing conversations about algorithmic transparency and credibility in academic librarianship.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103113"},"PeriodicalIF":2.3,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporating a family-friendly space into a university library 将家庭友好空间融入大学图书馆

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-29 DOI: 10.1016/j.acalib.2025.103109

Lori Caniano

引用次数: 0

Critical pedagogies in online instructional design within academic libraries: A scoping review 学术图书馆在线教学设计中的批判性教学法：范围审查

IF 2.3 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-29 DOI: 10.1016/j.acalib.2025.103116

Mollie Peuler , Samantha Harlow

引用次数: 0

A survey on the current status of AI literacy lectures in China’s university libraries under the AIGC background AIGC背景下中国高校图书馆人工智能素养讲座现状调查

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-26 DOI: 10.1016/j.acalib.2025.103111

Yubing Wu , Yifeng Lin , Yingying Liu , Yuer Yang

{"title":"A survey on the current status of AI literacy lectures in China’s university libraries under the AIGC background","authors":"Yubing Wu , Yifeng Lin , Yingying Liu , Yuer Yang","doi":"10.1016/j.acalib.2025.103111","DOIUrl":"10.1016/j.acalib.2025.103111","url":null,"abstract":"<div><div>This paper selects the top 40 universities in the 2025 QS World University Rankings (including 41 tied universities) and 42 “Double First-Class” university libraries in China as research objects, and conducts an empirical study on their AI literacy lecture training activities (including lectures, seminars, etc.). By combining quantitative statistics (structured data such as activity name, sponsor, audience characteristics, and organizational form) with qualitative analysis (text mining of lecture training content), the current status of AI literacy lecture training in their university libraries is systematically examined. The study found that China’s “Double First-Class” university libraries have the following prominent problems in AI literacy lecture training: the degree of attention and implementation strength are different, the participation of librarians is low, lecture training mainly relies on teachers outside the library, the lecture training content is unbalanced, there is a lack of AI cognition and AI ethics, AI lecture training lacks systematicness, and AI skills education is out of touch with practical applications. Based on an international comparative perspective, the paper proposes eight optimization strategies: Strengthen the emphasis and implementation of AI literacy lecture training, provide continuous AI literacy lecture training for librarians and strengthen the construction of AI-Literate librarians, improve AI lecture training content and strengthen AI cognition and AI ethics education, establishing the AI workshop series: achieving systematic and comprehensive craining, increase AI practice components, holding geneAI research cafe, and cooperate with multiple institutions to organize AI lecture training, in order to provide practical reference for the innovative development of AI literacy education system in university libraries around the world.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103111"},"PeriodicalIF":2.5,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial intelligence in academic libraries – a tool, a collaborator, an adversary? A Delphi study of university librarians in Poland 学术图书馆中的人工智能——工具、合作者还是对手？波兰高校图书馆员的德尔菲研究

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-18 DOI: 10.1016/j.acalib.2025.103114

Małgorzata Kisilowska-Szurmińska

{"title":"Artificial intelligence in academic libraries – a tool, a collaborator, an adversary? A Delphi study of university librarians in Poland","authors":"Małgorzata Kisilowska-Szurmińska","doi":"10.1016/j.acalib.2025.103114","DOIUrl":"10.1016/j.acalib.2025.103114","url":null,"abstract":"<div><div>Like many other institutions, academic libraries face the opportunities and threats associated with implementing AI. The practical application of this technology is decided by managers based on their knowledge and experience, for example, by introducing technologies that are common today but were once innovative, such as social media. The aim of this study is to learn the opinions and attitudes of academic librarianship experts in Poland, which reveal the potential and possible barriers to AI. Such knowledge will, in turn, allow for the building of competencies and the development of positive attitudes based on knowledge rather than prejudice or stereotypes. Due to the selected population, the Delphi method was used to collect data. Quantitative analysis of responses to questionnaire statements was applied, and the thematic narrative method was used to analyze comments. The results show a realistic (as of the moment) perception of AI as a tool rather than a partner in library work. They also reveal certain concerns and beliefs that may negatively affect the adaptation of AI in libraries. The knowledge gained forms the basis for recommendations regarding the process of implementing AI in libraries and, more broadly, in scientific communication.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103114"},"PeriodicalIF":2.5,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Let's tell them what they've won: Assessing an undergraduate research award 让我们告诉他们他们赢得了什么：评估本科生研究奖

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-16 DOI: 10.1016/j.acalib.2025.103110

Zara T. Wilkinson, Samantha Kannegiser

{"title":"Let's tell them what they've won: Assessing an undergraduate research award","authors":"Zara T. Wilkinson, Samantha Kannegiser","doi":"10.1016/j.acalib.2025.103110","DOIUrl":"10.1016/j.acalib.2025.103110","url":null,"abstract":"<div><div>Library-sponsored undergraduate research awards are a popular way for libraries to cultivate and celebrate undergraduate student research on their campuses. However, there is a lack of library and information science literature on ways of assessing these types of awards, particularly related to their impact on winning students. Using a multi-pronged assessment approach, the librarian creators of the Paul Robeson Library Undergraduate Research Award surveyed undergraduate students and award winners to determine ways of improving the general award announcement and application process while also developing a deeper understanding of the impact the award had on the recipients. In addition to identifying ways of elucidating the application process and removing barriers to applying, findings showed that winning the award impacted student success: winners self-reported being more likely to pursue additional academic opportunities and feeling more confident in their ability to perform academic tasks. Although piloted at Rutgers University-Camden on a small scale, these efforts could be easily scaled to assess programs that have existed longer or that include a greater number of awardees.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103110"},"PeriodicalIF":2.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visual stimulation in virtual library environments for creative thinking: An integrated neurocognitive and psychological analysis 虚拟图书馆环境中的视觉刺激对创造性思维的影响：一种综合的神经认知和心理分析

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2025-07-11 DOI: 10.1016/j.acalib.2025.103112

Sieun Kim , Jae Hwa Lee , Soyeon Lee

{"title":"Visual stimulation in virtual library environments for creative thinking: An integrated neurocognitive and psychological analysis","authors":"Sieun Kim , Jae Hwa Lee , Soyeon Lee","doi":"10.1016/j.acalib.2025.103112","DOIUrl":"10.1016/j.acalib.2025.103112","url":null,"abstract":"<div><div>This study examined how visual stimulation in virtual library environments affects creative thinking. Two virtual environments were designed: a C-space (supporting convergent thinking), featuring a simple layout with monochromatic tones and minimal materials, and a D-space (supporting divergent thinking), incorporating diverse finishes, irregular shapes, plants, and a high ceiling. Fifty-five Korean university students completed the Alternate Uses Task (AUT) and the Remote Associates Test (RAT) in both environments, while their brain activity was recorded via electroencephalography (EEG). Surveys measured psychological responses, including affective state and perceived restorativeness. Contrary to hypotheses, the visually simpler C-space facilitated both convergent and divergent thinking more effectively than the D-space. EEG results showed higher frontal theta, alpha, and gamma activity during AUT in the C-space, indicating greater cognitive engagement and internally oriented attention. During RAT, decreased parieto-occipital alpha power and increased gamma power suggested enhanced mental imagery for problem-solving. Although students perceived the D-space as emotionally positive, its visual complexity appeared to hinder sustained attention. These findings align with cognitive load theory, highlighting that reduced visual complexity supports creative cognition by minimizing distractions. While further validation in real-world settings is needed, this study offers preliminary insights for optimizing library design to enhance creativity.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 5","pages":"Article 103112"},"PeriodicalIF":2.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0