Journal of Academic Librarianship最新文献

{"title":"Tools and indicators for metrics on information, media, and data literacies in higher education: A holistic perspective","authors":"María Pinto,&nbsp;Carmen Gómez-Camarero,&nbsp;David Caballero-Mariscal","doi":"10.1016/j.acalib.2026.103317","DOIUrl":"10.1016/j.acalib.2026.103317","url":null,"abstract":"<div><div>This study examines how information literacy (IL), media literacy (ML), and data literacy (DL) are assessed in higher education and academic libraries, focusing on their theoretical, methodological, and operational approaches, as well as their integration and differences. A corpus of 75 articles (2015–2025) from Scopus, Web of Science, and LISC was analysed, with particular attention to the instruments and indicators used. Using the OMRC framework (objectives, methods, results, and conclusions), a qualitative content analysis was conducted. Results show that, although these literacies share some common aspects, they employ different evaluation methods, tools, and indicators. Fragmentation among literacies, heterogeneity in scales, and limited standardisation of indicators are evident. Compared with ML and DL, research on IL is more developed in both theory and practice. However, no studies that integrate these literacies or use a common metric have been found. In conclusion, since everyday practice often requires applying these skills simultaneously, there is a need to promote the use of validated, standardised, and integrated literacy tools and indicators that enable comparison of results across educational and disciplinary contexts. This study could serve as a foundation for future research aimed at designing holistic literacy evaluation models.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 5","pages":"Article 103317"},"PeriodicalIF":2.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934901","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}

{"title":"Professional communication education for academic librarians: A scoping review","authors":"Cornelle Scheltema-Van Wyk,&nbsp;Annamarie du Preez,&nbsp;Riaan van Wyk,&nbsp;Anke van der Merwe","doi":"10.1016/j.acalib.2026.103319","DOIUrl":"10.1016/j.acalib.2026.103319","url":null,"abstract":"<div><h3>Objective</h3><div>Professional communication is a fundamental competency for academic librarians as they engage with increasingly diverse users, researchers, colleagues, and institutional stakeholders. Despite its importance, the extent to which continuing professional development (CPD) interventions address professional communication has not been comprehensively explored. This scoping review mapped and synthesized the literature on CPD interventions related to professional communication among academic librarians to identify current educational approaches and inform the development of future interventions.</div></div><div><h3>Methods</h3><div>A scoping review was conducted following the Joanna Briggs Institute (JBI) methodology and reported in accordance with the PRISMA Extension for Scoping Reviews (PRISMA-ScR). An <em>a priori</em> exploratory search informed the development of the final search strategy and database selection. Peer-reviewed and grey literature were searched using adapted database-specific search strategies. Data were extracted on study characteristics, programme characteristics, educational design, theoretical underpinnings, learning outcomes, educational activities, assessment and reported outcomes. Quantitative data were summarized descriptively, and qualitative data were synthesized using thematic analysis.</div></div><div><h3>Results</h3><div>Ten peer-reviewed studies met the inclusion criteria, highlighting a limited evidence base for professional communication CPD among academic librarians. Five themes emerged from the analysis: intended learning outcomes, educational content, educational activities, educational approaches, and assessment. Workshops were the predominant mode of delivery, while simulation-based learning showed promise as an educational strategy. None of the included studies explicitly reported an educational or theoretical underpinning, assessment and evaluation were inconsistently described, and online or technology-enhanced learning approaches were notably absent. Grey literature demonstrated that professional communication training opportunities exist within the profession, but these similarly lacked systematic evaluation and reporting.</div></div><div><h3>Conclusion</h3><div>The evidence base for professional communication CPD among academic librarians remains underdeveloped. Future interventions should adopt a systematic instructional design approach that aligns learning outcomes, educational content, teaching and learning activities, and assessment, while being explicitly informed by educational theory and supported by robust evaluation. Strengthening the educational design and reporting of professional communication interventions will contribute to a more robust evidence base for evidence-based CPD for professional communication in academic librarianship.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 5","pages":"Article 103319"},"PeriodicalIF":2.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934676","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}

{"title":"Corrigendum to “Visual engagement with illustrated reference books: A rapid bibliotherapy intervention for students well-being in academic libraries” [Journal of Academic Librarianship volume 52 issue 5 (2026) article number 103292]","authors":"Majid Samiminejad","doi":"10.1016/j.acalib.2026.103309","DOIUrl":"10.1016/j.acalib.2026.103309","url":null,"abstract":"","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 5","pages":"Article 103309"},"PeriodicalIF":2.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolving information skills for the contemporary workplace: a scoping review","authors":"Suzanne Fricke,&nbsp;Emily Cukier,&nbsp;Electra Enslow,&nbsp;Whitney Sproul","doi":"10.1016/j.acalib.2026.103334","DOIUrl":"10.1016/j.acalib.2026.103334","url":null,"abstract":"<div><h3>Purpose</h3><div>Academic librarians are encouraged to draw upon established information literacy frameworks when designing instruction. While effective for new students who are unsure of their educational path, this strategy does not address the needs of professional programs and rapidly evolving work settings. This scoping review investigates information competencies and metaliteracies needed in the current workplace.</div></div><div><h3>Methods</h3><div>The team examined studies published from 2020 to 2026 of professional skills in business, law, and HMSTEM (health, medicine, science, technology, engineering, and math), focusing on Delphi studies to extract information metaliteracies.</div></div><div><h3>Results</h3><div>Skills and competencies in six metaliteracy domains and their associated subdomains were extracted: 1) Critical Evaluation &amp; Security, 2) Information Finding &amp; Retrieval, 3) Communication, Sharing, &amp; Collaboration, 4) Information Management &amp; Data Processing, 5) Professional Development &amp; Organizational Competencies, and 6) Technical, Automation, &amp; AI Interaction. Their prevalence in included studies was visualized and emerging themes reported.</div></div><div><h3>Conclusion</h3><div>The team identified novel information skills valued in contemporary workplaces that academic librarians are well positioned to teach. As a result, students in business and HMSTEM, which constitute the predominant employment pathways for professional graduates, will be better prepared for a new and artificial intelligence enabled workplace.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 5","pages":"Article 103334"},"PeriodicalIF":2.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148951485","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}

{"title":"The silence before the search: Student hesitation and social costs in academic help-seeking","authors":"Akinade Adebowale Adewojo,&nbsp;Adeyinka Tella,&nbsp;Adedoyin Oluwatosin Esan,&nbsp;Aderinola Ololade Dunmade","doi":"10.1016/j.acalib.2026.103333","DOIUrl":"10.1016/j.acalib.2026.103333","url":null,"abstract":"<div><div>Silence before the search represents a significant barrier to equitable learning in higher education. This qualitative study employed Interpretative Phenomenological Analysis to examine how students experience hesitation in academic help-seeking. Eight undergraduate and eight postgraduate students from two Nigerian universities participated in semi-structured interviews, yielding eighteen interviews in total. Analysis yielded three superordinate themes: The Weight of Anticipation, Silence as Self-Protection, and Pathways Through Hesitation. Findings reveal that hesitation involves anticipatory anxiety about exposure and perceived incompetence. Students frame silence as active self-protection to preserve dignity and avoid judgment from library staff, instructors, and peers. Enabling conditions, including approachable librarian demeanour, orientation sessions, and digital help channels, reduced perceived barriers and encouraged engagement. Self-efficacy and fear of negative evaluation emerged as central factors shaping help-seeking decisions. The study contributes first-person, idiographic accounts of pre-search hesitation within Nigerian higher education settings. Results support designing inclusive information-literacy interventions that address social and emotional dimensions of academic support. Library staff training, normalisation of help-seeking, and expanded anonymous digital channels are recommended to reduce hesitation and promote equitable learning outcomes. This research validates IPA as a suitable methodological approach for capturing lived experiences in information-seeking inquiries.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 5","pages":"Article 103333"},"PeriodicalIF":2.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934900","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}

{"title":"Spatial archives and community access: The Tampa through time initiative","authors":"Amanda Boczar ,&nbsp;Stephanie Mackin ,&nbsp;Benjamin Mittler ,&nbsp;Marlena Carrillo ,&nbsp;Emerson Elliott","doi":"10.1016/j.acalib.2025.103196","DOIUrl":"10.1016/j.acalib.2025.103196","url":null,"abstract":"<div><div>The University of South Florida Libraries launched the Tampa Through Time Portal as a free resource to digitally preserve and present Tampa's historical and cultural heritage through an interactive and spatially mapped platform. The launch represented a collaborative initiative between the Tampa Special Collections and Digital Initiatives Departments, bridging expertise in archives, digital pedagogy, geospatial information systems (GIS), and digital exhibits. The development of the map-based archival interface evolved through multiple prototype stages before ultimately adopting the Humap platform. Key findings include the challenges inherent in digitization, the importance of user-centered interactive design, the implications for historical research and education, technical insights into platform development, lessons on community engagement, and the necessity for ensuring long-term sustainability. This project has elucidated both opportunities and challenges associated with making local history accessible to the public through community engagement.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 2","pages":"Article 103196"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039311","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}

{"title":"A strategic framework for responsible GenAI adoption: Balancing sustainability and institutional risks in academic libraries","authors":"Anna Małgorzata Kamińska","doi":"10.1016/j.acalib.2026.103218","DOIUrl":"10.1016/j.acalib.2026.103218","url":null,"abstract":"<div><div>This paper proposes a Strategic Mitigation Framework for integrating Generative Artificial Intelligence (GenAI) into academic library operations while upholding the Sustainable Development Goals (SDGs). Addressing a critical gap, this paper systematically links GenAI's transformative potential with sustainability principles, specifically focusing on the institutional responsibilities of academic libraries. The analysis confirms that while GenAI is a powerful accelerator for core library functions (supporting SDG 4: Quality Education and SDG 9: Innovation through service automation and personalized learning), its adoption is contingent upon mitigating profound institutional risks. These challenges include scientific misinformation (“hallucinations”) threatening SDG 16: Peace and Strong Institutions, exacerbation of SDG 10: Reduced Inequalities due to proprietary model costs, and direct conflict with SDG 7 &amp; 13 (Clean Energy/Climate Action) through substantial carbon footprint. The framework addresses these tensions through a four-dimensional trade-off space encompassing Cost, Carbon, Equity, and Trust, demonstrating how strategic choices can optimize across competing sustainability dimensions. To resolve this sustainability paradox, the proposed framework mandates proactive strategies: implementation of formal Governance and Policy emphasizing data privacy and equity, development of robust AI Literacy programs, adoption of Green AI principles including model compression and quantization to reduce energy costs, and strategic shift toward Open-Source and Collaborative Solutions to ensure equitable, cost-effective access. Analysis of six critical trade-off scenarios provides library leaders with practical decision-making guidance for navigating genuine institutional constraints. The findings confirm that sustainable GenAI adoption requires a conditional, policy-driven approach, positioning academic library leadership as ethical stewards and strategic architects in AI-driven knowledge management.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 2","pages":"Article 103218"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189250","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}

{"title":"Subject librarianship in Japan: Case study of the University of Tokyo's Asian Research Library","authors":"Jia Zeng ,&nbsp;Shuntaro Kawamura","doi":"10.1016/j.acalib.2026.103216","DOIUrl":"10.1016/j.acalib.2026.103216","url":null,"abstract":"<div><div>This study investigates the introduction of subject librarians (SLs) in Japanese university libraries through a case study of the University of Tokyo's Asian Research Library (ARL), founded in 2020. While SLs have long been institutionalized in the US and the UK, their adoption in Japan remains limited. This study draws on meeting minutes, recruitment documents, and interviews with stakeholders and librarians, this research aims to clarify the roles, qualifications, and institutionalization of SLs in the Japanese context. The findings reveal that the initiative originated in discussions in 2007 and was institutionalized after the opening of the ARL. Furthermore, by examining the actual roles of SLs and the required qualities and by comparing conditions before and after the system's introduction, the study highlights the significance of this institutional shift. Despite achievements, challenges remain, such as the ambiguous institutional status of SLs and limited personnel resources. The study concludes that The University of Tokyo's experience offers a new valuable model for other institutions considering SL implementation. This case study contributes to bridging the research gap on SLs in Japan and provides insights for international academic library practices.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 2","pages":"Article 103216"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189357","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}

{"title":"Cloud-based digitization workflow with rich metadata acquisition for cultural heritage objects","authors":"Krzysztof Kutt ,&nbsp;Luiz do Valle Miranda ,&nbsp;Jakub Gomułka ,&nbsp;Grzegorz J. Nalepa","doi":"10.1016/j.acalib.2026.103212","DOIUrl":"10.1016/j.acalib.2026.103212","url":null,"abstract":"<div><div>In response to several cultural heritage initiatives at the Jagiellonian University, we developed a new digitization workflow in collaboration with the Jagiellonian Library (JL). The solution is based on easy-to-access technological solutions – Microsoft 365 cloud with MS Excel files as metadata acquisition interfaces, Office Script for validation, and MS Sharepoint for storage – that allows metadata acquisition by domain experts regardless of their experience with information systems. The ultimate goal is to create a knowledge graph that describes the analyzed collections, linked to general knowledge bases, as well as to other cultural heritage collections, so careful attention is paid to the high accuracy of metadata and proper links to external sources. The workflow was evaluated in two pilot studies and in two workshops, which allowed for its refinement and confirmation of its correctness and usability for JL. The knowledge graph created as a result of these pilot studies was made available in a public git repository. As the proposed workflow does not interfere with existing systems or domain guidelines regarding digitization and basic metadata collection in a given institution, but extends them in order to enable rich metadata collection, not previously possible, we believe that it could be of interest to all GLAMs.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 2","pages":"Article 103212"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145981560","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}

{"title":"Reimagining information literacy instruction in the age of AI: Investigating students' perceptions and expectations at a Pakistani university","authors":"Khalid Bashir Mirza ,&nbsp;Muhammad Arif ,&nbsp;Muhammad Rafiq","doi":"10.1016/j.acalib.2026.103201","DOIUrl":"10.1016/j.acalib.2026.103201","url":null,"abstract":"<div><div>This study investigates perceptions and expectations of freshmen regarding Information Literacy Instruction (ILI) at the Quaid-i-Azam University (QAU), Pakistan, with a focus on their engagement with AI tools and the potential integration of AI literacy into traditional ILI programs. This study assesses the instructional methods, content, and students' satisfaction with the program, as well as its responsiveness to the evolving needs of students amid AI advancements. This study employed an explanatory sequential mixed methods design to achieve its research objectives. A semi-structured questionnaire was administered in the first phase, followed by a qualitative phase comprising four focus groups for in-depth insights. The research findings reveal highly positive perceptions among participants regarding the overall quality, necessity, and relevance of the ILI program. No significant difference in ILI training satisfaction across program levels was found. Moreover, a significant association between program level and HEC Digital Library awareness was observed. In the context of emerging technologies, majority of students (89.1%) reported awareness of AI tools, while 81.89% indicated they have experience using AI tools. These results suggest growing engagement with AI tools, highlighting the need to integrate AI literacy into existing ILI programs.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"52 2","pages":"Article 103201"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145981562","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}