Journal of Academic Librarianship最新文献

{"title":"Promoting citizen science through academic libraries in the US: A study on LibGuides","authors":"","doi":"10.1016/j.acalib.2024.102972","DOIUrl":"10.1016/j.acalib.2024.102972","url":null,"abstract":"<div><div>Citizen science is a movement encouraging people to participate in publicly shared scientific projects that leads to new knowledge discovery and fosters community connections to scientific research. The purpose of this study is to review the promotion of citizen science (CS) by research-oriented academic libraries in the US through LibGuides. The data was collected between March 1 and July 10, 2024, from 146 R1 US university libraries as classified by the Carnegie Classification of Institutions of Higher Education. Only 19 of the libraries covered CS in a public LibGuide, with 12 of them having a dedicated CS LibGuide. The information in the LibGuides varied greatly; even common elements, such as a definition of CS, differed and came from many sources. Less than half of the LibGuides included information on community engagement or resources for instructors. The authors recommend that future studies look at the promotion of CS as a valuable topic of research, the creation and utilization of CS LibGuides, and the use of CS by universities as a means of facilitating the community engagement aspect of their missions.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552108","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":"Artificial intelligence implementation strategies for Ghanaian academic libraries: A scoping review","authors":"","doi":"10.1016/j.acalib.2024.102975","DOIUrl":"10.1016/j.acalib.2024.102975","url":null,"abstract":"<div><div>The purpose of this scoping review is to assess the scope of available literature on artificial intelligence (AI) application in libraries with a view to providing strategies for the implementation of AI in Ghanaian academic libraries from relevant literature. The study adopted the framework outlined by Arksey and O'Malley (2005) to enable the retrieval of documents from a major citation database SCOPUS. Relevant articles searched and retrieved were based on Abstract, and Title search on artificial intelligence and academic libraries which comprised the two broad concepts of the study. Data collection was carried out in two phases: phase one from October 2022 and phase two in November 2023. Out of a total of 542 documents retrieved based on a search strategy, 518 met our inclusion criteria. Title, abstract and full text screening of the documents resulted in a total of 478 relevant articles for case analysis. The study outcome after an analysis of the articles deemed relevant and considered for inclusion in the study (478) resulted in the establishment of five major themes: namely” study categories, continental adoption rate, study objectives, study findings and study recommendations which were captured from various cases of articles analyzed.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560994","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":"Undergraduate research symposium: Vital component in undergraduates' research journey","authors":"","doi":"10.1016/j.acalib.2024.102969","DOIUrl":"10.1016/j.acalib.2024.102969","url":null,"abstract":"<div><div>This study focused on social science undergraduate students' (a) perceptions of their research self-efficacy after participating in an undergraduate research symposium (URS) and (b) which research experiences were significant or meaningful and why. An explanatory sequential mixed-method design was used (2022−2023) with <em>N</em> = 91 Saudi female students completing a researcher-designed research self-efficacy e-survey (26 item, 5-point Likert agree/disagree scale): an experimental group (<em>n</em> = 50) that attended an URS and a control group (<em>n</em> = 41) that did not. This was followed by semi-structured interviews (<em>n</em> = 11) of experimental group participants. The experimental group exhibited significantly higher research self-efficacy overall (t-value = 7.731; <em>p</em>-value = .001) and across three aspects of research: planning, implementation, and presentation (average mean = 4.50). The URS was highly effective for social science students. A follow-up thematic analysis (&gt;90 % intercoder reliability) yielded five themes further affirming the success of the URS in improving research self-efficacy: women's empowerment, self-regulated learning especially via library access, career resilience, a respect for inherent challenges, and transformed perceptions of research. Because of the URS experience, students gained confidence and belief in their ability to effectively undertake research-related tasks.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560993","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":"Environmental scan of equity, diversity, and inclusion practices in collection development","authors":"","doi":"10.1016/j.acalib.2024.102962","DOIUrl":"10.1016/j.acalib.2024.102962","url":null,"abstract":"<div><div>Many academic libraries are exploring how to rectify the historical and ongoing exclusion of works by and about marginalized communities in library collections. Although some libraries have committed to changing their practices to reflect their values, few libraries publicly share Equity, Diversity, and Inclusion (EDI) policies specific to collection development. Moreover, existing policies fail to articulate goals and values specific to institutional context and collections. In spring 2023, Western Washington University Libraries formed a working group to conduct an environmental scan and explore how other libraries are operationalizing equity, diversity, and inclusion in their collection development practices<strong><em>.</em></strong> This paper summarizes the findings of that environmental scan and provides recommendations for libraries beginning this work. To successfully operationalize their values and initiate meaningful change, libraries should articulate institution-specific collection development objectives, embed them in existing collections procedures, and regularly assess progress.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527662","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":"Stakeholder communication in academic libraries: An exploration of annual reports and Instagram","authors":"","doi":"10.1016/j.acalib.2024.102967","DOIUrl":"10.1016/j.acalib.2024.102967","url":null,"abstract":"<div><div>Annual reports are an opportunity to demonstrate transparency and communicate with stakeholders. This article presents an exploratory content analysis of library annual reports and Instagram accounts in a state university system. The researchers synthesized common themes in content and structure developing archetypal formats of annual reports. These archetypes clarify the interplay between audience, purpose, content and design in developing a cohesive product. Findings indicate that libraries are neglecting opportunities to repurpose content between Instagram and annual reports. Information collected for the annual report provides content that can be tailored for Instagram posts, which in turn directs interested audience members to the full annual report. Finally, the best practices and strategies to improve communication and engagement with stakeholders identified by the researchers will be shared.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527663","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":"Gauging growth in undergraduate information literacy: A case study in library-faculty collaboration","authors":"","doi":"10.1016/j.acalib.2024.102968","DOIUrl":"10.1016/j.acalib.2024.102968","url":null,"abstract":"<div><div>How do academic librarians and teaching faculty assess the impact we exert on students' capabilities as researchers? This paper describes the authors' unique six-week approach to incorporating library instruction into a research assignment for students in introductory Teacher Education and American Politics classes. We constructed a pre- and post- instruction survey that measured change in students' attitudes toward 1) their own level of information literacy, 2) their skills as researchers, and 3) the usefulness of the library's resources. The survey consisted of statements regarding students' attitudes toward the aforementioned categories, measuring agreement on a 6-point scale. We conducted this survey over three consecutive semesters (<em>N</em> = 208). We find that students began the project with high degrees of confidence in their own knowledge and abilities, but also increased their confidence in all categories. Moreover, the change between the pre- and post-project survey was statistically significant on all questions, as assessed by a difference of means test.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446189","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":"Vibe check: Unmuting the possible effects of emergency remote teaching on first year students research","authors":"","doi":"10.1016/j.acalib.2024.102966","DOIUrl":"10.1016/j.acalib.2024.102966","url":null,"abstract":"<div><h3>Background</h3><div>Through previous literature we know students has experienced a wide variety of emotions throughout their research (Blocksidge &amp; Primeau, 2024, Bostik, 1992; Onwuegbuzie, Jiao, &amp; Bostick, 2004; <span><span>McAfee, 2018</span></span>), but the impact emergency remote teaching has had on those emotions is yet to be explored, despite knowing that students are encountering more mental health challenges than pre-pandemic (<span><span>Pasquini &amp; Keeter, 2022</span></span>; <span><span>Schaeffer, 2022</span></span>). Having a robust data set of first year students from 2019 we set out to identify what has changed post-emergency remote teaching. Our goal is to create a set of findings for others to use to create their own evidence-based practices.</div></div><div><h3>Methods</h3><div>In 2019 and 2023 all first-year students on a large regional campus of a school in the Midwest had the opportunity to participate in a survey as well as interviews. Interviews were recorded and then transcribed, allowing us to move to using a grounded theory approach to coding.</div></div><div><h3>Results</h3><div>We discovered when comparing our 2019 and 2023 results that the emotional codes had a change with an increased expression of frustrations by 15 % and a slight increase of 35 % of Problem-Solving Persistence. When exploring the data related to research activities, we found a 57 % increase in students looking to find a source a different way with a 59 % decrease in students giving up on a source or a 46 % decreased in finding a completely different source. Additionally, there was a 34 % increase in ambiguous language in reference to evaluation.</div></div><div><h3>Conclusion</h3><div>While first-year students are still using ambiguous language when evaluating sources and express frustration with roadblocks to finding information, they are giving up on sources less, and becoming more persistent when trying multiple methods to find the exact source they believe they need. More research is still needed but this preliminary work shows that there have been changes in their information behaviors, ones that can't be dismissed when evaluating and revising our own practices.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446188","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":"Strategic alliances: The library as a partner for student success","authors":"","doi":"10.1016/j.acalib.2024.102964","DOIUrl":"10.1016/j.acalib.2024.102964","url":null,"abstract":"<div><div>The University of Mississippi Libraries (UML) has a longstanding partnership with campus units, such as The Center for Student Success and the First Year Experience (CSSFYE) and The Department of Writing and Rhetoric (DWR), to embed information literacy skills into first-year courses called the First-Year Instruction Initiative (FYII) that support library's first-year student success goals. This paper describes the importance of campus partnerships to create and assess information literacy instruction goals at an R1 university. Surveys to instructors at the end of each semester provide evidence to support more synchronous instruction efforts over asynchronous efforts, despite the challenge of providing traditional instruction to a growing number of first-year courses with a shrinking library staff. This case study describes how UML has addressed these challenges and evaluated the effectiveness of these partnerships over time in regard to future FYII sessions (both synchronous and asynchronous) and embedding information literacy skills at various levels in first-year instruction.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418063","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":"Exploring the impact of sexual orientation, gender identity, and expression in academic libraries","authors":"","doi":"10.1016/j.acalib.2024.102947","DOIUrl":"10.1016/j.acalib.2024.102947","url":null,"abstract":"<div><div>Academic libraries rely on data-driven measures and outcomes to evaluate and improve the quality of their services supporting culturally diverse patrons and staff. There is little research however, that goes beyond collecting traditionally binary choices of gender, and virtually no demographic data on sexual orientation. The purpose of this paper is to explore an academic library worker's experience via their Sexual Orientation, Gender Identity, and Expression (SOGIE). Specifically, the present study seeks to answer five research questions targeted toward gaining a better understanding of the work culture experience for those who identify as Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, or Asexual (LGBTQIA+).</div></div><div><h3>Methodology</h3><div>Through a mixed-methods exploration, a convenience survey was distributed across multiple professional listservs to academic library workers in the United States. A quantitative analysis of 233 academic library workers was conducted that compiled information regarding their SOGIE identities as well as other personal and professional characteristics. Next, an empirical analysis examined 674 comments expressed within four open-ended questions (OeQs), which led to development of a SOGIE classification scheme. The qualitative process enabled researchers to develop overarching themes and subcategories within each OeQ to explore why people choose to disclose their identity as well as their level of job satisfaction and plans for the future.</div></div><div><h3>Findings</h3><div>The majority of LGBTQIA+ individuals felt safe and supported in an academic library environment. Results indicated that there were no significant differences when compared to those who identified as heterosexual. Many who identified as LGBTQIA+ were either fully out in the workplace or believed their SOGIE identity to be a non-issue. That said, nearly an equal number of respondents indicated they were selective in their disclosure strategies or chose not to reveal their identity to anyone. In either case, most believed that their SOGIE identity did not impact their ability to succeed or thrive in the profession. When questioned about drawbacks or consequences for those with non-conforming identities, instances of burn-out, fear of stigma, and safety concerns were expressed that were often associated with regional and/or institutional culture or climate. Lastly, and regardless of identity, an overwhelming number of respondents commented that working in academic libraries provided them with high levels of personal and professional fulfillment, frequently using some version of the terms <em>love</em>, <em>passion,</em> or <em>enjoy</em> when describing their work.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418065","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":"Artificial Intelligence and the academic library","authors":"","doi":"10.1016/j.acalib.2024.102965","DOIUrl":"10.1016/j.acalib.2024.102965","url":null,"abstract":"","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418066","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}