Journal of Academic Librarianship最新文献

{"title":"“Domo arigato, Mr. Roboto”: A qualitative content analysis of AI music in WorldCat","authors":"Adam Eric Berkowitz","doi":"10.1016/j.acalib.2025.103026","DOIUrl":"10.1016/j.acalib.2025.103026","url":null,"abstract":"<div><div>Artificial intelligence (AI) has been used for experimentation in generating music for the last seventy years, but recent advances in generative AI (genAI) have led to novel, creative, and even surprising results. Issues arise when genAI and human efforts are simultaneously recognized in a creative work, constituting the uncanny valley and leading to discomfort among listeners. Additionally, the lack of transparency required of media producers regarding genAI use robs audiences of their right to choose whether to engage or avoid genAI content. This has sparked discussions among researchers, industry leaders, and lawmakers about regulating genAI use with priority given to enforcing transparency. Libraries can play a role in this by curating metadata when cataloging genAI materials, but current cataloging practices and policies inhibit the cataloger's ability to maximize accuracy and transparency when describing genAI items. This study features a content analysis that examines WorldCat item records belonging to genAI songs and music albums and finds inconsistent item record descriptions, often vaguely referring to or omitting genAI use. Supported by epidata theory, this study recommends adopting Resource Description and Access (RDA) standards to improve accuracy and transparency in cataloging genAI music.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103026"},"PeriodicalIF":2.5,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143552969","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":"Academic librarian schedules and workspaces","authors":"Katherine Hanz,&nbsp;Dawn McKinnon","doi":"10.1016/j.acalib.2025.103027","DOIUrl":"10.1016/j.acalib.2025.103027","url":null,"abstract":"<div><div>Libraries around the world are exploring new models for operating and providing services post-pandemic. Many case studies have been written about individual programs and services, alongside articles about libraries pivoting as a response to COVID-19; however, this study is a large-scale, national study on library work. As academic libraries have been playing with flexible schedules and different types of workspaces, there are major implications for how librarians work and their level of satisfaction with their jobs.</div><div>This study of English-speaking Canadian academic librarians is the first national overview of how and where librarians across the country are working, and levels of satisfaction with different working situations and conditions. The following research questions were considered:<ul><li><span>1.</span><span><div>What are librarian work schedules, and are they able to choose their schedules?</div></span></li><li><span>2.</span><span><div>What kinds of workspaces do they have?</div></span></li><li><span>3.</span><span><div>What do they like about their workspaces?</div></span></li><li><span>4.</span><span><div>What do they feel can be improved with their schedules and workspaces?</div></span></li></ul></div><div>Results show that the majority of academic librarians work in closed offices, and prefer this set up. Most work on campus between 3 and 5 days a week, and choose which days they work from home.</div><div>This study fills a gap in literature on the current working environment in academic libraries, providing comprehensive findings on how librarians feel about their working conditions and schedules. Results are easily adaptable to other library settings and to other academic units.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103027"},"PeriodicalIF":2.5,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143526842","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":"Reviewing academic library policies for DEIAJ elements: Development and application of a policy review tool","authors":"Kawanna M. Bright ,&nbsp;Yoko Okunishi","doi":"10.1016/j.acalib.2025.103024","DOIUrl":"10.1016/j.acalib.2025.103024","url":null,"abstract":"<div><div>Policies in academic libraries, whether formal or informal, external or internal, carry high levels of importance for the functioning of the library. But history and experience have shown that library policies are not always written for the benefit of everyone, and may negatively impact some library users and employees, especially those from marginalized or historically excluded populations. Until recently, very little focus has been given to review of academic library policies from a diversity, equity, inclusion, accessibility, or justice (DEIAJ) perspective. This case study focuses on the process utilized to develop, test, and apply a tool to reviewing academic library policies for DEIAJ elements. The process identified several insights, focusing on key elements of policy development either not fully addressed or in need of updates, including understanding who created and reviewed policies, when reviews were taking place, the need for a structured process, and awareness of subjectiveness. Recommended best practices in policy development and review are also shared. This case study supports academic libraries interested in engaging in policy review and identifying an approach and tool that will work for their contextual needs by thoroughly mapping out the process followed by the California State University, Dominguez Hills (CSUDH) University Library and sharing the review tool for wider use.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103024"},"PeriodicalIF":2.5,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465087","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":"Barriers to online library instruction in academic libraries: A qualitative study","authors":"Rebeca Peacock","doi":"10.1016/j.acalib.2025.103021","DOIUrl":"10.1016/j.acalib.2025.103021","url":null,"abstract":"<div><div>Online learning has greatly influenced higher education. In response many academic libraries have expanded their online instruction programs to improve information literacy in multiple learning environments. The barriers that limit the ability of academic librarians to deliver online instruction effectively are examined in this study, using semi-structured interviews with 18 participants who have considerable experience in academic librarianship and instructional design. Barriers are revealed, such as limited institutional support, resource constraints, pervasive negative attitudes toward both online learning as well as library instruction, insufficient student motivation, and inadequate professional preparation. These barriers signify longstanding issues—such as the undervaluation of librarians' educational roles and the lack of pedagogical training in library science curricula. However, changes in the higher education landscape, especially after the COVID-19 pandemic, have raised the urgency for planned responses. This research draws attention to the fact that, if the barriers that limit effective delivery of online instruction by academic librarians are going to be reduced, institutional investment has a key role; professional development opportunities need to be increased, and important curriculum in library science programs need to be reformed. Active advocacy that legitimizes and advances online library instruction will be an essential component of academic librarianship.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103021"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394624","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":"Estimating the quality of academic books from their descriptions with ChatGPT","authors":"Mike Thelwall,&nbsp;Andrew Cox","doi":"10.1016/j.acalib.2025.103023","DOIUrl":"10.1016/j.acalib.2025.103023","url":null,"abstract":"<div><div>Although indicators based on scholarly citations are widely used to support the evaluation of academic journals, alternatives are needed for scholarly book acquisitions. This article assesses the value of research quality scores from ChatGPT 4o-mini for 9830 social sciences, arts, and humanities books from 2019 indexed in Scopus, based on their titles and descriptions but not their full texts. Although most books scored the same (3* on a 1* to 4* scale), the citation rates correlate positively but weakly with ChatGPT 4o-mini research quality scores in both the social sciences and the arts and humanities. Part of the reason for the differences was the inclusion of textbooks, short books, and edited collections, all of which tended to be less cited and lower scoring. Some topics also tend to attract many/few citations and/or high/low ChatGPT scores. Descriptions explicitly mentioning theory and/or some methods also associated with higher scores and more citations. Overall, the results provide some evidence that both ChatGPT scores and citation counts are weak indicators of the research quality of books. Whilst not strong enough to support individual book quality judgements, they may help academic librarians seeking to evaluate new book collections, series, or publishers for potential acquisition.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103023"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394623","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 business of transformative agreements","authors":"Reece Steinberg","doi":"10.1016/j.acalib.2025.103020","DOIUrl":"10.1016/j.acalib.2025.103020","url":null,"abstract":"<div><div>What can transformative agreements (TA) tell us about the future of Open Access (OA)? To investigate and analyze the business model of big publishers driving these agreements, this article uses a case study of the publisher Wiley, a business model canvas, and a decision matrix. The study uncovers motivations for moving to this model and effects to libraries and research spread unequally among institutions and globally.</div><div>This has implications for the work of liaison librarians – the frontline with researchers, as well as library leadership, university leadership and others concerned with equitable access to publishing, and diversity of research.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103020"},"PeriodicalIF":2.5,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378887","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":"Examining diversity beyond gender: Addressing inclusion gaps in LIS education and academic libraries in Pakistan","authors":"Murtaza Ashiq ,&nbsp;Shafiq Ur Rheman ,&nbsp;Nosheen Fatima Warraich","doi":"10.1016/j.acalib.2025.103022","DOIUrl":"10.1016/j.acalib.2025.103022","url":null,"abstract":"<div><div>Librarianship is generally understood to be a feminized profession in the world. However, the situation is quite contrary in the developing world. This study is the first in Pakistan investigating the diversity gaps in the LIS education and academic libraries of Pakistan considering gender, differently abled, minorities, and socio-economic backgrounds. A qualitative research approach was applied to thoroughly explore gender diversity in the LIS profession in Pakistan. Interviews were conducted with the faculty members and chief librarians from various geographical locations of the country. The findings revealed a significant predominance of male on leadership positions (in library schools and academic libraries). There is a lack of professionals with disabilities, marginalized and minority groups being recruited. The enrollment pattern in library schools indicates a lack of a heterogeneous student body and academic libraries also lack diverse library users. Most of the well-established libraries are situated in Punjab province which further shows geographical imbalance and disparities. This situation urges concerns for improving and promoting gender diversity on leadership roles, addressing gender imbalances among the broader professional staff, and actively recruiting people from diverse communities (such as differently abled, marginalized, and minority groups) can improve the representation and equity of the library workforce.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103022"},"PeriodicalIF":2.5,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378888","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":"Undergraduates' appraisal and coping responses to dis/misinformation issues on social media: Implications for information literacy education","authors":"Sei-Ching Joanna Sin ,&nbsp;Kyung-Sun Kim","doi":"10.1016/j.acalib.2025.103019","DOIUrl":"10.1016/j.acalib.2025.103019","url":null,"abstract":"<div><div>Social media is increasingly recognized as a prominent stressor and source of societal problems (e.g., dis/misinformation) that impact students' growth and well-being. Academic libraries, as leaders in information literacy (IL), can play an important role in mitigating the problem. This includes advancing a holistic IL education, focusing not only on students' intellectual growth but also their affective responses to informational issues, as some affective reactions may lead to unproductive behaviors. To discover areas warranting IL interventions, the current study identified a typology of undergraduates' responses to dis/misinformation problems on social media. Applying the <em>Transactional Model of Stress and Coping</em> by Lazarus and Folkman, the study analyzed students' Twitter usage, cognitive appraisals, and coping responses (U-A-C) to dis/misinformation on Twitter. Two waves of survey were conducted, collecting a total of 1735 responses from undergraduates. The study identified five user profiles. The most prevalent profile (36 % of the sample) showed scant coping responses to dis/misinformation issues in all three categories (escape-avoidance, planful problem-solving, and seeking social support). Demographic differences (including gender and age) in U-A-C profiles were also found. The results revealed several patterns that IL education may need to address. For instance, one user profile showed low primary and secondary appraisals (i.e., low levels of perceived importance and self-efficacy related to addressing dis/misinformation problems) and high escape-avoidance coping, which would benefit from fine-tuned IL training that not only develops students' skills and self-confidence in IL, but also seeks to reduce avoidance behaviors. Implications for IL training and research are discussed.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103019"},"PeriodicalIF":2.5,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182511","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":"Librarians' contributions to and impact on pharmacy scholarship: A bibliometric analysis using a systematic approach","authors":"Rebecca Carlson ,&nbsp;Emily P. Jones ,&nbsp;Christopher S. Wisniewski ,&nbsp;Jennifer N. Wisniewski ,&nbsp;Emma Barrett-Catton ,&nbsp;Michael Wolcott ,&nbsp;Fei Yu","doi":"10.1016/j.acalib.2025.103016","DOIUrl":"10.1016/j.acalib.2025.103016","url":null,"abstract":"<div><div>This bibliometric analysis of librarian and pharmacist co-authored publications was conducted to identify the scholarly contributions made by librarians to pharmacy literature, patterns within co-authorship networks, and the citation impact of librarian co-authors on pharmacy publications.</div><div>The authors conducted a comprehensive search of the literature and included 533 relevant citations after screening. These underwent bibliometric analysis and data mining to map the distribution of and trends in the literature over time using document type, citation impact, topic areas, and affiliations.</div><div>Librarians from 32 countries and 273 libraries contributed to publications in 180 journals and other sources. Over half were review articles, including systematic reviews, scoping reviews, and meta-analyses, but many original research and non-research papers (e.g., commentaries, protocols, descriptive or experience papers, book chapters, etc.) were also found. Publication topics spanned across many areas of pharmacy practice, research, and education, including clinical studies, pharmacy education, drug design and development, pharmacist roles, health services, and animal-based laboratory studies. When comparing citation counts of these articles to average publications in the same year and field, 69 % of these studies were cited more times. The citation impact of over half of these studies (54 %) is also higher than 50 % of NIH-funded papers, measured by the median of Relative Citation Ratios. The median Citation Benchmarks and Relative Citation Ratios were significantly higher than the expected medians for average publications in the same year and field.</div><div>Overall, this analysis demonstrates that librarians are contributing to high-impact research publications around the world and that interprofessional collaboration between authors may be beneficial to scholarship outcomes.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103016"},"PeriodicalIF":2.5,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182509","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":"People v processes: The role of the academic librarian in supporting the decolonisation of learning and teaching at UK universities","authors":"Lottie Needham,&nbsp;Leo Appleton","doi":"10.1016/j.acalib.2025.103018","DOIUrl":"10.1016/j.acalib.2025.103018","url":null,"abstract":"<div><h3>Background</h3><div>Decolonisation is a complex term reflected in the contention surrounding its definition. The UK university has faced increasing calls to decolonise and in turn examine its own entrenched coloniality. Part of the institution, the academic library has faced similar pressures to decolonise, notably regarding learning and teaching.</div></div><div><h3>Aims</h3><div>This study aimed to investigate how decolonisation is understood and perceived among academic librarians to gain insight into how the academic library can best support the decolonisation of learning and teaching at UK universities.</div></div><div><h3>Methods</h3><div>The research took an inductive approach. Purposive sampling was used to recruit nine librarians from eight UK university libraries for semi-structured interviews. The qualitative data was analysed using thematic analysis which provided insight into decolonisation practice in UK academic libraries.</div></div><div><h3>Results</h3><div>There is a clear willingness among librarians to actively contribute to decolonisation work at their respective institutions. This proactiveness is essential and where decolonising work is codified in strategy, a dedicated role or allocated time and resources, these initiatives are arguably more effective. This is particularly the case when coupled with strong library leadership and institutional support.</div></div><div><h3>Conclusion</h3><div>Decolonising learning and teaching can take many guises. Librarians must be proactive in their approach and willing to do the work. When guided by strong library leadership and with the support of the institution, these librarian activists are arguably best placed to support the decolonisation of the curriculum given their proximity to resources, academics and students. It is questionable, however, whether a decolonised curriculum alone constitutes success.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 2","pages":"Article 103018"},"PeriodicalIF":2.5,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182510","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}