Journal of Academic Librarianship最新文献

{"title":"Evaluating undergraduate research needs in one-on-one research consultation requests: A qualitative study","authors":"Meredith Knoff","doi":"10.1016/j.acalib.2024.102980","DOIUrl":"10.1016/j.acalib.2024.102980","url":null,"abstract":"<div><div>This study analyzes the areas of assistance students identified as necessary when they scheduled a one-on-one research consultation; the analysis was conducted through the evaluation of &gt;300 consultation scheduling forms, which ask students to describe their research before meeting with a librarian or other library research assistant.</div><div>It specifically considers the kinds of resources, types of assignments, specific assistance, and the research topics and subject areas for which students seek library help. It also analyzes the language used to better understand how students describe their research. Results found that, while students mostly scheduled appointments seeking assistance for traditional library services and resources for research projects and papers, they did not come from one dominant subject area. Students had varied ways of describing their needs that do not fit neatly within the library vernacular. This information can help librarians develop more targeted outreach areas for both subject areas and emerging forms of scholarship not seen in research consultations. Understanding the language students use, regardless of whether or not it comes from their instructor, can show how they learn and conceive of research going forward, as well as how they construct their identity as researchers.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102980"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142663780","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":"What drives the continuance intention of “Study with Me” virtual learning commons? A perspective from ECM-ISC","authors":"Zuying Mo,&nbsp;Yiming Guo,&nbsp;Chen Si,&nbsp;Gaohui Li","doi":"10.1016/j.acalib.2024.102973","DOIUrl":"10.1016/j.acalib.2024.102973","url":null,"abstract":"<div><h3>Purpose</h3><div>The research goal is to understand what factors affect users' continuance intention (CI) of virtual learning commons, focusing on the impact of technological features and individual characteristics on CI.</div></div><div><h3>Design/methodology/approach</h3><div>In this study, we take “Study with Me”(SWM) as the research subject. Based on the expectation confirmation model for information systems continuance (ECM-ISC) theory, we propose an influence mechanism model for testing these hypotheses. A total of 378 valid data were collected through an online survey of users who frequently use SWM virtual learning commons. The tools SPSS 26.0 and AMOS 24.0 were used to analyze the reliability, validity, model fits and structural equation modeling (SEM).</div></div><div><h3>Findings</h3><div>The results indicated that interaction immediacy, connectedness, and immersion positively influence users' perceived usefulness (PU) of SWM. The study also concluded that users' self-regulated learning and habit significantly impact their CI of SWM. However, there was no significant relationship found between digital literacy and CI.</div></div><div><h3>Originality/value</h3><div>This study offers a comprehensive explanation of users' CI of SWM by integrating both technological and individual factors. The findings of this research can provide an empirical foundation for optimizing learning space services, particularly fostering innovative integration between physical and virtual library environments. These findings contribute to promoting diversified development in library space utilization.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102973"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592653","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":"Will print books survive? Print book circulation and in-house use at a mid-sized academic library","authors":"Lisa Thornton ,&nbsp;Lisa M. Rose-Wiles ,&nbsp;Gerard Shea","doi":"10.1016/j.acalib.2024.102979","DOIUrl":"10.1016/j.acalib.2024.102979","url":null,"abstract":"<div><div>The Covid-19 pandemic of 2020–2021 accelerated a long-term trend of declining print book use in academic libraries. At Seton Hall University, recovery has been slow, with both checkouts and in-house use still well below pre-Covid levels. Use of the physical library has also decreased. The decrease in print book use is especially notable among students. However, it is less apparent in subject areas that have undergone systematic inventory, removing outdated books and those in the catalog but not on the shelf, and updating of the collections. This makes for more attractive and accurately represented collections with a greater proportion of newer books, which circulate more often than older books. Use of a prominently displayed New Books collection is especially strong and has returned close to pre-Covid levels, while a recently established Leisure collection is also well used. This illustrates the value of small, carefully curated collections. Given the well-documented value of reading and the notion that eBooks should complement rather than replace print collections, we consider ways to promote use of the physical library and its print books. We incorporate ideas and data from public libraries, which are rarely considered in the academic library field.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 6","pages":"Article 102979"},"PeriodicalIF":2.5,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704906","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":"Layla Alsalim ,&nbsp;Muna Alghamdi ,&nbsp;Hiya Almazroa ,&nbsp;Taghreed Alsudais ,&nbsp;Amani khalaf. H. Alghamdi","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":"50 6","pages":"Article 102969"},"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":"Sidonie Devarenne,&nbsp;Madeline Kelly,&nbsp;Emily Spracklin","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":"50 6","pages":"Article 102962"},"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":"Laura Wright,&nbsp;Samantha Paul","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":"50 6","pages":"Article 102967"},"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":"Rochelle Hunt Reeves ,&nbsp;Diane L. Duffin ,&nbsp;Jane Ziebarth-Bovill","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":"50 6","pages":"Article 102968"},"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":"Katie Blocksidge ,&nbsp;Hanna Primeau","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":"50 6","pages":"Article 102966"},"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":"Melissa Dennis,&nbsp;Ashley S. Dees","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":"50 6","pages":"Article 102964"},"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":"Judith Brink Drescher ,&nbsp;Kayla Reed","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":"50 6","pages":"Article 102947"},"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}