Journal of Academic Librarianship最新文献_第2页

Artificial Intelligence and the academic library 人工智能与学术图书馆

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-10-08 DOI: 10.1016/j.acalib.2024.102965

引用次数: 0

“How can we help you?”: Assessing student behaviors and outcomes in collaborative research and writing support "我们能帮你什么？评估学生在合作研究和写作支持中的行为和成果

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-10-07 DOI: 10.1016/j.acalib.2024.102963

{"title":"“How can we help you?”: Assessing student behaviors and outcomes in collaborative research and writing support","authors":"","doi":"10.1016/j.acalib.2024.102963","DOIUrl":"10.1016/j.acalib.2024.102963","url":null,"abstract":"<div><div>Research shows students benefit from both research services (Cox et al., 2019) and writing services (Salazar, 2021; Freeman & Getty, 2024), but what changes for students when such services are offered collaboratively in the same space? Our research examines how student behaviors and expectations can inform the design of collaborative research and writing support services and assesses self-reported outcomes in learning, confidence, and belonging in academic communities for post-traditional students, and students of color at a small, urban, public university in the Midwest. In a mixed methods study based on a broad sample of survey data, we determined the service model worked well for users with varied demographic backgrounds and in both online and in-person service modalities. The most significant determinant of self-reported outcomes came not from aspects of the service model itself, but from how students made the service part of their learning. Most notably, the amount of time users spent with the service correlated with positive self-assessed outcomes in grades, and user preference for working consistently with the same staff member showed positive outcomes across grades, confidence, and connection to community. These findings offer several implications, including challenges in communicating to students how librarians support the research and writing process, a reassessment of the value of “transactional” engagement between students and librarians and writing tutors, and reinforce of the need to provide flexibility to students and learn from their usage habits, especially when serving post-traditional learners.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Not another diversity audit”: Performing a diversity-based purchase analysis at a small academic library "不是又一次多样性审计"：在一家小型学术图书馆进行基于多样性的采购分析

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-10-07 DOI: 10.1016/j.acalib.2024.102961

引用次数: 0

At the intersection of information literacy and written communication: Student perspectives and practices related to source-based writing 信息素养与书面交流的交叉点：与基于资料来源的写作相关的学生观点和实践

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-26 DOI: 10.1016/j.acalib.2024.102959

引用次数: 0

Intellectual property information service methods for SMEs in university libraries 高校图书馆为中小企业提供知识产权信息服务的方法

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-19 DOI: 10.1016/j.acalib.2024.102960

引用次数: 0

Conflicts of neutrality: Exploring definitions, values, and practices among Canadian academic librarians 中立的冲突：探索加拿大学术图书馆员的定义、价值观和做法

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-16 DOI: 10.1016/j.acalib.2024.102958

{"title":"Conflicts of neutrality: Exploring definitions, values, and practices among Canadian academic librarians","authors":"","doi":"10.1016/j.acalib.2024.102958","DOIUrl":"10.1016/j.acalib.2024.102958","url":null,"abstract":"<div><p>Library neutrality, often considered a core value of librarianship, has been facing growing opposition in recent years, but little research exists on how it is being defined and prioritized by practicing librarians. Normally more of a concern in public libraries, increased politicization of academic spaces is bringing the neutrality debate to college and university libraries. This article presents the results of a survey of Canadian academic librarians' attitudes towards library neutrality, including how they define, value and practice neutrality. It is found that Canadian academic librarians most commonly define neutrality as “not taking a side” and that ambivalent and negative conceptions of neutrality are prevalent. Neutrality is largely considered to be impossible and unethical, and seen as significantly less valuable than other library values such as access to information and social responsibility. The unfavourable conceptions and low value attached to neutrality are reflected in Canadian academic librarians' actions and practice. Many librarians are purposely contravening the principle of neutrality by acting in ways that they consider non-neutral, with social justice is a frequent impetus for non-neutral action.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324001198/pdfft?md5=c18b82c79cf9dcb38714e7d3a010a55d&pid=1-s2.0-S0099133324001198-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233751","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}

引用次数: 0

WeChat official accounts in medical academic libraries: A study on publication status and communication impact in China 医学学术图书馆中的微信官方账号：中国医学学术图书馆微信官方账号的发布状况与传播影响力研究

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-10 DOI: 10.1016/j.acalib.2024.102946

{"title":"WeChat official accounts in medical academic libraries: A study on publication status and communication impact in China","authors":"","doi":"10.1016/j.acalib.2024.102946","DOIUrl":"10.1016/j.acalib.2024.102946","url":null,"abstract":"<div><p>WeChat official accounts (WCOAs) have emerged as a prevalent medium for information dissemination in Chinese academic libraries over the past decade. This study quantitatively analyzed the whole-year performance of 120 WCOAs from 117 medical college and university libraries, using the WeChat communication index (WCI) algorithm to evaluate communication power at three levels: macro-level accounts, meso-level content themes, and micro-level individual posts. The results showed that 55.6 % of the libraries have activated WCOAs, with an average annual output of 129 posts and 72 broadcasts per account. However, these accounts demonstrated a relatively low average WCI of 249.24, with a small percentage of high-impact posts. A deeper analysis reveals that reading promotion was the overarching theme, and basic library services and digital resource services were frequently highlighted with a high topic communication index. Notable concerns were also identified, including non-audience-centric posting schedules, a disproportionate focus on leisure-oriented content rather than academic support, and a scarcity of original posts. This study provides a snapshot of the developmental stages of WCOAs in Chinese academic libraries from a publication and communication perspective, and also offers pragmatic guidance for their development.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142164644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding feelings, thoughts, and actions: Social work students and individual research consultations 理解情感、思想和行动：社会工作专业学生与个人研究咨询

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-01 DOI: 10.1016/j.acalib.2024.102945

{"title":"Understanding feelings, thoughts, and actions: Social work students and individual research consultations","authors":"","doi":"10.1016/j.acalib.2024.102945","DOIUrl":"10.1016/j.acalib.2024.102945","url":null,"abstract":"<div><p>The purpose of this study was to better understand how individual research consultations (IRCs) with a librarian impact undergraduate social work students' feelings, thoughts, and actions during their information search process. Screencast videography was the primary method of data collection in this qualitative case study. Participants (<em>n</em> = 7) were sampled from a social work research seminar course at a regional university in the upper Midwest. Both prior to and after an IRC, study participants joined a recorded Zoom meeting with the researcher, share their screen, and talk aloud during their search process. Follow up interviews with participants were also conducted. Results showed participants' feelings moved from confused prior to the IRC to confident after the IRC. Participants had a more refined topic and were more effective in applying inclusion and exclusion criteria when selecting articles for their literature review assignment after the IRC. The actions students took after the IRC were more beneficial to their information search process, especially when it came to reading and understanding scholarly research. These results underscore the value IRCs can provide to undergraduate social work students. The findings of this study demonstrate and explain changes in student information seeking as a result of an IRC.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Growth of Knowledge Synthesis in a University Setting: Types, Disciplines, and Librarian Involvement 大学环境中知识合成的增长：类型、学科和图书馆员的参与

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-01 DOI: 10.1016/j.acalib.2024.102941

{"title":"Growth of Knowledge Synthesis in a University Setting: Types, Disciplines, and Librarian Involvement","authors":"","doi":"10.1016/j.acalib.2024.102941","DOIUrl":"10.1016/j.acalib.2024.102941","url":null,"abstract":"<div><p>Librarian co-authorship of knowledge synthesis (KS) research is on the rise, demonstrating growing recognition of the value librarians bring to research teams. This study analyzes trends in KS research output at a mid-sized doctoral granting university between 2017 and 2022, with a focus on librarian involvement. Using PubMed, Scopus, and the Social Sciences Citation Index & Arts and Humanities Citation Index, all KS research published by researchers at our institution between 2017 and 2022 was retrieved. A content analysis was conducted, and findings reveal a 280 % increase in librarian co-authorship during this period, coinciding with a 54 % overall growth in KS publications. Health sciences continue to dominate as the primary creators of KS research, with <10 % of published KS published in the sciences, humanities, and social sciences. Notably, systematic reviews with librarian co-authors were published in journals with higher Journal Impact Factors (JIFs) than those without. This research underscores the vital role librarians play in advancing KS research, the importance of advocating for librarian co-authorship, and highlights the need for increased librarian engagement in non-health disciplines.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324001022/pdfft?md5=0bfeb4de66ec19de4e2be1b2454e782c&pid=1-s2.0-S0099133324001022-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142117620","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}

引用次数: 0

An interdisciplinary assessment of information literacy instruction 信息扫盲教学的跨学科评估

IF 2.5 3区管理学

Journal of Academic Librarianship Pub Date : 2024-09-01 DOI: 10.1016/j.acalib.2024.102944

{"title":"An interdisciplinary assessment of information literacy instruction","authors":"","doi":"10.1016/j.acalib.2024.102944","DOIUrl":"10.1016/j.acalib.2024.102944","url":null,"abstract":"<div><p>Information literacy is a crucial skill often overlooked by faculty in higher education, who expect incoming Gen Z students to have some ability to navigate the information landscape appropriately and efficiently either from prior high school instruction or simply by the ubiquity of information access. Assessments of college students' information literacy paints a different picture, indicating that information literacy instruction is required and that deliberate efforts should be made to aid students in proper evaluation and use of informational media. This study investigates the value of generalized information literacy instruction at a medium-sized, public 4-year university in a rural area. Student knowledge is assessed pre- and post-instruction to determine specific impacts of information literacy instruction on various facets of information literacy – source quality, relevance, and context. Specifically, the purpose of this research is to determine (1) whether information literacy varies across students in different fields/disciplines and (2) if so, whether generalized information literacy instruction tends to close those cross-disciplinary gaps or extend existing disparities. Data collected herein demonstrate that gains in information literacy vary substantially by academic discipline. For example, students in the College of Humanities and Fine Arts began with the second-highest average pre-instruction scores (75.00 %) and exhibited the largest gains between pre- and post-instruction assessments (+12.14 %). The results obtained in this study indicate that generalized instruction tends to inflate existing disparities in information literacy between disciplines. Based on these findings, there is ample evidence to suggest that discipline-specific information literacy instruction could provide students with larger individual gains and potentially allow information literacy to converge across fields.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324001058/pdfft?md5=22c083d47c9e1816fb98959d81335e05&pid=1-s2.0-S0099133324001058-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128859","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}

引用次数: 0