Journal of Academic Librarianship最新文献

{"title":"A look at critical information literacy from Europe's educability project","authors":"Miguel Ángel Marzal García-Quismondo ,&nbsp;Pablo Parra-Valero ,&nbsp;Sara Martínez-Cardama","doi":"10.1016/j.acalib.2024.102917","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102917","url":null,"abstract":"<div><p>This article approximates the concept of Critical Information Literacy based on the Educability project: Building the Capacity of Educators &amp; Librarians in Information Literacy. Funded by the European Union and conducted between 2020 and 2023 by four European universities, this project aims to address contemporary socio-technological challenges through information literacy training. Methodology encompasses a literature review, analysis of target audience needs, and a Delphi study to assess the proposed curriculum design. This paper focuses on the current dimension of Critical Information Literacy, emphasizing its role in promoting equity, preventing misinformation, and fostering critical thinking in an evolving digital environment. Findings reveal a progression in defining Critical Information Literacy, emphasizing the promotion of critical thinking and engagement with information sources, urging individuals to question established practices. Through a Delphi study involving experts, key definitions were evaluated and categorized, informing the development of a training course. The study underscores the evolving role of academic librarians in facilitating critical engagement with information amidst societal changes. It also highlights the importance of addressing emerging digital challenges, such as misinformation and algorithmic bias, through innovative educational approaches. Overall, the research contributes to advancing Critical Information Literacy and digital skills training, fostering informed citizenship and social responsibility.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102917"},"PeriodicalIF":2.5,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487164","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":"Promotion standards to discourage publishing in questionable journals: a follow-up study","authors":"Tove Faber Frandsen ,&nbsp;Richard Bruce Lamptey ,&nbsp;Edward Mensah Borteye","doi":"10.1016/j.acalib.2024.102895","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102895","url":null,"abstract":"<div><p>Predatory publishing poses significant challenges to academic integrity and progress. It requires the involvement of academic institutions, funding bodies, and policymakers to establish robust evaluation mechanisms and promote ethical publishing practices. This study examines the effectiveness of implementing promotion policies to discourage unethical academic publishing, focusing on Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. This study analyses 273 promotion applications submitted from January 2022 to November 2023, regardless of approval. The results show that researchers at KNUST submit relatively more publications to recommended outlets after the implementation of the new promotion guidelines. Moreover, with nine out of ten non-verified publications found to be from predatory journals, the verification process effectively discourages publication such outlets. Our study therefore confirms that the verification process can identify predatory publication outlets. Consequently, it is recommended that research institutions eliminate incentives for publishing in questionable outlets through publication criteria as part of promotion standards.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102895"},"PeriodicalIF":2.5,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000569/pdfft?md5=9ba8bc300fa1e24fd89341fcd7cba6e4&pid=1-s2.0-S0099133324000569-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487221","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":"Conscious Editing-Driven Metadata for Archives and Digital Collections: A Case Study","authors":"Ann Abney,&nbsp;Amanda Boczar,&nbsp;Sydney Jordan","doi":"10.1016/j.acalib.2024.102909","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102909","url":null,"abstract":"<div><p>In the past decade, academic libraries have adjusted their approaches to codify their digital collections metadata standards. At the core of these efforts were conscious editing and reparative metadata initiatives that embraced, at varying levels based on the institution, ethical standards that provided inclusive terminology, addressed historic racist and sexist terms by placing them in context with contemporary language, and improved accessibility by using subject-specific thesauri outside the Library of Congress' controlled vocabularies. Dozens of academic, special, and public libraries have published guides to focused on these issues over the past four years. The approach can be time consuming or feel overwhelming as institutions attempt to boil down what the process of conducting conscious editing or reparative metadata work entails, who is qualified to do the work, and how to evaluate the impacts of such work. At the University of South Florida Libraries, our efforts to improve our overall metadata standards incorporated conscious editing as a guiding framework that, over the course of four years, evolved into a multi-departmental effort aimed at the strategic goal of increasing the accessibility of our collections in the broadest definition of the term.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102909"},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423615","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":"Student veterans and academic libraries: A survey of outreach events","authors":"Paul J. McMonigle","doi":"10.1016/j.acalib.2024.102907","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102907","url":null,"abstract":"<div><p>Since the Post-9/11 G.I. Bill was passed in 2008 and implemented in 2009, over 750,000 veterans have made use of the expanded benefits to earn a college degree. Many academic libraries have created programs and events to help these students along their journeys. Although several librarians have authored papers on these programs and their results, those have always focused on events at one institution. To better understand how libraries have supported student veterans and to learn what types of programs have had the most success, the author of this paper conducted a survey of every R1 and R2 institution in the United States. The survey encompasses outreach events, collections development and maintenance, collaborations with student groups and official campus veterans' centers, and specialized training for faculty and staff. The author hopes to use the results of this study in the creation of a comprehensive student veteran's outreach and engagement program at their institution, and to help other academic librarians who are interested in doing more targeted work to assist this underrepresented student group.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102907"},"PeriodicalIF":2.6,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141325674","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 is ideal EDI learning for academic librarians? Discovering EDI learning stories through appreciative inquiry","authors":"Megan Fitzgibbons,&nbsp;Chloe Lei","doi":"10.1016/j.acalib.2024.102908","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102908","url":null,"abstract":"<div><p>Academic libraries across North America purport to be prioritizing equity, diversity, and inclusion (EDI), but investigations into how librarians learn about EDI are lacking. In this study, we interviewed 21 academic librarians in Canada about their EDI learning journeys using the strengths-based appreciative inquiry approach. This paper focuses on the question, “What shapes ideal learning experiences related to EDI for academic librarians?” In uncovering librarians' stories of learning transformations, we found that EDI learning often elicits discomfort; it involves recognizing one's biases, being vulnerable, and making mistakes. However, these learning stories can motivate and inspire others to learn and engage in critical self-reflection through questioning assumptions and underlying beliefs. EDI learning in professional contexts was inextricably linked to learning in informal and personal contexts, and positionality is essential to how learning is shaped. Learning was described to be ideal in low-pressure, authentic, brave environments that facilitated meaningful conversations, with institutional support. However, there seemed to be a disconnect between one's learning and one's ability to effect change.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102908"},"PeriodicalIF":2.6,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000697/pdfft?md5=c67bf67c0242d3706aa7d221d9057fb6&pid=1-s2.0-S0099133324000697-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141325673","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":"Shifting to the online environment: exploring virtual and in-person collaborations between community college libraries and writing centers","authors":"Julia Stone","doi":"10.1016/j.acalib.2024.102902","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102902","url":null,"abstract":"<div><p>Community college libraries and writing centers are natural partners due to their shared goals regarding academic support and student success, as well as their joint focus on the interrelated processes of writing and research. Research has shown that libraries at four-year institutions and writing centers collaborate in many ways, but little research has been conducted on collaborations at community colleges and whether these collaborations have moved to a virtual setting. Given the rise in online education at community colleges and students' need for developmental education in writing, this study used a qualitative survey approach to gain a better understanding of virtual and in-person collaborative efforts between writing centers and community college libraries. The survey was distributed via listservs and direct emails, with participation limited to those working at two-year institutions with writing centers. Survey findings demonstrated that library and writing center staff are implementing a variety of virtual and in-person collaborative efforts, such as student trainings, individual student appointments, the joint creation of online resources, and campus outreach. Practical implications for academic libraries and future directions for research are also discussed.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102902"},"PeriodicalIF":2.6,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291504","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":"Creative write-ins at academic libraries: Fostering virtual and in-person space for writers and the potential for multi-directional learning","authors":"Helen Power","doi":"10.1016/j.acalib.2024.102905","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102905","url":null,"abstract":"<div><p>In 2022, the University of Saskatchewan's University Library in Saskatoon, Canada launched the Creative Write-Ins program, which invites creative writers from the university and the broader community to come to the university library to work on their projects. The two-hour, monthly program adopted an informal community of practice (CoP) model, since it allowed for multi-directional learning along the spectrum of participants, from experienced writers to hobbyists.</p><p>This paper will discuss the intrinsic case study of these hybrid creative write-ins through the lens of Wenger et al.'s (2002) CoP model. Reflections include the lessons learned, areas for improvement, perspectives on how academic libraries can collaborate with external partners, and reflections on how this program demonstrated the potential for multi-directional learning.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 5","pages":"Article 102905"},"PeriodicalIF":2.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0099133324000661/pdfft?md5=60ce05d742f79c3b76e5927eab3e28ff&pid=1-s2.0-S0099133324000661-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141264137","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":"It's all about the chat and COVID-19: Virtual one-on-one research consultations surveyed","authors":"Coleen Meyers-Martin","doi":"10.1016/j.acalib.2024.102904","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102904","url":null,"abstract":"<div><p>This study investigates the delivery processes involved in providing videoconferencing one-on-one research consultations and the impact of the COVID-19 pandemic on virtual one-on-one consultation services approaching three years following the onset of the pandemic. A total of 309 academic librarians (<em>n</em> = 309) completed an anonymous, online survey about virtual consultation delivery processes for the time period of March 2020 through November 2022. The study found the demand for virtual consultations, at the time of the survey, to be in the range of demand for virtual consultations during the initial phase of the pandemic. The most common time of day for providing online consultations was late morning to early afternoon (<em>n</em> = 167, 54 %) and 78.9 % (<em>n</em> = 244) of librarians reported providing online consultations by appointment only. Additional survey results include 54 % (<em>n</em> = 169) of libraries reporting no implementation of assessment on virtual consultations. Overall, this research contributes to an understanding of the delivery processes of carrying out videoconferencing one-on-one research consultations; the impact of the COVID-19 pandemic on virtual consultations nearly three years following the pandemic's onset; and how academic libraries can better meet students' research needs providing individualized consultations within an online environment.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 4","pages":"Article 102904"},"PeriodicalIF":2.6,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S009913332400065X/pdfft?md5=a58b4b4a49985886f07dcebdac1e0d66&pid=1-s2.0-S009913332400065X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242994","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":"Successful feedback literacy for library and information science professionals: A literature review","authors":"Jessica N. Szempruch ,&nbsp;LeEtta M. Schmidt","doi":"10.1016/j.acalib.2024.102903","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102903","url":null,"abstract":"<div><p>Providing and receiving feedback are crucial elements of any learning exchange and are an intrinsic part of cultivating disciplinary dialogic culture. While there is considerable scholarly conversation on the topic of cultivating constructive feedback in student work, there is less literature dedicated to addressing what successful feedback literacy and processes look like in relation to scholarly research writing by professionals. This literature review examines the development of feedback literacy concepts across disciplines to determine if and how these concepts manifest within academic librarianship literature. The goal of this paper is to gain insights to improve future feedback exchange within the profession. Results indicate that the concept of feedback literacy is still largely under-explored in library and information science circles. Suggestions are made for improvements to address this gap.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 4","pages":"Article 102903"},"PeriodicalIF":2.6,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141240606","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 Transformative Journey of Academic Libraries in Africa before and after COVID-19 and in the Generative AI Era","authors":"Michael Agyemang Adarkwah ,&nbsp;Ekene Francis Okagbue ,&nbsp;Oluwasegun A. Oladipo ,&nbsp;Yohana Kifle Mekonen ,&nbsp;Abazie Genevive Anulika ,&nbsp;Ilokanulo Samuel Nchekwubemchukwu ,&nbsp;Miracle Uzochukwu Okafor ,&nbsp;Okoye Maureen Chineta ,&nbsp;Sayibu Muhideen ,&nbsp;A.Y.M. Atiquil Islam","doi":"10.1016/j.acalib.2024.102900","DOIUrl":"https://doi.org/10.1016/j.acalib.2024.102900","url":null,"abstract":"<div><p>In recent years, academic libraries have been under increasing pressure to embrace the winds of change in the face of new trends, scenarios, and uncertainty to more effectively fulfill the unchanging mission of information delivery. As a core component of the university ecosystem, academic libraries actively explore innovative approaches to generating and disseminating information to their users. However, many academic libraries in African universities are slow to transform and thereby encounter challenges in their quest to shape university education. Using a comparative approach, this study looks at three stages of global revolutions (pre-COVID-19, post-COVID-19, and the current GenAI era) that have prompted universities in Africa to adapt, stay relevant, and meet educational goals. A systematic review was conducted on the Web of Science (WoS) and the Scopus database to investigate the innovative trajectory of academic libraries in Africa across the three stages. Out of 340 articles retrieved, a total of 111 articles were selected for analysis. The findings suggest that educators in numerous African universities employed innovative methods (e.g., Web 2.0 applications, digital databases and repositories, open distant libraries, mobile websites, and professional development) to transform academic libraries at all three stages. The shift from traditional library systems to more dynamic, digitized platforms came with challenges such as poor internet access, lack of technological skills and infrastructure, insufficient funding, and poor digitization policies. Moreover, Africa is still limited in terms of generative AI technology-integrated library services. To improve university education, academic libraries should utilize existing and emerging technologies to innovate their services.</p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"50 4","pages":"Article 102900"},"PeriodicalIF":2.6,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141164365","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}