Portal-Libraries and the Academy最新文献

{"title":"Requesting Librarian-Led Information Literacy Support: Instructor Approaches, Experiences, and Attitudes","authors":"Ilana Stonebraker, Sarah LeMire","doi":"10.1353/pla.2023.a908704","DOIUrl":"https://doi.org/10.1353/pla.2023.a908704","url":null,"abstract":"abstract: This project sought to better understand why course instructors request librarian involvement to teach information literacy skills. Librarians at two large institutions surveyed 29 instructors and then interviewed 11 about their experiences working with librarians, their motivations for involving librarians in their courses, and their goals for including information literacy instruction. The study found that instructors had many different levels of experience with the library. Motivations for inviting librarians to their classes included creating a support network and sharing librarian expertise with students. The researchers also discuss instructor participation in library instruction sessions, including commentary, where they reinforce points made by the librarian during class, and bookending, where they sandwich librarian involvement between preliminary or concluding remarks.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating a Data Literate Workforce: Considerations for Librarians","authors":"Wendy Pothier, Patricia Condon","doi":"10.1353/pla.2023.a908694","DOIUrl":"https://doi.org/10.1353/pla.2023.a908694","url":null,"abstract":"Cultivating a Data Literate Workforce: Considerations for Librarians Wendy Pothier (bio) and Patricia Condon (bio) Introduction An estimated 1.7 megabytes of data are generated per second per person on earth.1 Given the rapid growth of data creation, increasing automation, and expanding daily interactions with data, our collective need to become more data literate is imperative. As Sara Brown points out, “The tasks humans do often require judgment, which is improved by data literacy.”2 Academic librarians have long engaged with information literacy to help students prepare for success in both personal and professional pursuits. While librarians have not always found alignment with how the term information literacy is understood outside our profession, data literacy presents a different opportunity. The term data literacy has already been widely adopted in corporate and industry workplaces, as showcased through articles in many top business news and magazine venues. Data literacy is a rapidly evolving qualification in the workplace and, more generally, a broad organizational need. Companies have an obvious stake in fostering a data literate workforce as it creates a competitive advantage in doing business—the better a company can utilize data, the more power it can wield. Projections by Forrester Consulting, a global market research company, suggest that nearly 70 percent of the workforce would be expected to use data heavily in their work by 2025.3 Decision-makers understand that data literacy skills are a requirement for their employees, with 82 percent stating that they expect basic data literacy skills from all workers in their departments.4 However, Rasheed Sabar, the chief executive officer of Correlation One, notes that companies struggle to strengthen data literacy within their organizations5 and that the data literacy skills gap continues to expand.6 As companies increasingly adopt automation and artificial intelligence to tackle the growing volume of data, it is essential for data literacy to be demonstrated at all levels throughout the organization.7 Librarians have expressed interest in teaching data literacy but hope for partnership instead of taking on the work alone.8 Interest in the development of data literacy skills is [End Page 629] far ranging and includes both individuals and organizations. Higher education institutions, research organizations, libraries, industries, businesses, and governments all have a stake in the development of data literacy skills in the modern workforce. Individual students, alumni, faculty, campus administrators, managers, executives, employees, and, of course, librarians are some of the roles identified with particular interest. With a broad and varied range of relevant groups and individuals, it is important to understand their respective roles, perspectives, and the value they place on data literacy as an essential workplace skill. It is also valuable to examine the interactions between the relevant","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Curriculum Mapping to Understand Information Literacy in Political Science Curricula","authors":"Brea Henson","doi":"10.1353/pla.2023.a908699","DOIUrl":"https://doi.org/10.1353/pla.2023.a908699","url":null,"abstract":"abstract: This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Preferences for Reference Services at a Remote Biological Station Library","authors":"Thomas Gerrish, Scott Martin","doi":"10.1353/pla.2023.a908695","DOIUrl":"https://doi.org/10.1353/pla.2023.a908695","url":null,"abstract":"abstract: During the 2020 and 2021 summer semesters, the University of Michigan Biological Station (UMBS) transitioned to hybrid classes that were primarily distance learning with two-week inperson sections. The library offered both synchronous and asynchronous reference assistance over the summer term. An analysis showed that students favored using the UMBS LibGuide over synchronous virtual reference help via Zoom. Students further preferred face-to-face interactions over virtual formats, and their preference for LibGuide assistance may carry into the post- COVID-19 classroom. This finding suggests that students prioritize convenience and immediacy over personalized assistance in the Zoom platform. Thus, in providing reference assistance to student populations in the field sciences, balancing face-to-face interactions with convenience and immediacy should be a priority. Recommendations based on the success of the 2020 and 2021 field seasons were suggested for reference interactions in future field courses.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing Classification System Bias in Higher Education Libraries in England","authors":"Trista Smith, Leo Appleton","doi":"10.1353/pla.2023.a908703","DOIUrl":"https://doi.org/10.1353/pla.2023.a908703","url":null,"abstract":"abstract: This qualitative research study explores the ways that academic librarians in England undertake and perceive classification and cataloging work to engage in wider decolonization initiatives. The research consisted of semi-structured interviews, and thematic analysis was used to identify key themes. The study found that the participant librarians highly value this work based on a perception of its moral importance, rather than concrete proof of impact. Benefits from a decolonization perspective were not always clear. Challenges include staffing shortages and technological limitations.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Case for Open Peer Review Podcasting in Academic Librarianship","authors":"Amber Sewell","doi":"10.1353/pla.2023.a908702","DOIUrl":"https://doi.org/10.1353/pla.2023.a908702","url":null,"abstract":"abstract: Models of open peer review are being explored in multiple disciplines as academia seeks a more feminist, care-based approach to scholarship. One model of open peer review that aligns well with the work of information professionals, particularly those with information literacy instruction duties, is an open peer review podcast. This type of podcast, recorded before a manuscript is submitted for publication, brings an informal peer review process into the open as a host facilitates critical discussion of a research output between the researcher and a reviewer. This approach fosters a supportive community with shared values while utilizing the affordances of podcasting to make invisible labor visible and bring whole personhood into scholarship and scholarly communication. The author provides a case study of implementing this model with the creation of The LibParlor Podcast .","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meeting Users’ Information Needs Online during the Russian-Ukrainian War","authors":"Liudmyla Prokopenko, Olena Skachenko","doi":"10.1353/pla.2023.a908696","DOIUrl":"https://doi.org/10.1353/pla.2023.a908696","url":null,"abstract":"abstract: This article explores users’ level of satisfaction with the information in the online space of a university library during the pandemic and the russian-Ukrainian war. The authors analyzed the services and activities that the library provided online and examined whether they satisfied users’ information needs. Using a questionnaire, the study surveyed students and faculty members of the Kyiv National University of Culture and Arts in 2023. The study revealed that users rely on online library services for many different information needs. The authors do not rule out that their results were influenced by current conditions in Ukraine, such as intensive military operations lasting more than a year, forced relocation of students and teachers to less dangerous regions, concern for the safety of educational and informational activities during constant rocket attacks, power outages, and unstable Internet connection. This article will be useful to those interested in meeting library users’ information needs during a pandemic, war, or other instability. Respondents’ suggestions for service improvement, conclusions, and recommendations will help university libraries to organize their activities more effectively to maximize users’ satisfaction in the online space.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Place Attachment, Libraries, and Student Preferences","authors":"Karen R. Diller, Sam B. Wallin","doi":"10.1353/pla.2023.a908698","DOIUrl":"https://doi.org/10.1353/pla.2023.a908698","url":null,"abstract":"abstract: This study examines student use of and reaction to study spaces in academic libraries through the lenses of place attachment, including appropriation, affordance, and attention restoration theories. Experimenting with new methods of research (four of six methods were new), researchers identified the walking interview as the best for examining their research questions. They found that students identify the library as a study space, and they rely on the library and those within it to reinforce the discipline of study. Findings include more detailed insight into the “study ethos,” noise or distraction levels, decor, and other aspects of study spaces.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open Educational Resources (OER) Efficacy and Experiences: A Mixed Methods Study","authors":"Jennifer Mayer","doi":"10.1353/pla.2023.a908701","DOIUrl":"https://doi.org/10.1353/pla.2023.a908701","url":null,"abstract":"abstract: This study compared course passing and completion rates of undergraduate students to determine if there was any relationship between use of open educational resources (OER) and these two outcomes. Students who took OER courses and faculty who taught with OER shared their perceptions of the impact of such resources on learning outcomes and teaching methods. The quantitative analysis revealed that using OER had a positive impact on course passing rates (7 percent increase) and completion rates (10 percent increase) for all students. The qualitative analysis revealed the student perception that OER had some positive impact on their course participation and ability to pass, but less influence on course completion. Faculty perceived little to no increase in passing or completion rates. As a result of OER, students and faculty observed a significant increase in student engagement, and all faculty reported an evolution in pedagogical approaches.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meaningful Work when Work Won’t Love You Back: Sociological Imagination and Reflective Teaching Practice","authors":"Andrea Baer","doi":"10.1353/pla.2023.a908697","DOIUrl":"https://doi.org/10.1353/pla.2023.a908697","url":null,"abstract":"abstract: This essay explores the tension between pursuing meaningful work in instruction librarianship and the realities of working in a society in which many jobs provide little fulfillment or pleasure, or, as the journalist Sarah Jaffe puts it, “Work won’t love you back.” Drawing on a recent conference keynote by Anne Helen Petersen, C. Wright Mills’s conception of sociological imagination, and an ecological model of teacher agency, I propose that one way librarians can sustain their teaching practices and preserve their well-being is by actively investigating how social structures and relationships influence their teaching roles.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}