Journal Cover
Journal of Academic Librarianship
Journal Prestige (SJR): 1.224
Citation Impact (citeScore): 2
Number of Followers: 1157  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0099-1333 - ISSN (Online) 0099-1333
Published by Elsevier Homepage  [3148 journals]
  • Are we represented as who we are' An assessment of library faculty
           online profiles within the City University of New York
    • Abstract: Publication date: Available online 25 January 2020Source: The Journal of Academic LibrarianshipAuthor(s): Junli DiaoAbstractAcademic librarians have been wrestling with faculty status and rank for many decades and their dual identities as professionals and faculty made their identity representations in the online profile environment designed by colleges and universities even more complicated. Misrepresentation or insufficient representation of academic librarians' identities could lead to jeopardy of their public images within colleges and universities, or even trigger suspicion that academic librarians bring an impediment to academic standards by achieving less or none. Therefore, this study surveyed library faculty's online profiles within the libraries of the City University of New York and tried to assess whether library faculty are represented as who they are. The results revealed three categories of profiles: Business-Card Profiles, Quasi-Faculty Profiles, and Full-Level Faculty Profiles, which brought out the discussion about business identification, the creative Me, and the collective We, as well as their relations to institutional culture.
  • Protecting patron privacy in the academic library during the digital age
    • Abstract: Publication date: Available online 23 January 2020Source: The Journal of Academic LibrarianshipAuthor(s): Kyle Valliant
  • The Museum as an Extension of the Library: Embracing John Cotton Dana's
           Vision in a Modern Academic Library
    • Abstract: Publication date: Available online 14 January 2020Source: The Journal of Academic LibrarianshipAuthor(s): Jenifer Ishee Hoffman, David S. Nolen
  • Rethinking collection development: improving access and increasing
           efficiency through demand driven acquisition
    • Abstract: Publication date: January 2020Source: The Journal of Academic Librarianship, Volume 46, Issue 1Author(s): Michael A. Arthur, Sarah Rose Fitzgerald
  • Library and learning experiences turned mobile: A comparative study
           between LIS and non-LIS students
    • Abstract: Publication date: Available online 8 January 2020Source: The Journal of Academic LibrarianshipAuthor(s): Kathleen S.N. Lau, Patrick Lo, Dickson K.W. Chiu, Kevin K.W. Ho, Tianji Jiang, Qingshan Zhou, Paige Percy, Bradley AllardAbstractThe rapid developments of wireless telecommunication networks and the widespread increase of smartphone ownership around the world have created tremendous impacts on the services provided by institutions of higher education worldwide on several dimensions. Unarguably, mobile technologies have created new and unforeseen opportunities for educators, information services providers and students to experience the new horizon of teaching, learning, as well as knowledge transfer and creation. Taking into consideration that since Library and Information Science (LIS) students are training to become future LIS professionals, they are expected to be ready as well as active in integrating mobile technology into their daily learning practices.This study was set up to examine two groups of students (namely: LIS versus non-LIS students) at Peking University – their attitudes and level of activeness in adopting mobile technology in their daily life, as well as in their learning practices. Quantitative questionnaire survey was used for data collection, and a total number of 319 responses (i.e., LIS, 63 and non-LIS, 256) were collected from this study. Findings of this study reveal that no significant differences were found between the two student groups (LIS versus non-LIS) in many areas. In fact, both LIS and non-LIS student groups were using their smartphones to engage in different learning, research, social networking, pastimes, and recreational activities on similar level. However, it was concerning to note that the LIS student group was slightly less active in accessing the online services and resources provided by their university library. This was a particular finding that went against the researchers' original anticipation. However, such unexpected finding did not mean that these LIS students were necessarily less active or ‘open’ as mobile learners. For the reason that in comparison to their non-LIS counterparts, they were equally as active as in terms of using their mobile devices for other learning (particularly collaborative learning) and research purposes. Further studies are recommended to determine various factors that are hindering these LIS students from using the university library's online resources and services on a more active level.
  • Continuous Professional Development (CPD) of librarians: A bibliometric
           analysis of research productivity viewed through WoS
    • Abstract: Publication date: Available online 3 January 2020Source: The Journal of Academic LibrarianshipAuthor(s): Liah ShonheThis study sought to provide a descriptive analysis of the research output pertaining to Continuous Professional Development (CPD) of librarians. CPD is crucial as it upgrades employees' skills and has the potential to increase productivity and improve customer service in libraries. Therefore, there is need for extensive research in this area. Web of Science (WoS) core collection database was used to retrieve sample data for the bibliometric analysis. A total of 165 records were retrieved. After abstract screening, 77 records specific to CPD of librarians were analysed. A statistical software package called R (Biblioshiny) and VOSviewer were used for data visualization. This study was limited to publications written in English and indexed on WoS only. The study findings revealed that most productive countries in this research area are the USA, the United Kingdom and Australia. In Africa, Nigeria and South Africa have taken the lead. In terms of most productive institutions, University of Nigeria and the University of Sheffield ranked first. Considering the publication period, 2009 and 2013 were the most productive. Library Trends and Journal of Librarianship & Information Science are the most productive publishers. Research on CPD of librarians is dominant in academic libraries, hence there is need for similar studies to be conducted in public and school libraries. Most prolific authors are E. Hornung G. Hallam and S. Lewis. However, F. M. Mason and M. R. Kennedy have the highest number of citations. The citation impact shows that research activity pertaining to CPD of librarians is very low. Low research productivity in CPD of librarians may inhibit informed decision making due to lack of availability of scientific research output. As a result, libraries may continue to have an unskilled and irrelevant workforce that does not meet the changing demands of the 21st century users. Especially African countries and other developing nations. Therefore, this paper has attempted to raise awareness on the research dynamics pertaining to CPD of librarians through bibliometric analysis. It is hoped that this work will trigger more research interest in LIS discipline.
  • Green and gold open access citation and interdisciplinary advantage: A
           bibliometric study of two science journals
    • Abstract: Publication date: Available online 31 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Jonathan S. Young, Patricia M. BrandesAbstractThis bibliometric study quantified the impact of different open access (OA) implementations on the number and subject diversity of citations to articles. The study compared two partial OA journals and found that green (institutional repository) OA articles received up to 106% more citations on average than gold (publisher provided) OA or non-OA articles. OA articles received up to 36% more diverse (interdisciplinary) citations than non-OA articles. This result could inform libraries in their decisions regarding OA, specifically the continued importance of institutional repositories. The results will also assist librarians in educating faculty on the benefits of OA.
  • LibQual+® as a predictor of library success: Extracting new meaning
           through structured equation modeling
    • Abstract: Publication date: Available online 27 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Rachael Kwai Fun Ip, Christian WagnerAbstractThe LibQUAL+ instrument serves as an indicator of user satisfaction. While offering clear insights into user satisfaction levels, it lacks interpretability when seeking to judge overall library success. This study aims at adopting LibQUAL+ as a measurement tool to predict library users' intention to patronize the library more in future. A theoretical model is presented to measure the relationships among the three LibQUAL+ service dimensions and the overall library user satisfaction. We estimate the effects of the three service dimensions on two indicators of students' attitudes and beliefs (Overall Satisfaction and Perceived Academic Success) and, in turn, the effects of those two variables on students' anticipated library use. We tested the research model using structural equation modeling. Our study results reveal that the three dimensions, Library as Place, Affect of Service and Information Control have considerably different impact on Satisfaction and Perceived Academic Success. Similarly, the two mediating variables, Satisfaction and Perceived Academic Success, have different impact on the Intention to Use [the] Library More in future. Our work is meant to explain how an effective and widely used measurement tool can become more effective and informative through SEM analysis and to provide a broader model to predicting library success.
  • Alone with others: Understanding physical environmental needs of students
           within an academic library setting
    • Abstract: Publication date: Available online 27 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Daejin Kim, Sheila Bosch, Jae Hwa Lee
  • User preferences related to virtual reference services in an academic
    • Abstract: Publication date: Available online 20 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Tara MawhinneyAbstractLibrary users have a wide variety of methods at their disposal for interacting virtually with libraries. This exploratory study examines user preferences with regard to virtual reference services and factors that account for these preferences from a different vantage point than previous literature by relying on semi-structured interviews with users. Using NVivo qualitative data analysis software, I coded interview transcripts and applied grounded theory to identify preferences from among email to the library, email to a liaison librarian, chat and texting. In terms of virtual reference methods currently offered by the library, participants indicated a general preference for chat, highlighting the importance of this service. However, participants were reluctant to use chat on mobile phones, their most used communication technology. Findings also show that relational aspects are major factors influencing participants’ choice of communication. Specifically, participants expressed a preference for modes of communication that are personal, informal, perceived as safe and secure and conversational. Participants expressed reservations for texting due to ambiguity about response times, the perception of the method as being too personal and safety and security concerns. Participants were reluctant to use email in general due to response times and its level of formality, but valued email with their liaison librarian for its level of personalness and the level of expertise they felt that the liaison librarian could offer. Understanding these preferences and the factors that account for them is important because it can influence which virtual reference services librarians choose to offer. It can also help to determine how well virtual reference provision is currently meeting user needs and identify ways service delivery and promotion can be improved.
  • Keep the books on the shelves: Library space as intrinsic facilitator of
           the reading experience
    • Abstract: Publication date: Available online 18 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): James M. DonovanAbstractLibrary literature frequently reports projects to remove print collections and replace them with other amenities for patrons. This project challenges the untested assumption that the physical library itself serves no useful function to its users unless they are actively consulting books from the shelves. The alternative hypothesis is that readers benefit from the mere act of studying while in a book-filled environment.To test this possibility, ten subjects completed SAT-style reading comprehension tests in both a traditional library environment, and a renovated chapel that strongly resembles library space except for lacking books. Results provide a reasonable basis to support an expectation that readers perform better on reading comprehension tasks performed in book-rich environments.
  • Implementing a just-in-time collection development model in an academic
    • Abstract: Publication date: Available online 11 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Laurel Sammonds Crawford, Coby Condrey, Elizabeth Fuseler Avery, Todd EnochAbstractThis article describes the development of a system for changing a university library's collection development strategy from the traditional “just in case” model to a “just in time” approach. The reasons for such a change included a desire to be more responsive to user requirements, a need to be more flexible in acquiring interdisciplinary resources and new formats, and a substantial cut in the library's budget. The Collection Development librarians envisioned the collections as a service, using a simpler and more versatile accounting structure. The Access-Based Collection Development (ABCD) model emphasizes making materials available at the point of need rather than having them on hand in anticipation of use. ABCD has four overarching themes: to be sustainable, to be holistic and inclusive, to be flexible and scalable, and to use evidence for decision-making. The authors provide details of the implementation, outcomes, evaluation, and future of the model.
  • Rethinking romance: An argument for adding the genre to the popular shelf
    • Abstract: Publication date: Available online 9 December 2019Source: The Journal of Academic LibrarianshipAuthor(s): Annie Jansen
  • Integrating digital stewardship into library instruction: An argument for
           student (and librarian) success
    • Abstract: Publication date: Available online 22 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Elizabeth Blackwood
  • Almost in the Wild: Student Search Behaviors When Librarians Aren't
    • Abstract: Publication date: Available online 22 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Sarah P.C. Dahlen, Heather Haeger, Kathlene Hanson, Melissa MontellanoAbstractAcademic libraries offer a variety of tools for students to find information, including discovery systems and traditional library databases. This study contributes to the growing body of knowledge on student information-seeking behaviors by comparing how upper-level students majoring in Social and Behavioral Sciences use these two categories of search tools. Student search behavior and the use of search features, facets in particular, are quantified for each tool. The authors explore with statistical analyses whether these practices aid or hinder students in their search for high quality information. Qualitative data from student interviews is selectively employed to aid in explaining the results. Key findings include the differential use of search features in the discovery system versus the traditional database, and the relationships between the use of certain facets and the quality of sources chosen by students. Implications for instruction, search interface configuration, and default settings are discussed.
  • Perception of task-technology fit of digital library among undergraduates
           in selected universities in Nigeria
    • Abstract: Publication date: Available online 20 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Funmilola O. Omotayo, AbdulRasaq HaliruAbstractDigital library has the capabilities of storing various electronic information resources which can conveniently be accessed by remote end-users via computer networks and the Internet. In recent times, Universities in Nigeria have embarked on integration of technologies in their operations for improvement, especially with respect to digitisation of academic information resources. However, with the huge investment committed to establishment of digital libraries in Nigerian Universities, less research has been done on their acceptance and usage from the users' perspective, more especially with respect to the fit of digital library with students' tasks. This study, therefore, investigated task-technology fit of digital libraries in three Nigerian Universities and identified factors influencing use of digital library by the students. Survey design guided the study and a questionnaire was used to collect data from 402 students. The study found a high usage of digital library among the students. A moderate positive correlation and significant relationship was found between the independent variables (task characteristics, technology characteristics, attitude, computer self-efficacy and task-technology fit) and use of digital library. The study validates the TTF model which posits that for an information system to be utilised, it must be a good fit for the tasks it supports.
  • Accessibility Best Practices, Procedures, and Policies in Northwest United
           States Academic Libraries
    • Abstract: Publication date: Available online 19 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Rebeca Peacock, Amy VecchioneAbstractAcademic libraries are responsible for providing accessible copies of collection materials to individuals facing a variety of accessibility needs. Accessibility needs differ from user to user, often making each request an individualized service. However, do academic libraries have a responsibility to embrace a Universal Design for Learning approach to their acquisitions process' Do academic library workers need to establish policies as part of the procurement process' This research surveyed academic libraries at institutions similar to Boise State University in size, graduate program offerings, and within the same region to help answer the questions: how academic libraries in the Northwest United States establish practices, policies, procedures, and workflows to meet these needs, and: how do academic libraries currently meet these needs when providing streaming media services, and other collection materials, to users with accessibility needs'
  • Library usage by university accounting students: a comparison of contact
           and open distance learning institution in South Africa
    • Abstract: Publication date: Available online 16 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Saidat Abiola Fakoya-Michael, Michael Bamidele FakoyaAbstractThe level of library patronage among accounting students is examined both in a distance and a contact learning institution in South Africa. We used a structured questionnaire to collect data from a sample of 500 accounting students from both a distance and a contact learning institution in South Africa, out of which 379 returned a completed questionnaire, representing 76%. Findings show an apathy among South African university accounting students towards library services patronage, which is exacerbated by lecturers' practice of giving assignments that do not require students to search for information beyond what is in their recommended textbooks. The most significant factor that influences universities' accounting students' patronage of library resources is the expertise and interaction with library staff. This confirms the Expectation-Confirmation Theory that accounting students from both institutions examined based their level of satisfaction on their perception of the library services they received. Library management needs an understanding of the teaching and learning practices of the accounting discipline and collaborate with curriculum developers to improve accounting students' usage of library resources. In future, the number of universities offering accounting programmes in South Africa needs expanding and so that university libraries can cater for higher numbers of accounting students.
  • Social network services for academic libraries: A study based on social
           capital and social proof
    • Abstract: Publication date: Available online 15 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Kenny Cheuk Hei Fong, Cheuk Hang Au, Ernest Tak Hei Lam, Dickson K.W. ChiuAbstractDespite the potential of social networking services (SNS) as a tool for communication between academic libraries and users, many academic libraries are yet to successfully optimize their SNS. As a result, their social proof and social capital of various SNS do not perform well. This research aims to evaluate the SNS effectiveness of the University of Hong Kong Libraries (HKUL) based on social capital and social proof concepts. We hope that our recommendations according to our findings will be applicable to other academic library contexts. We have found that: (i) there are no major differences between undergraduate and postgraduate students in their attitudes and behaviors regarding the SNS of HKUL on various platforms; (ii) low social proof is related to a lack of user interaction and promotion; (iii) low satisfaction with SNS contents may lead to low social capital. As such, understanding user information need, setting goals and metrics for each SNS, and formulating a formal SNS policy are the keys to further develop library SNS.
  • Working moms: Motherhood penalty or motherhood return'
    • Abstract: Publication date: Available online 12 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Heather Kelley, Quinn Galbraith, Jessica StrongAbstractAmong many professions, the gender wage gap is a very real and pertinent concern. Research has shown that this gap can be explained in part by the motherhood penalty, which consists of costs associated with the demands of motherhood in professional life. Using a sample of 808 female professional academic librarians, we investigated the motherhood penalty by examining differences between mothers (n = 343) and non-mothers (n = 465). Within this sample, we found that there were no penalties for mothers compared to non-mothers in regard to salary, position, and perceived well-being. Implications and avenues for future research are offered.
  • A perspective on Wikipedia: Approaches for educational use
    • Abstract: Publication date: Available online 12 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Laurie M. Bridges, Meghan L. Dowell
  • Issues with criteria to create blacklists: An epidemiological approach
    • Abstract: Publication date: Available online 8 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Jaime A. Teixeira da Silva, Panagiotis TsigarisAbstractScreening criteria are a vital part of society, medicine and publishing. In this paper, a new framework, based on epidemiological principles, is developed to assess the effectiveness of criteria that are used to detect predatory behavior, or to assess whether a journal or publisher is predatory, and create blacklists. Applying epidemiological measures such as specificity, sensitivity, prevalence rates, the likelihood ratio, posterior and prior probabilities and odds, as well as Bayesian analysis, we elaborate on the false discovery rate and work towards assessing the likelihood that an entity is in fact predatory when screening criteria are used. We applied the framework to three different prevalence cases: a low prevalence rate where all journals are screened for predatory behavior assuming Jeffrey Beall's criteria are used; a higher rate when only open access journals are assessed; the highest rate where only Walt Crawford grayOA journals were screened for deceptive publishing practices. In all cases, we found a very high false discovery rate even when using reasonable values for the sensitivity and specificity rate for Beall's screening criteria.
  • The repository, the researcher, and the REF: “It's just compliance,
           compliance, compliance”
    • Abstract: Publication date: Available online 8 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Carolyn Ten HolterAbstractAlthough institutional repositories (IRs) have become widespread, they have been consistently under-populated and under-utilised. Unless their content approaches a significant percentage of a university's output, IRs can neither form a useful branch of open access to scholarly communications, nor provide a representative view of an institution's research output. The UK's 2021 Research Excellence Framework (REF) requires all work submitted to it to have been deposited in a repository, which for most authors would mean an IR. This research sought to understand the impact of the REF mandate upon researchers and repository staff, and upon their relationship with the university, through a series of semi-structured interviews with researchers and repository managers. The research discovered that despite steep rises in repository submissions, little resource has been made available to accommodate hugely-increased workloads, nor have interfaces improved. Researchers and repository-managers alike struggle with a tedious and difficult administrative task that may require many iterations to complete. The research concludes that the mandate, and the pressure it places on the relationship between the researcher and the institution, is highlighting unspoken tensions in this relationship. Although the mandate is increasing the amount of open access material in the UK, as well as providing universities with evidence for the REF, it is placing significant strain on the tacit contract between a researcher and their employer. Opportunities to align the participants, to create alternative metrics from newly available data, and to develop new solutions, are being missed. This has implications for the way other mandates focusing on deposit in IRs are managed, both within and beyond the UK.
  • “That background knowledge”: What junior and senior undergraduate
           transfer students need from their libraries
    • Abstract: Publication date: Available online 6 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Mark Robison, Nancy Fawley, Ann MarshallAbstractUndergraduate students who transfer from one institution to another do so at wildly variant points in their college careers. The range of stages at which students transfer raises questions for librarians who support these students. This article presents the findings from the second phase of a two-phase, multi-campus research project, examining incoming transfer students' experiences related to research and information literacy (IL) instruction. Grounded in the dual theories of transfer deficit and transfer student capital, this article uses the results of follow-up interviews with junior and senior transfer students to identify the difficulties these newly arrived students experience with using library resources to conduct research, as well as the research strategies and other strengths these students bring with them from their previous institutions.
  • A Different Ball Game: Physical Education Students' Experiences in
           Librarian-led Wikipedia Assignments
    • Abstract: Publication date: Available online 2 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Emily S. Kingsland, Marcela Y. IsusterAbstractWikipedia editing assignments in the classroom provide unique transformative learning experiences to students and educators alike. Wikipedia is an online encyclopedia that anyone can edit. In lieu of a traditional essay or research paper, professors are increasingly asking their students to edit Wikipedia articles. This active and collaborative pedagogical approach encourages the development of a host of student skills: information literacy, critical thinking, media literacy, collaboration, online communication, writing, and critical digital literacy skills.This study examines Kinesiology and Physical Education students' perceptions, attitudes, and experiences before and after completing a librarian-led Wikipedia assignment. Using modified pre- and post-surveys the authors surveyed 63 Kinesiology and Physical Education (KPE) students completing a librarian-led Wikipedia assignment in an Educational and Counselling Psychology course. While overall the experience was positive and met most student expectations, they are not committed to editing Wikipedia in the future, nor are they necessarily in favour of replacing the traditional research essay with Wikipedia editing assignments.
  • Shaping scholarly communication guidance channels to meet the research
           needs and skills of doctoral students at Kwame Nkrumah University of
           Science and Technology
    • Abstract: Publication date: Available online 1 November 2019Source: The Journal of Academic LibrarianshipAuthor(s): Esther White, Lizette KingAbstractThis article as part of a more comprehensive study, investigated the level of research and scholarly communication skills of doctoral students and the channels to be adopted by the academic library for the provision of scholarly communication guidance at Kwame Nkrumah University of Science and Technology (KNUST). It was ascertained that doctoral students at KNUST had moderate level of skill in research and scholarly communication issues; indicating the need for guidance. Both doctoral students and supervisors acknowledged the need for research and scholarly communication skills guidance and training. They also preferred online scholarly communication guidance and a research portal as part of the academic library website.
  • The effects of subtitles and captions on an interactive information
           literacy tutorial for English majors at a Turkish university
    • Abstract: Publication date: Available online 31 October 2019Source: The Journal of Academic LibrarianshipAuthor(s): Leanna Fry Balci, Peter J. Rich, Brian RobertsAbstractSubtitles and captions have been used to aid second language learning. This study focuses on the effects of subtitles and captions on English Language Learners' ability to learn information literacy skills and apply those skills using an interactive tutorial. Three groups of Turkish university students majoring in English Language and Literature completed a tutorial on ACRL's Framework scholarly conversations. One group completed the tutorial with an English soundtrack and no titling; the second group completed the tutorial with an English soundtrack and English captions; and the third group completed the tutorial with an English soundtrack and Turkish subtitles. Using Morae software, the students were recorded and evaluated for time-on-task and correct completion of the interactive practice elements. The group that viewed the tutorial with an English soundtrack and Turkish subtitles completed tasks at a statistically significant faster pace than other groups and with statistically significant more success.
  • The Hidden Power of Oral Histories
    • Abstract: Publication date: Available online 31 October 2019Source: The Journal of Academic LibrarianshipAuthor(s): Monika Glowacka-MusialAbstractThe original purpose of creating the NMSU library oral histories collection was to learn how senior library employees document and pass on their professional expertise. The project was set up in an effort to find ways of retaining institutional knowledge that would otherwise have vanished. After analysis of the audio recordings, it became apparent that oral histories are the perfect venue for institutional knowledge retention. The collected material on documentation practices went beyond expectations providing deep insight into the NMSU library culture. Given its broad scope, such recorded material may be used for a variety of purposes, including creating a unified documentation policy, developing a library-wide succession plan, establishing an institutional socialization program, and sharing institutional knowledge with new employees. This article presents the research findings on documentation practices among NMSU librarians, and also discusses various possible applications of oral histories in academic institutions.
  • The highs and lows of physical browsing: How shelf position affects book
           usage in academic libraries
    • Abstract: Publication date: Available online 31 October 2019Source: The Journal of Academic LibrarianshipAuthor(s): Dan BroadbentAbstractIn most academic libraries, books are placed on shelves in an order determined by their Library of Congress call number. Many who work in libraries have had the general impression that books that end up on the upper and lower shelves are at a disadvantage for being used. Surprisingly, little research had been done to test this assumption quantitatively. This study sought to address that deficit by measuring 2.25 years of usage statistics of approximately 21,000 books correlated to what shelves they were on.There was a clear preference for in-library use of items stored at the eye level of average patrons. For both checkouts and in-library use, items from the bottom shelf were used the least. When correlated to the different ways books could be discovered and then removed from the shelves, results indicated that physically browsing the shelves biased a patron to choose books at eye level significantly more often and to choose books on the bottom shelf significantly less often.While done in a large, academic library, this research may be useful to any library where books are placed on bookshelves for patrons to browse.
  • Exploring data literacy via a librarian-faculty learning community: A case
    • Abstract: Publication date: Available online 29 October 2019Source: The Journal of Academic LibrarianshipAuthor(s): Theresa Burress, Emily Mann, Tina NevilleAbstractFaculty learning communities (FLCs) are year-long professional development opportunities available at many higher education institutions in the United States. While the literature reflects some librarian engagement with FLCs, it seems limited primarily to areas of traditional librarian expertise such as information literacy and outreach. This article describes a case study of a librarian-facilitated FLC focused on data literacy, which resulted in the development of a teaching toolkit, library-led data literacy instruction, and ongoing collaborations between librarians and faculty. The FLC structure proved to be a valuable framework that facilitated collaborative learning in topics relevant to both disciplinary faculty and librarians. In addition, the tangible work products produced by the FLC serve to advance the strategic, curricular goals of the university while giving the library an opportunity to showcase its value in the academic lifecycle.
  • Examining authority and reclaiming expertise
    • Abstract: Publication date: Available online 24 October 2019Source: The Journal of Academic LibrarianshipAuthor(s): Laura Saunders, John BuddAbstractIn a post-truth era of fake news and alternative facts, it is relatively commonplace for people to question established authority and perhaps especially the surrogates of authority such as academic degrees and credentials that are often equated with elitism. However, some critics have questioned whether in rethinking standards, people have lost sight of the value of scientific and systematic research and the kind of expertise that comes from deep and extended study. This conceptual article offers an examination of the frame Authority is Constructed and Contextual from the ACRL Information Literacy Frameworks, and then provides a philosophical and a methodological approach for assessing authority. The article concludes with advice to instruction librarians to incorporate these approaches into their teaching.
  • An examination of formal mentoring relationships in librarianship
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Alyse Jordan
  • Predatory and exploitative behaviour in academic publishing: An assessment
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Jaime A. Teixeira da Silva, Judit Dobránszki, Panagiotis Tsigaris, Aceil Al-KhatibAbstractThe issue of “predatory” publishing continues to affect many scholars around the world who publish. When one reads the fairly vast literature surrounding “predatory” publishing, there is an erroneous tendency to continue pivoting around Jeffrey Beall's blacklists of “predatory” open access (OA) journals and publishers. However, to be “predatory” involves much more than defining a handful of select behaviours, and it is becoming increasingly important to start defining, or curtailing, the lexicon to avoid referring to any journal or publisher that might display one of the following qualities (exploitative, deceptive, excessive, unscrupulous, abusive, advantageous, manipulative, profit-seeking, or others) as synonymously meaning “predatory”. This paper focuses mainly on the oft-interchangeable terms “predatory” and “exploitation”, and explores the morality of predatory and exploitative actions by applying a deontological ethics approach which implies that certain actions are wrong even if they achieve good consequences, with the understanding that because a predatory entity aims to exploit others, these actions would be considered morally wrong from a deontologist's perspective. In articulating our argument, we attempt to expand the conversation around this important topic, with the hope that it might bring additional clarity to the issue of what might constitute a “predatory” journal or publisher.
  • Language style matching as a measure of librarian/patron engagement in
           email reference transactions
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Ann AgeeAbstractIn both virtual and in-person reference transactions, creating a supportive environment for patrons is the crucial first step. Evaluating librarians success in creating a supportive environment, however, is challenging. Language style matching (LSM) is a text analysis technique that measures the level of engagement between people. A high level of LSM has been shown to contribute to a sense of perceived support and other positive social outcomes. In this exploratory study, LSM is used to evaluate>1200 email threads from two virtual reference services to determine the level of engagement between patrons and librarians. Results show that email reference provided through the LibAnswers general reference service demonstrated a moderate to high level of LSM 67% of the time and email reference provided by a liaison librarian demonstrated a moderate to high level of LSM 84% of the time. By measuring how well librarians are meeting patrons' affective needs, LSM has the potential to provide a more holistic assessment of virtual reference services.
  • Examining differences and similarities between graduate and undergraduate
           students' user satisfaction with digital libraries
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Fang Xu, Jia Tina DuAbstractInformed by the theories of Information System Success, Technology Acceptance Model (TAM) and Affinity, this study aims to explore the differences and similarities between graduate and undergraduate students' satisfaction with digital libraries (DLs). Descriptive statistics and One-way ANOVA were employed to analyse 426 valid responses collected from a survey. The results indicated that compared with undergraduate students, graduate students were more satisfied with digital libraries' system quality, information quality, and service quality, affinity, perceived ease of use, and perceived usefulness. Individual differences of users, such as age, frequency of use and use experience, had a significant impact on undergraduate and graduate students' satisfaction with digital libraries. University librarians and service providers should notice the similarities and differences between undergraduate and graduate students' satisfaction with digital libraries, and improve the system, information and service quality of digital libraries to increase the perceived ease of use, perceived usefulness, and digital libraries' affinity, thus to enhance user satisfactions.
  • Evaluating journal quality by integrating department journal lists in a
           developing country: Are they representative'
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): Jing Li, Xiaoli Lu, Jianping Li, Dengsheng WuAbstractThe appraisal of research output is of particular interest to scholars and academic administrators, and the career success of academicians is partially dependent on the journals in which their manuscripts are published. Department journal lists (DJLs) which are reflective of the priorities of the schools that created them, are a frequently used criterion for promotion and tenure (P&T) decision in academic departments. Although previous studies have employed DJLs in the assessment of faculty publications, the sample population has been restricted to developed countries rather than developing countries. This study empirically investigated the characteristics (e.g., journal scope, ranking schemes) of the DJLs currently used by Chinese business and management (B&M) schools. To the best of our knowledge, this is the first work that shows how do Chinese academia recognize the quality of English-language journals, as well as the difference between the Chinese and Western academicians regarding the recognition of journal quality. Our findings indicated that a major difference exists not only across Chinese B&M schools but also between China and the developed countries, i.e. the top-level journals were likely underrated by Chinese B&M community, and those journals at the medium-level journals were likely overrated by Chinese B&M community. Some suggestions will inform librarians on practices associated with the process of DJL compiled and research evaluation.
  • Beg, borrow, and steal: Formal and informal access to the scholarly
           literature at U.S. master's universities
    • Abstract: Publication date: November 2019Source: The Journal of Academic Librarianship, Volume 45, Issue 6Author(s): William H. WaltersAbstractThis study investigates the methods by which faculty obtain scholarly articles, books, and chapters. It focuses on full-text retrieval rather than discovery, drawing on a survey of 529 full-time faculty at U.S. colleges and universities in the Carnegie master's—large and master's—medium categories. When seeking articles, faculty rely mainly on their home-institution library collections, freely accessible online resources, and interlibrary loan. The situation is different for books, however; faculty most often purchase the books they need. Despite the continuing importance of formal access mechanisms (home-institution library collections and interlibrary loan), faculty rely on other sources of full text—informal access mechanisms—for 50% of the articles and 66% of the books they use. Nearly 25% get more articles from the open web than from any other source, and substantial minorities report heavy reliance on other sources. In particular, faculty sometimes use other libraries, often relying on current or past affiliations (e.g., part-time teaching) or on the user accounts of family, friends, and colleagues. Many are critical of their university library collections, but most are satisfied with freely accessible online resources and interlibrary loan.
  • Updating learning outcomes and engaging library faculty with the ACRL
    • Abstract: Publication date: Available online 6 June 2019Source: The Journal of Academic LibrarianshipAuthor(s): Cara BergAbstractThe arrival of the ACRL Framework and the removal of the ACRL Standards posed a new challenge to the user education coordinators at William Paterson University: how can the ACRL Framework be implemented and buy-in acquired from other library faculty' Not all librarians who teach are information literacy librarians; many never fully interacted with the Framework or knew about threshold concepts. Simply informing the other library faculty about the ACRL Framework was ineffective. They were not using it and still were unfamiliar with it months after incorporation by the ACRL Board. A strategy was devised to solve this problem by engaging the library faculty with the Framework while revising the preexisting general learning outcomes for information literacy instruction. Incorporating principles of reflective practices and the Scholarship of Teaching and Learning (SoTL), user education librarians hosted a teaching circle designed to get librarians reading, talking, and discussing the ACRL Framework. With faculty feedback in hand, the existing outcomes were then revised and updated to include elements of all six frames.
  • The Academic Library and the Common Read: A Multitude of Possibilities for
           Collaboration With Campus Programs and Departments
    • Abstract: Publication date: Available online 28 March 2019Source: The Journal of Academic LibrarianshipAuthor(s): Katelyn AngellAbstractThe continued popularity of the common read within the first year curriculum invites critical campus partnerships between the academic library and a wide variety of campus departments. These can include Honors, Student Success, Academic Affairs, and Community Engagement. This paper describes the efforts of one First Year Success Librarian to collaboratively expand campus programming related to the common read. Specifics include planning events related to the book and its themes, creating learning objects for first year students and pedagogical tools for instructors, and holding a position of leadership in the common read committee. Additional examples from existing library and information scholarship and future ideas are shared as well, with the goal of assisting a diversity of campus stakeholders on how to best support common read initiatives.
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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