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Journal Cover Journal of Academic Librarianship
  [SJR: 1.442]   [H-I: 33]   [760 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0099-1333
   Published by Elsevier Homepage  [2969 journals]
  • The ACRL Standards for Proficiencies for Assessment Librarians and
           Coordinators: A New Document to Support and Strengthen Assessment Efforts
           in Academic Libraries
    • Abstract: Publication date: Available online 23 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Mark Emmons, Megan Oakleaf



      PubDate: 2016-08-26T08:51:15Z
       
  • Understanding Academic E-books Through the Diffusion of Innovations Theory
           as a Basis for Developing Effective Marketing and Educational Strategies
    • Abstract: Publication date: Available online 21 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Melissa Raynard
      Academic libraries are choosing to purchase electronic books (e-books) rather than print more frequently for multiple reasons. Unfortunately, e-books are not being used as much as they should be. With increasing academic e-book collections, many studies have examined student and faculty use of and attitudes towards this innovation. This paper will analyze the results in this area of research and align them with the Diffusion of Innovations Theory that includes the Rogers Diffusion of Innovations Curve, innovation categories, and the factors affecting the diffusion process of an innovation. This analysis will give libraries a better understanding of who is using academic e-books, why academic e-books are being used, and how to influence the behaviour of the academic libraries' patrons to increase their use of academic e-books. An analysis of these three areas will help libraries to develop effective marketing and education strategies aimed at increasing e-book usage.


      PubDate: 2016-08-26T08:51:15Z
       
  • Measuring the Importance of Library User Education: A Comparative Study
           Between Fudan University and the National Taiwan Normal University
    • Abstract: Publication date: Available online 24 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Qianxiu Liu, Patrick Lo, Hiroshi Itsumura
      This study aims at examining students' attitudes and perceptions towards the values and importance of the user education program provided by the libraries of two leading universities in Asia — namely, Fudan University (FU), located in Shanghai and the National Taiwan Normal University (NTNU), located in Taipei. It uses a comparative approach to highlight the differences in students' feelings about a series of user education programs carried out by these two academic libraries. The data was collected through online questionnaire surveys with student participants, together with a small number of face-to-face interviews with the user education librarians to reflect on the survey results. A total number of 109 survey responses were collected from both universities. Results of this study indicated that a majority of the student respondents considered library user education as an important part of their formal academic learning – as such library programs enabled them the necessary skills to make the best and maximum use the library resources available. The findings of this study are useful for identifying the different learning needs amongst these two groups of students, as well as other barriers that were preventing the library user education programs to be integrated into students' overall learning, and the university's core curriculum as a whole.


      PubDate: 2016-08-26T08:51:15Z
       
  • Systematic Literature Review Informing LIS Professionals on Embedding
           Librarianship Roles
    • Abstract: Publication date: Available online 24 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): A. Abrizah, Samaila Inuwa, N. Afiqah-Izzati
      Purpose Embedded librarianship currently receives renewed interest worldwide, seeks to bring the library and the librarian to users in their work environment. This paper identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature. Method A systematic literature review was conducted using methods promulgated by the Center for Reviews and Disseminations but adapted to the particular needs of this review. Various online databases were used. The search phrases used were: embedded librarianship, embedded librarians, blended librarian, integrated librarian, liaison librarian, information consultants, knowledge managers and subject librarians. For inclusion, an article need to contain substantive description of the identified role and/or activity performed in embedding library practices. Papers that did not describe an actual (rather than proposed) embedding librarianship role were excluded. In total 102 articles were retrieved, 55 were found suitable for the review. Findings The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship. Implications The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles. Originality/value The paper is the first to develop systematic literature review on embedding librarianship roles and offers the reference list of those selected papers and identifying further papers. This paper is recommended to those interested in a holistic and temporal view of the topic.


      PubDate: 2016-08-26T08:51:15Z
       
  • Why read it on your mobile device? Change in reading habit of
           electronic magazines for university students
    • Abstract: Publication date: Available online 25 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Peng Wang, Dickson K.W. Chiu, Kevin K.W. Ho, Patrick Lo
      Magazines, often published periodically with a variety of contents, have long been successful in catering to magazine readers' various content needs and reading interests. In recent years, interactive digital magazines instead of replicas of printed magazines, based on digital devices have been gaining popularity and preference due to its unrivaled convenience and interactivity. To some extent, many people's magazine-reading habits have been changed due to their adoption of mobile digital devices. This study is designed to analyze mobile digital devices' influence on magazine reading habits amongst university students in Hong Kong. Issues such as mobile digital devices' level of adoption amongst university students and their preferences on devices for different magazine types are analyzed. Our findings show that university students in Hong Kong read more types of magazines after they started to use mobile digital devices, mainly using tablets. The findings of the study are useful for librarians (academic librarians in particular) and digital publishing vendors to explore the issues concerning services and collection development of interactive digital resources.


      PubDate: 2016-08-26T08:51:15Z
       
  • Effects of Information Literacy Skills on Student Writing and Course
           Performance
    • Abstract: Publication date: Available online 16 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Xiaorong Shao, Geraldine Purpur
      This study documents the information literacy skills of college freshmen at a mid-size comprehensive university. It also examines the association between students' information literacy skills and their writing abilities as well as their overall performance in a class. A major finding of the study is that information literacy skills were positively correlated with both student writing scores and final course grades. The findings of this study call for well-integrated library instruction programs and services to improve student information literacy skills.


      PubDate: 2016-08-21T12:51:27Z
       
  • Assessing Graduate Level Information Literacy Instruction With Critical
           Incident Questionnaires
    • Abstract: Publication date: Available online 17 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Laura Saunders, Jenny Severyn, Shanti Freundlich, Vivienne Piroli, Jeremy Shaw-Munderback



      PubDate: 2016-08-21T12:51:27Z
       
  • Institutional Repositories in Chinese Open Access Development: Status,
           Progress, and Challenges
    • Abstract: Publication date: Available online 17 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jing Zhong, Shuyong Jiang
      Open Access (OA) movement in China is developing with its own track and speed. Compared to its western counterparts, it moves slowly. However, it keeps growing. More significantly, it provides open and free resources not only to Chinese scholars, but also to those of China studies around the world. The premise is whether we can find them in an easy and effective fashion. This paper will describe the status of the OA movement in China with a focus on institutional repositories (IR) in Chinese universities and research institutes. We will explore different IR service modules and discuss their coverage, strengths, limitation, and most importantly implications to the East Asian Collection in the US.


      PubDate: 2016-08-21T12:51:27Z
       
  • Citation Generators, OWL, and the Persistence of Error-Ridden References:
           An Assessment for Learning Approach to Citation Errors
    • Abstract: Publication date: Available online 11 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Christy R. Stevens
      Despite the pervasive use of citation generators and other online citation resources like Purdue's Online Writing Lab (OWL), undergraduate students' bibliographies are still often riddled with errors. This article explores the possibility that these errors are the product of more than just carelessness. After reviewing the literature on students' citation practices and instructional approaches to citation errors, the paper examines the underlying assumptions governing the instructor's unsuccessful error correction practices in a credit-bearing information literacy course. Next, an assessment for learning in-class activity is described that helped uncover some of the obstacles students face that prevent them from using resources like OWL effectively when constructing or correcting their citations. The article ends with an assessment of the activity and students' citations in their final research project.


      PubDate: 2016-08-16T01:48:44Z
       
  • Keeping Current: Reviews and Analysis of Special Reports
    • Abstract: Publication date: Available online 14 August 2016
      Source:The Journal of Academic Librarianship




      PubDate: 2016-08-16T01:48:44Z
       
  • To Be Real: Antecedents and Consequences of Sexual Identity Disclosure by
           Academic Library Directors
    • Abstract: Publication date: Available online 13 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): K.G. Schneider
      Using ten interviews with openly lesbian and gay academic library leaders from around the United States, this study investigated themes associated with sexual identity disclosure decisions in the workplace. Thematic analysis through grounded theory identified three themes common among all participants: claiming and maintaining identity; road-paving; and a dual theme, being myself/just like anyone else.


      PubDate: 2016-08-16T01:48:44Z
       
  • Providing Enhanced Information Skills Support to Students From
           Disadvantaged Backgrounds: Western Sydney University Library Outreach
           Program
    • Abstract: Publication date: Available online 15 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Judy Reading
      Widening higher education participation is a key priority for government and universities around the world because improving the education level and skills of the population as a whole is seen as key for national and individual economic wellbeing and as a key tool in achieving a more equitable society. Can addressing information literacy skills improve the chances of academic success for students who might in the past not have had the opportunity to attend university? Who are these students and what do they need? The Outreach Program at Western Sydney University was established to develop enhanced Library support for students from disadvantaged backgrounds. The 18month pilot project was initially funded by the Australian Government HEPP (Higher Education Participation and Partnerships) Program (2010−11) and the next 3years (2011–15) were supported by Western Sydney University Strategic Initiatives funding. This article will outline what was learnt from the Program about the skill support needs of students from disadvantaged backgrounds and the needs of students struggling with academic demands in their first year of university study. An important lesson was that the two are not synonymous. Low socioeconomic status (LSES) students at Western Sydney University, at least based on the HEPPP ‘postcode’ measure of disadvantage, are not particularly associated with academic failure. However many students, particularly those coming to University with low levels of prior academic achievement and those with English as a second language, do struggle to achieve a passing grade. This article will review the strategies used by the Outreach Program to identify and address the difficulties of struggling students, for evaluating the effectiveness of Library skills support and for embedding sustainable enhanced skills programs. It is envisaged that this article will be of interest to the many academic librarians grappling with the important task of supporting widening participation.


      PubDate: 2016-08-16T01:48:44Z
       
  • Challenges to Collaboration and Assessment in an Information Literacy
           Program
    • Abstract: Publication date: Available online 9 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Tish Hayes



      PubDate: 2016-08-11T01:41:33Z
       
  • Rethinking Mobile Learning in Light of Current Theories and Studies
    • Abstract: Publication date: Available online 6 August 2016
      Source:The Journal of Academic Librarianship
      Author(s): Claudia Jennifer Dold
      The proliferation of hand-held devices offers educators new opportunities to reach students. This paper reviews the current literature on video and online learning as an instructional medium in academia, often created by librarians. Topics examined include distance learning, learning theory, user preference, student motivation, and learning efficiency.


      PubDate: 2016-08-06T19:00:49Z
       
  • Library Software Vendors: Improving Relationships
    • Abstract: Publication date: Available online 27 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Ray Laura Henry



      PubDate: 2016-07-28T14:28:04Z
       
  • A Pragmatic and Flexible Approach to Information Literacy: Findings from a
           Three-Year Study of Faculty-Librarian Collaboration
    • Abstract: Publication date: Available online 15 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Barbara Junisbai, M. Sara Lowe, Natalie Tagge
      While faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n =337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration “sweet spot”: the greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline- and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.


      PubDate: 2016-07-23T17:19:22Z
       
  • “I Have Ten Peer Reviewed Articles. Now What?” How
           Political Science Research Methods Textbooks Teach Students About
           Scholarly Context
    • Abstract: Publication date: Available online 15 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Erin Ackerman, Brian K. Arbour
      This article examines the treatment of one aspect of information literacy—establishing and understanding the scholarly context of research—in political science research methods textbooks. This important information literacy skill speaks to the ability of students to synthesize and engage with information. We analyzed how the most commonly assigned research methods textbooks addressed how to understand and use scholarly research and how these discussions compare to national standards and performance indicators for information literacy. We find that there are substantial discussions of how to establish and understand the scholarly context, at least in some of the textbooks. These discussions tend to focus on teaching students how to write a literature review for their research projects, stressing the importance, one hand, of reading and understanding the scholarly literature, and, on the other, understanding the key debates and concepts in the literature. Only a handful of textbooks provide concrete advice to undergraduates about how to go about this process. We conclude with some suggestions about how instructors and librarians can work to do more to integrate the lessons from these textbooks into assignments and also course and curriculum design.


      PubDate: 2016-07-23T17:19:22Z
       
  • Open Access Awareness and Perceptions in an Institutional Landscape
    • Abstract: Publication date: Available online 15 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): R. Serrano-Vicente, R. Melero, E. Abadal
      The aim of this study was to determine the awareness of open access among the academic staff of a research-oriented Spanish university, their use of the institutional repository and their satisfaction with its services. An anonymous survey of 37 questions was sent to all professors, researchers and doctoral students of the University of Navarra. A total of 352 responses (17%) were received. The responses showed statistically significant differences in opinions concerning open access journals and services created on top of the repository. Although there was general agreement on the need for open access, half the respondents adopted open access practices (which included the use of the institutional repository, and other pages and academic platforms). This percentage increased with the older respondents, who were also senior members of staff with tenure and positions of authority at the university. The decision to make publications accessible in open access depends on academic reward and on professional recognition. The services offered by the repository were generally perceived positively, with differences according to the age and subject area of the respondents. The awareness of those differences might help the university library to provide faculty with training and products that suit to their needs and habits.


      PubDate: 2016-07-23T17:19:22Z
       
  • Finding and Reading Reports of Research: How Academic Librarians Can Help
           Students Be More Successful
    • Abstract: Publication date: Available online 18 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Dian Walster, Deborah H. Charbonneau, Kafi Kumasi
      This exploratory study used analytic induction to examine the content of seven prominent library research journals in terms of the characteristics evidenced in reports of research. It examines questions such as: How does one differentiate a research report from other types of scholarly writing? What are issues that impact success in effectively searching for and finding a report of research? Where might students encounter stumbling blocks in successfully reading and understanding a report of research? Implications from the findings of this study are generalized into recommendations for how academic librarians can apply their professional skill sets to aid students whether undergraduate, graduate, professional or doctoral to effectively find and successfully read reports of research.


      PubDate: 2016-07-23T17:19:22Z
       
  • Learning Outcomes for Student Workers? Perceived Mentoring and the Gap
           Between Training and Educating Library Student Workers
    • Abstract: Publication date: Available online 22 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jennifer Campbell-Meier, Lisa K. Hussey
      Individuals enter graduate programs for a variety of reasons, many have a mentor to help guide or focus interest in a program or specialization. This is particularly important for masters programs in library and information science, an interdisciplinary degree that combines theoretical and practical components to educate information professionals for work in a technologically oriented and knowledge-based society. MLIS students at Institutions X, Y, and Z were surveyed in 2013 about professional identity, LIS experience and mentoring. From the 365 responses, fewer than 40% of respondents had a mentor, however, more than 70% of participants worked in an LIS environment as staff members, student workers, pages, and volunteers prior to entering a program. This implies that either staff are not mentoring student workers or that the students do perceive their interactions with fellow library staff as mentoring. Formalizing a mentoring relationship through learning outcomes may provide a deeper understanding of the profession and identify future MLIS students.


      PubDate: 2016-07-23T17:19:22Z
       
  • Cost of Print and Digital Books: A Comparative Study
    • Abstract: Publication date: July 2016
      Source:The Journal of Academic Librarianship, Volume 42, Issue 4
      Author(s): K. Nageswara Rao, Manorama Tripathi, Sunil Kumar
      The present paper dwells upon the difference between the prices of print versions of academic titles and their digital counterparts across different subjects. It underlines that the print versions of academic titles are cheaper than their digital counterparts. It also spotlights that the commercial publishers are more capable of catering to the information needs of the students and researchers than the University presses by publishing more number of books. Just 57.5% of the required academic titles are available in digital format; hence, libraries cannot switch over to e-only collection development as all of what is needed is not available in digital format.


      PubDate: 2016-07-15T21:28:39Z
       
  • Contributing to the Library Student Employee Experience: Perceptions of a
           Student Development Program
    • Abstract: Publication date: July 2016
      Source:The Journal of Academic Librarianship, Volume 42, Issue 4
      Author(s): Amanda Melilli, Rosan Mitola, Amy Hunsaker
      Academic libraries are in a unique position to evolve student employment into being more than merely a part-time job and to contribute to students' academic and personal success. Library student employees at the University of Nevada, Las Vegas were surveyed to determine if their participation in a co-curricular workshop series added value to their academic, professional and personal lives. The study shows statistically significant relationships between class standing and level of agreement that workshops provided students with information and/or skills that will help them in a job after college and in their day to day life outside of work and school. The results of this study indicate that students find value in having opportunities to develop academic, professional, and life skills while being employed part-time. Potential future research studies are discussed, including the impact of such a program on student retention, progression, and completion.


      PubDate: 2016-07-15T21:28:39Z
       
  • Editorial Board
    • Abstract: Publication date: July 2016
      Source:The Journal of Academic Librarianship, Volume 42, Issue 4




      PubDate: 2016-07-15T21:28:39Z
       
  • Editorial Board
    • Abstract: Publication date: July 2016
      Source:The Journal of Academic Librarianship, Volume 42, Issue 4




      PubDate: 2016-07-15T21:28:39Z
       
  • Heuristic Usability Evaluation of University of Hong Kong Libraries'
           Mobile Website
    • Abstract: Publication date: Available online 11 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Reese Hoi Yin Fung, Dickson K.W. Chiu, Eddie H.T. Ko, Kevin K.W. Ho, Patrick Lo
      As mobile technology grows rapidly, more and more students use mobile devices for educational purposes. Under this circumstance libraries, especially academic libraries, should try to expand their services and design mobile websites to meet users' needs. The history of mobile library websites is relatively short, especially in Asia. Usability evaluation of mobile library websites is a new issue for study. As such, this paper evaluates the usability of the University of Hong Kong Library (HKUL) mobile website as a case study by benchmarking against two other universities (the Harvard University and the Chinese University of Hong Kong), according to the ten usability heuristics developed by Nielsen (1994). The evaluation result shows that the mobile website contains some usability issues in 5 heuristics, such as unable to inform users the waiting time, some information not provided in a logical way, some consistency problems in displaying contents, lack of advanced searching for expert users, and inadequate helpful error message. The weakness found in this way provides useful hints in making improvement to mobile website. The design of the HKUL mobile website is quite similar to other mobile library websites, and thus, the results are quite useful for many other academic libraries.


      PubDate: 2016-07-15T21:28:39Z
       
  • The Heart of the University: Library Link Location on Doctoral Granting
           Institutions Webpages and Correlation with Research Output
    • Abstract: Publication date: Available online 4 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jessica Simpson
      While other research articles have looked at visibility of the library and reasons for where the link to the library webpage is placed, this article will explore how the location of the library link on doctorate-granting institution websites correlates with research output. In this article, the author used the Carnegie Classification framework for doctorate-granting universities and classified the library link location on their university websites to show that there was a correlation between placement of the library link and the research output of the university. The results show that doctoral granting institutions with higher research output put the link to their library on more prominent positions on the university website.


      PubDate: 2016-07-10T21:18:49Z
       
  • “What We Do Every Day Is Impossible”: Managing Change by
           Developing a Knotworking Culture in an Academic Library
    • Abstract: Publication date: Available online 5 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Heli Kaatrakoski, Johanna Lahikainen
      Change, transformation, the reassessment of services and professional capabilities are key concepts in the language of academic libraries today. We suggest that two intertwined rationales – technical development and the marketisation of the public sector along with a customer approach – are driving the change that is challenging academic libraries to rethink their work and services. In this article, we first discuss embedded librarianship and knotworking in libraries as participatory approaches to the arrangement of academic library work and services. Second, we presented the findings of the Knotworking project and its follow-up interviews and suggest knotworking as a method with which librarians can collaboratively analyse their own work and develop services with researchers and thus respond to changing working environments. Third, we discuss changes in the work identity of librarians.


      PubDate: 2016-07-10T21:18:49Z
       
  • Identifying Digital Librarian Competencies According to the Analysis of
           Newly Emerging IT-based LIS Jobs in 2013
    • Abstract: Publication date: Available online 7 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Rahim Shahbazi, Aziz Hedayati
      The main purpose of this research is to identify the necessary competencies for the “Digital Librarian” job category advertisements. The approach of this research is qualitative and its methodology is content analysis. In a purposeful sampling, 596 job advertisements from 10 countries on indeed.com were selected and analyzed. The findings show that four job categories, namely IT Librarian, Digital Librarian, Metadata Librarian, and Digital Archivist, have 38% (227), 36% (213), 17% (103), and 9% (53) of the job advertisements, respectively. Moreover, the findings indicate that communication skills are most in demand in the “Digital Librarian” job category advertisements. To the author's knowledge, the present research is the first to comprehensively identify and categorize newly emerging IT-based job titles in the field of Library and Information Science (LIS).


      PubDate: 2016-07-10T21:18:49Z
       
  • An Analysis of Web-scale Discovery Services From the Perspective of User's
           Relevance Judgment
    • Abstract: Publication date: Available online 7 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Boram Lee, EunKyung Chung
      Although web-scale discovery services have been implemented increasingly worldwide, there is a need for the exploration of search effectiveness from users' perspectives. In this sense, this study examined web-scale discovery services in the view of users' relevance judgment comparing to individual databases in the fields of Education and Library and Information Science. Using four search topics for the EBSCO Discovery Service (EDS), ERIC, ERC, LISA, and LISTA, their search effectiveness were measured in terms of modified precision, recall, and reciprocal rank based on the relevance judgments of four participants. Comparison of the measurements showed that the web-scale discovery service was less effective than individual databases. In particular, EDS's effectiveness was lower than that of ERIC and ERC in terms of modified precision and recall. The modified reciprocal rank of EDS was lower than those of most individual databases in the fields of Education and LIS. Moreover, the relationship between the rankings from EDS and those from four participants was weak, as indicated by Spearman rank-order correlation coefficients (0.141 in Education and 0.170 in LIS). In fact, the effectiveness in the fields of LIS and Education of EDS was lower than those individual databases to a degree dependent on the field.


      PubDate: 2016-07-10T21:18:49Z
       
  • Dimensions of User Perception of Academic Library as Place
    • Abstract: Publication date: Available online 6 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jong-Ae Kim
      Despite the ongoing discussion on library as place, there has not been a robust framework for understanding the meanings and the dimensions of library as place. The purpose of this study is to identify reliable and meaningful dimensions of academic library as place. The formative elements of academic library as place were elicited in terms of physical setting of place, person, and act. A cross-sectional field study was conducted at a state university in the eastern region of the United States. Principal component analysis identified three dimensions of academic library as place: information and services, reading and study, and relaxation. The conceptualization of academic library as place enables us to confirm constructs, and the established constructs advance theoretical discussions on library as place. The findings of this study are expected to provide empirical evidence of user perception of library as place, thus improving our understanding of users and strategies for the effective design of library space.


      PubDate: 2016-07-10T21:18:49Z
       
  • Characteristics of Articles Coauthored by Researchers and Practitioners in
           Library and Information Science Journals
    • Abstract: Publication date: Available online 7 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Yu-Wei Chang
      This study combined bibliometric analysis and content analysis to investigate the characteristics of articles coauthored by researchers and practitioners in library and information science (LIS) journals on the basis of 2241 articles published in six LIS journals during 1995–2014. The findings indicate that articles authored by researchers and practitioners (RP articles) accounted for only 10% of the articles. However, a slight increasing trend was identified in the annual percentages of RP articles, evidencing that research–practice divides in LIS have narrowed. Notably, preference for research subjects differs between researchers and practitioners; 13 out of 15 research subjects were identified from the RP articles. “Users and user services” was the most prevalent research subject, followed by “technical services,” “LIS staff and organizations,” and “library management.”


      PubDate: 2016-07-10T21:18:49Z
       
  • Information Behaviour of Students Living With Visual Impairments in
           University Libraries: A Review of Related Literature
    • Abstract: Publication date: Available online 7 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Stephen Mutula, Rebecca M. Majinge
      Reviews related empirical and theoretical literature on the information behaviour of students living with visual impairments in university libraries. The literature reviewed show that students living with visual impairments in University libraries need information for writing assignments, tests, examinations, research and more like their counterparts without visual impairments. In addition, the sources of information preferred by students living with visual impairments include library staff, classmates, friends, readers employed by disability units to assist them to read, OPAC and databases. Furthermore, their preferred sources of information should be appropriately packaged in print and electronic formats. The literature further reveals that assistive technologies can effectively be used to facilitate access to information by students living with visual impairments in University libraries. It was revealed that shortage of information resources in Braille and large print, inaccessible library buildings and lack of assistive technologies are the major challenges affecting access to and use of information by students living with visual impairments. Therefore necessary policy and practical interventions where they do not exist should be promulgated so that assistive technologies, infrastructure (e.g. building layout) and resources are made available to alleviate these challenges facing students living with visual impairments in the universities.


      PubDate: 2016-07-10T21:18:49Z
       
  • Library Resources and Students' Learning Outcomes: Do All the Resources
           Have the Same Impact on Learning?
    • Abstract: Publication date: Available online 9 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Maximiliano Montenegro, Paula Clasing, Nick Kelly, Carlos Gonzalez, Magdalena Jara, Rosa Alarcón, Augusto Sandoval, Elvira Saurina
      This article investigates the relationship between the use of library resources and learning outcomes in a Chilean research-centered university by analyzing data from two consecutives semesters of student records, library borrowing, and access to electronic resources through the library. Results show that the access to electronic resources has a greater impact upon performance than the number of library items borrowed. They also show that an increase in the number of sessions dedicated to accessing electronic resources was accompanied by a decrease in the number of library items borrowed as students progress in their degrees. Further analyses showed that students' behavior is attributed more to the requirements of advanced courses (commonly encountered in later years of their degrees) than to personal preferences. This relationship between student records and library services enlightens the impact of different library resources on student learning and offers evidence to rationalize library investments according to their needs and impacts.


      PubDate: 2016-07-10T21:18:49Z
       
  • Assessing and Serving the Workshop Needs of Graduate Students
    • Abstract: Publication date: Available online 9 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Bonnie L. Fong, Minglu Wang, Krista White, Roberta Tipton
      This study determined which workshop topics are of most interest to graduate students in the humanities, science, and social science disciplines, and what their preferences are for workshop formats, times, and communication. Topics in demand by students were evaluated against those identified as very important by graduate program directors. In addition to disciplinary differences, the needs of master's and doctoral students were compared (and contrasted). Findings were shared with multiple campus units and utilized to develop workshops and other services to more fully support graduate students with their research, grant, career, teaching, and technology training requirements.


      PubDate: 2016-07-10T21:18:49Z
       
  • Outreach Programs for Graduates in Top Academic Libraries in China
    • Abstract: Publication date: Available online 9 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Qi Kang
      Series of communicational, interactive, and educational outreach services in academic libraries for graduates during the period immediately preceding graduation are well-established and expressed in broad and diverse ways annually, particularly in China. However, the literature documenting their development and details is scant, and reports and research are lacking. The study aims to investigate series of activities and programs offered and conducted by university libraries for this distinct user population to enhance library services, strengthen relationships, alleviate graduation pressure, and develop an ideal atmosphere on campus. The research is based on a survey of the 114 websites of top university libraries in China 1 1 The members of top academic libraries in China (also called “Project 211,” see details in the Research sample section) are 112 libraries in addition to 4 branches (located in two different provinces that have different websites and managements, respectively). The sample for this study comprises these 114 academic libraries (with two military medicine universities being excluded due to inaccessibility of the library website during the period of investigation, which may be intranet-accessible). . The survey revealed several outreach initiatives and major programs and issues occurring during the graduation season. The projects undertaken at China's university libraries can be adapted or adopted by others interested in developing their own diversity initiatives for graduates and enhancing their efforts in this area. The findings and implications in practice are applicable to the wider audience of national and international libraries.


      PubDate: 2016-07-10T21:18:49Z
       
  • Multilingual Information Retrieval & Use: Perceptions and
           Practices Amongst Bi/Multilingual Academic Users
    • Abstract: Publication date: Available online 3 July 2016
      Source:The Journal of Academic Librarianship
      Author(s): Peggy Nzomo, Isola Ajiferuke, Liwen Vaughan, Pamela McKenzie
      In recent years, technological advancements in Natural Language Processing (NLP) such as machine translation have made it possible for users to access information in multiple languages, even those in which they may not be proficient. The current study investigated the information searching behavior of bi/multilingual academic users, and examined their practices and perceptions regarding searching for information on the Internet and on electronic databases. Bi/multilingual students were recruited from a Canadian university and a community college both located in London, Ontario. A total of 250 (N =250) students completed a web survey through a link that was embedded in an invitation e-mail. Results showed that though advancements in NLP technology have alleviated some of the linguistic related challenges that some bi/multilingual academic users face while searching for information online, language barriers do still exist for some especially at the query formulation stage. The study found that an increase in Multilingual Information Access (MLIA) tools on electronic databases coupled with appropriate information literacy instruction could be helpful in further alleviating language barriers.


      PubDate: 2016-07-10T21:18:49Z
       
  • Information Literacy Training Evaluation: The Case of First Year
           Psychology Students
    • Abstract: Publication date: Available online 26 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Tina Kavšek, Cirila Peklaj, Urška Žugelj
      The purpose of our study was (a) to evaluate an effect of information literacy (IL) training in the first year psychology students and (b) to follow changes in acquired IL in time. Two groups of first year psychology students from two Slovenian universities participated in a quasi-experimental study. Experimental group (EG) consisted of 44 students and control group (CG) consisted of 42 students. Students' IL was assessed using Slovene version of IL test (Mittermeyer & Quirion, 2003). EG students attended IL training as a part of their study, whereas CG did not. The IL test was applied three times in both groups, namely before the beginning of IL training (pre-test), at the end of the training (immediate post-test) and a few months after the training (delayed post-test). EG's IL was increasing significantly over time and was the highest in delayed post-test, showing long-term effects of IL training. At the same time the differences in IL between EG and CG were increasing in favor of EG. Results have shown an important role of IL training in students' IL development over time. Study implications and limitations are discussed.


      PubDate: 2016-06-30T00:28:47Z
       
  • What Academic Library Leadership Lacks: Leadership Skills Directors Are
           Least Likely to Develop, and Which Positions Offer Development Opportunity
           
    • Abstract: Publication date: Available online 24 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Colleen S. Harris-Keith
      Though research into academic library director leadership has established a list of leadership skills required for success, little research has been done to establish which skills are more difficult to acquire than others, and which library positions best help aspiring library directors to acquire those skills. This research surveyed academic library directors at American Master's granting institutions about leadership skill development in their previous academic library positions. In particular, the leadership skills academic library directors indicated they had least opportunity to develop included fundraising and donor relations, school safety issues, legal issues, compliance issues, and facilities planning. For these leadership skills, data indicate that development opportunities are perceived to be limited to the academic library positions of director, assistant director, and positions where one is the head of multiple academic library departments.


      PubDate: 2016-06-25T00:15:13Z
       
  • ARL Libraries and Research: Correlates of Grant Funding
    • Abstract: Publication date: Available online 24 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Ryan P. Womack
      While providing the resources and tools that make advanced research possible is a primary mission of academic libraries at large research universities, many other elements also contribute to the success of the research enterprise, such as institutional funding, staffing, labs, and equipment. This study focuses on members of the Association for Research Libraries (ARL) in the United States. Research success is measured by the total grant funding received by the University, creating an ordered set of categories. Combining data from the NSF's National Center for Science and Engineering Statistics, ARL Statistics, and IPEDS, the primary explanatory factors for research success are examined. Using linear regression, logistic regression, and the cumulative logit model, the best-fitting models generated by ARL data, NSF data, and the combined data set for both nominal and per capita funding are compared. These models produce the most relevant explanatory variables for research funding, which do not include library-related variables in most cases.


      PubDate: 2016-06-25T00:15:13Z
       
  • Mobile Web Adoption in Top Ranked University Libraries: A Preliminary
           Study
    • Abstract: Publication date: Available online 18 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Paula Torres-Pérez, Eva Méndez-Rodríguez, Enrique Orduna-Malea



      PubDate: 2016-06-18T18:01:15Z
       
  • Geospatial Data Collection Policies, Technology and Open Source in
           Websites of Academic Libraries Worldwide
    • Abstract: Publication date: Available online 11 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Ifigenia Vardakosta, Sarantos Kapidakis
      The proliferation of geospatial data demands the engagement of information organizations, such as academic libraries, for their management and diffusion. The purpose of this paper is to reveal issues related to the development of geospatial collections and explore their efficient use as required by the current information environment. Thus, a research conducted on 363 websites of academic libraries worldwide and 136 websites maintaining geospatial collections were identified. The research questions were formed based on international bibliography and we applied a content analysis method for data extraction. Findings show a significant activity of academic libraries in providing GIS services in accordance with high rates in user education programs, creating the use of geospatial collection and Geographic Information Systems (GIS) services more effective. Nevertheless, through their websites we obtained poor response to communicate geospatial collections policies. The majority of the academic libraries surveyed in this study provide commercial software to their users for managing data on a local level, while the minority of library patrons are able to use geospatial data via remote access. This paper explores aspects of development in geospatial collections in academic libraries that have not been adequately raised. Additionally, we provide an overview of geospatial collections worldwide.


      PubDate: 2016-06-15T17:07:38Z
       
  • The Preparation of Academic Librarians Who Provide Instruction: A
           Comparison of First and Second Career Librarians
    • Abstract: Publication date: Available online 8 June 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jacalyn E. Bryan
      With the growing emphasis on information literacy and critical thinking in higher education, it is important that academic librarians who provide instruction have the necessary skills related to their responsibilities. The ACRL Standards for Proficiencies for Instruction Librarians and Coordinators include twelve skill categories that can serve as a measure of a librarian's ability as an instructor. The purpose of this study was to examine how academic librarians feel they have been prepared to provide instruction by determining the degree to which previous work experience (specifically a “first career”) may have had an impact on their ability to perform their teaching responsibilities and to examine the extent to which the MLS degree has prepared them in the area of instruction. A survey was sent to four library Listservs yielding 608 respondents. Results indicated that librarians who had another career prior to becoming an academic librarian who provides instruction felt that they were better prepared to provide instruction than those who did not have a prior career. Furthermore, these librarians' responses seemed to suggest that for the majority of the skill categories, their prior work experience provided them with a greater extent of preparation than did their MLS education.


      PubDate: 2016-06-15T17:07:38Z
       
  • Space Preference at James White Library: What Students Really Want
    • Abstract: Publication date: Available online 26 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Silas M. Oliveira
      Although there is abundant information available remotely, higher education students and teachers still seek the campus library to meet many of their teaching, research, and learning needs. The usefulness of the spaces provided is directly dependent on the match between these spaces and the learning and teaching styles students and teachers engage in today. Thus, the purpose of this study was to identify what types of spaces students really want in order to accomplish better their academic requirements and learning needs. The data was collected through traditional and ethnographic techniques, such interviews, in loco observation, focus groups, and design charrettes. Information from students reading, studying, or using their laptops and computers in other places in the university was also gathered with the main objective of identifying the reasons they prefer or choose to be there instead of in the library. This methodology was followed by an actual field survey to identify participants' space priorities. The main results indicated that students at Andrews University, independent of gender and program level, prefer individual study spaces over group study and social areas.


      PubDate: 2016-06-15T17:07:38Z
       
  • An Exploratory Study on Post-tenure Research Productivity Among Academic
           Librarians
    • Abstract: Publication date: Available online 17 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Christopher V. Hollister
      The author conducted a survey of librarians at different types of academic institutions who had earned tenure or an equivalent form of permanent appointment. The purpose was to illuminate the forms of research that are valued at different types of institutions, the extent to which tenured or permanently appointed librarians produce research, and in particular, their perceptions and motivations concerning research productivity. Key findings showed high levels of post-tenure productivity among survey participants, and the emergence of grant activity as a valued form of research. Furthermore, respondents provided comparative perceptions of pre- and post-tenure scholarship, and they described a suite of overlapping extrinsic and intrinsic motivators affecting their research production.


      PubDate: 2016-06-15T17:07:38Z
       
  • Organizational Socialization of Academic Librarians in the United States
    • Abstract: Publication date: Available online 24 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Jongwook Lee, Sanghee Oh, Gary Burnett
      This study aims to investigate academic librarians' organizational socialization. Successful socialization can increase librarians' commitments to and retention in the libraries, which may enhance the quality of information services to library patrons. In addition to collecting demographic information, we measured the organizational socialization of 314 academic librarians using Chao, O'Leary-Kelly, Wolf, Klein, and Gardner's (1994) content framework. Study participants possessed high levels of socialization in their libraries overall. They were well socialized in Politics, followed by Performance Proficiency (task/skills), and Language; however, their socialization in Organizational goals/values, History, and People were relatively low, suggesting that there is room for improvement. Other key findings are: (1) male participants had lower levels of socialization in the People dimension than did females; (2) participants who were tenured had higher levels of socialization than did those who had not yet achieved tenure; (3) participants who had informal mentoring experiences had higher levels of socialization overall compared to those who had not received any mentoring; and (4) participants' socialization was associated negatively with the number of employees in their libraries and with the highest degree offered by their institutions. The study findings can be used to understand the learning and adjustment process of academic librarians in the United States, predict their retention and job satisfaction, and develop and improve library training or orientation programs.


      PubDate: 2016-06-15T17:07:38Z
       
  • Factors that Influence Undergraduate Information-seeking Behavior and
           Opportunities for Student Success
    • Abstract: Publication date: Available online 11 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Sloan Komissarov, James Murray
      Informed from a survey we administered to undergraduate students on their information seeking behavior, we identify variables that influence how students conduct their search for sources, what types of sources they select, and what attributes of their sources they value. These variables relate to student academic characteristics, demographics, and actions that have been taken by instructors and library staff. With a thorough understanding of students' information seeking process and its influences, we find opportunities for instructors and librarians to have a positive influence.


      PubDate: 2016-05-17T03:05:16Z
       
  • How Do Students Get Help with Research Assignments? Using Drawings to
           Understand Students' Help Seeking Behavior
    • Abstract: Publication date: Available online 6 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Molly Beisler, Ann Medaille
      This study explores undergraduate students' help seeking behavior in relation to writing papers that require research. Two hundred and twenty-two undergraduate students were asked to draw the steps that they went through when completing a recent assignment. Many students answered additional written questions about the challenges they faced in completing these assignments. Nine students were also interviewed about their processes. Thirty-six percent of students depicted getting help in their drawings, while 100% of students interviewed described getting help. Analysis revealed four primary areas of interest: (1) whom students go to for help, (2) the timing of help seeking, (3) students' needs in relation to getting help, and (4) the research and study habits of students who get help. Students most commonly received help from peers and family members, and they usually received help after they had already drafted their papers. Students rarely got help from librarians, although approximately one third described how tasks related to research were the most challenging part of completing their assignments. A number of strategies are presented for encouraging students to seek library help for research assignments.


      PubDate: 2016-05-11T09:44:17Z
       
  • Social Capital as Operative in Liaison Librarianship: Librarian
           Participants' Experiences of Faculty Engagement as Academic Library
           Liaisons
    • Abstract: Publication date: Available online 6 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Tim Schlak
      This study examines the foundational concepts of social capital as operative in liaison librarianship. Participants were interviewed and asked a series of open-ended questions aimed at soliciting responses about the foundational aspects in question, including motivations to engage, trust, trustworthiness, shared values, relationship dynamics, influence, and network growth. The focus of the analysis is the interviewee's responses and statements about their own personal interaction with faculty as well as their reflections on their relationships. Responses were categorized and coded as shared commitment, interrelational dynamics, and network positionality. The findings raise intriguing dynamics for liaison librarianship in the 21st century as academic libraries are challenged to broaden their reach and services and demonstrate increasing return on investment.


      PubDate: 2016-05-11T09:44:17Z
       
  • Use It or Lose It? A Longitudinal Performance Assessment of
           Undergraduate Business Students' Information Literacy
    • Abstract: Publication date: Available online 5 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): Ilana R. Stonebraker, Rachel Fundator
      At a large, public, Midwestern, American university, business librarians teach a required, one-credit information literacy course geared towards lower-division students in the school of management. In order to determine the lasting effects of the course, a longitudinal study of individual students' performance on three pre/post-test surveys was conducted across a set of management courses. The first course, a required information literacy class, was generally taken in the lower-division. The second course, a career strategies course, is generally taken after the first information literacy class. Students who took both required courses displayed greater information literacy knowledge and skills than students who took only the second course. Students retained the information uniformly over time, as time between the two courses did not yield a significant difference in scores. These findings show that information literacy courses have a lasting impact on lower-division students as they progress through a college program.


      PubDate: 2016-05-05T22:17:30Z
       
  • Come Fly with Me: Screencasts with Zooming Fly-in-style Highlights
    • Abstract: Publication date: Available online 4 May 2016
      Source:The Journal of Academic Librarianship
      Author(s): John T. Oliver
      Although digital learning objects such as screencasts and video tutorials are increasingly used to teach information literacy and library-related content, the design of those learning objects has been little studied and has been rarely tied to findings from the learning sciences literature. Low-effort, high-impact evidence-based enhancements are especially important with screencasts that teach library interfaces, since they are often updated and redesigned. This study analyzes the performance of library-related tasks by 39 students exposed to digital learning objects, and it tests whether learning is facilitated by highlighting elements known as “callouts.” This study tests a) whether these callouts improve learning and, b) whether gradually revealed, “fly-in” style callouts—in contrast with tutorials with abruptly revealed callouts and with tutorials without callouts—have a more pronounced effect on learning. Study results supported the hypothesis that these highlighting callouts improved learning, although gradually revealed callouts and abruptly revealed callouts were similarly effective. Participants who viewed tutorials with callouts performed twice as well on some library-related tasks. Although the relatively small size of the study sample limits the statistical power, these results suggest that callouts are effective in helping learners select and pay attention to the most relevant aspects of a presentation.


      PubDate: 2016-05-05T22:17:30Z
       
 
 
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