Journal Of Academic Librarianship Research Articles

Analyzing the Evolution of Scholarly Contributions in Utilizing Library Services Within Academic Institutions: A Scientometric Investigation (1989–2022)

This study examined the publishing and citation patterns in research publications related to library services in academic institutions from 1989 to 2022 using 476 publications from the Web of Science Core Collection database. It reveals a rise in publications, peaking in 2021 (n = 29). The USA leads in publications, with Wuhan University (China) and author Peter Hernon being the most productive. Single-authored works dominate (n = 227), with the Journal of Academic Librarianship as the top publishing platform. Collaborations are most frequent between the USA, China, South Africa, the UK, and Australia. This study reveals growing research interest in library services, particularly within library and information science. Its originality pinpoints this field’s leading countries, institutions, authors, journals, and collaborative patterns.

Training for Academic Librarians in Assistive Technologies (AT) Requires Higher Priority and Targeted Funding

A Review of: Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364 Objective – To explore strategies for building up library worker abilities in assistive technology (AT) for inclusive implementation. The primary focuses of the study’s interviewing included the extent of existing training, the challenges of funding and executing this type of training, and any notable strategies for creating greater access to high-quality AT training. Design – A qualitative exploratory study of library workers. Setting – Three academic libraries in Zimbabwe. Subjects – Thirty library workers comprised of Senior Library Assistants, Administrative Assistants, and Assistant Librarians. Methods – The researchers conducted semi-structured interviews confidentially over WhatsApp and telephone. They then conducted thematic analysis on the results. Main Results – Exposure to AT training for academic librarians in Zimbabwe is low. Of the 30 librarians interviewed, only 13 had been exposed to any formal AT training. Of those 13, 12 scored their AT training experience as “not very effective.” Primary challenges listed included lack of AT experts as trainers, not enough funding, and ignorance around disability issues. Conclusion – To improve AT expertise in academic librarians, suggestions included integrating AT training into LIS professional education, and for those already in the profession to establish partnerships across academic departments to perhaps leverage more professional AT training across campus. There was also a noted suggestion that hands-on exposure is more beneficial than passive training.

Hong Kong Students Consider Virtual Reference a Vital Service and It Can Aid in Many Stages of Learning

A Review of: Tsang, A. L. Y., & Chiu, D. K. W. (2022). Effectiveness of virtual reference services in academic libraries: A qualitative study based on the 5E learning model. The Journal of Academic Librarianship, 48(4), Article 102533. https://doi.org/10.1016/j.acalib.2022.102533 Objective – Understand how virtual reference services (VRS) impact students’ learning using the 5E model (engage, explore, explain, elaborate, evaluate) as a theoretical framework. Design – Exploratory qualitative study. Setting – Major university in Hong Kong. Subjects – There were 10 participants between the ages of 18 and 35, including undergraduate and postgraduate students and one alumnus of the university. Methods – Online synchronous semi-structured interviews of 30 minutes via Zoom. Interview data were transcribed and analyzed thematically according to the 5E learning model. Main Results – WhatsApp was the preferred form of VRS, over Zoom, email, or phone. VRS can facilitate better awareness of library resources and supports resource exploration. WhatsApp VRS is particularly valuable for students who may find other modes intimidating, overly formal, or inaccessible due to time constraints. VRS has grown in importance since the COVID-19 pandemic. Conclusion – VRS provided via instant messaging is a valued service for students, but libraries, library websites, and librarians can all work to improve awareness of the option and possible uses. Future work is needed to understand how demographics may influence patrons’ attitudes and experiences of VRS.

Analisis bibliometrik penelitian literasi informasi bidang ilmu sosial periode 2018-2022

Bibliometric analysis of information literacy research in the social field for the 2018-2022 period was carried out based on Scopus data. The analysis aims to find out the main information on social information literacy, sources of social information literacy research results that have an impact, the most cited documents globally, trending topics, keywords that often appear in social information literacy, the most relevant affiliations with information literacy in the field of social, thematic evaluation, and information literacy network maps in the social field. The analysis was carried out using the bibliometric method using the Scopus database for the 2018-2022 period. The results of the analysis show that during the 2018-2022 period there were 1925 documents resulting from information literacy research from 384 different sources. The Journal of Academic Librarianship is the most influential journal with a total of 557 citations. Information literacy, academic libraries, and higher education are trending topics in the period 2019 - 2021. The affiliate that most publishes the highest social information literacy is University Librares. The social field information literacy network map is divided into 4 clusters with the theme that appears most often is information literacy , information retrieval, information seeking, teaching, literacy, internet, and learning

Diversity, Equity, and Inclusion Professional Development Events in Academic Libraries Have Minimal Impact on Knowledge, Behavior, and Organizational Change Without Meaningful Design and Participant Intentionality

A Review of:Dali, K., Bell, N., & Valdes, Z. (2021). Learning and change through diversity, equity, and inclusion professional development: Academic librarians’ perspectives. Journal of Academic Librarianship, 47(6), 102448. https://doi.org/10.1016/j.acalib.2021.102448 Objective – To explore experiences of library diversity, equity, and inclusion (DEI) professional development events (PDEs) and to examine the long-term impacts on knowledge and personal practices of librarians and organizational change Design – Exploratory, qualitative survey, hermeneutic phenomenology, retrospective reflection on a critical incident Setting – Academic libraries across the United States and Canada Subjects – 141 survey responses from academic librarians in public and private institutions who attended a DEI PDEs Methods – The authors distributed a survey in late 2020 to librarians in public and private academic institutions across the US and Canada. Participants were asked to reflect retrospectively on memorable and impactful DEI PDEs they attended in the last five years and to focus on events at least a year before the survey was conducted. Participants were also asked to describe if the PDE changed their own learning and practice, as well as their organization’s policies and practices. The authors used hermeneutic phenomenology as a framework for their research and data analysis, which they describe as an approach to phenomenology that emphasizes the range and diversity of experiences. The survey questions were designed to illicit retrospective reflection and critical incident technique in order to capture the most impactful and memorable experiences with PDEs from respondents. Survey responses were coded, categorized, interpreted, and then mapped to the Transtheoretical Model (TTM) of change, a principle that breaks the phases of change into six processes: precontemplation, contemplation, preparation, action, maintenance, and termination. Additionally, the authors also ensured they represented diverse backgrounds as a method for addressing and reducing bias. Main Results – The authors uncovered a trove of varied experiences and perspectives related to personal as well as organizational knowledge and change. However, they identified five broader categories of learning from the study data: cognitive learning, behavioral learning and change, personal learning and change, social learning and change, and emotional learning and change. The majority of study participants (n=91) chose to attend DEI PDEs rather than being required by their organizations to attend. Many came into the PDE with goals to attain new knowledge (n=39) and to change their behavior (n=30). Similarly, respondents noted that the PDE impacted them most by giving them new awareness around DEI topics and systemic inequities (n=51) and inspired behavioral changes and a commitment to taking action (n=28). PDEs also impacted some participants’ self-awareness around their own biases and privileges (n=22). However, responses included skepticism around the impact of PDEs on any real and meaningful change, particularly related to organizational culture and action. Respondents emphasized concern about performative allyship and underscored the challenges and barriers to making DEI a meaningful component of many institutional practices and policies. While respondents noted increased awareness around systemic inequities, these responses stood in stark contrast to several comments expressing frustration at the lack of meaningful organizational change and demoralization felt at the fruitlessness of DEI PDEs. The authors’ initial data analysis revealed that PDEs most impacted cognitive awareness and behavioral action. However, when they mapped the data to the TTM, results emphasized the impact of PDEs on behavioral learning and action. Conclusion – Academic librarians who participate in DEI-related PDEs experience a wide array of emotional responses to the training and leave with a broad range of cognitive, behavioral, and affective impacts. While data suggests that these PDEs increased awareness and knowledge and behavioral action the most, there is little that suggests that meaningful organizational change follows afterwards. Another challenge is the gap between having awareness of DEI topics and taking steps toward meaningful self-improvement. The authors note that it takes time for knowledge to translate into action and highlight the importance of post-PDE check ins by PDE facilitators and library administration. Academic librarians should approach DEI PDEs with intentionality by challenging themselves to set goals and use their new DEI knowledge to create actionable change both personally and organizationally. On the other hand, creators of DEI PDEs should take time to understand the participants and organizational culture in order to design trainings intentionally, using the TTM as a guide to identify how the PDE maps to the stages of change leading to meaningful action and follow up. Without intentionality, follow up, and goal setting, DEI-related PDEs may be ineffective, performative, and demoralizing.

Roles of Library Research Institutions in Disseminating Research Publications: A Bibliometric Study

This study seeks to ascertain the distribution of research publications concerning the roles of libraries and librarians in research institutions listed in the Scopus database. A literature search uncovered 1637 articles on the subject. R-Bibliometrix (Biblioshiny) software was used to evaluate these publications in considerable detail. The findings indicated that Library Philosophy and Practice was the publication that published the most significant number of articles on the relevant themes, with Pandita R. being the most productive author. Scientometrics received the most citations (515), followed by The Journal of Academic Librarianship (410), College Research Libraries (399), and Library Management (317 times). The Journal of Academic Librarianship and Library Philosophy and Practice had the highest h-index scores, 9 and 7, respectively. The United States contributed the most to collaboration; of the 260 papers where 246 documents have collaborated across the country, and 14 papers collaborated with authors from several countries. The widely studied topics include libraries, medical libraries, library science, organization and management, librarian of biomedical research, scientific libraries, qualitative research, meta-analysis, systematic reviews, and Cochrane libraries

English Literature Students at Spanish University Have Positive Perceptions Towards but Limited Understanding of Online Resources

A Review of: Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6). https://doi.org/10.1016/j.acalib.2021.102461 Abstract Objective – To assess students’ perception, use, and format preferences of library resources. Design – Online survey questionnaire. Setting – A public university in Spain. Subjects – 134 second-year, third-year, and fourth-year undergraduate English language and literature students. Methods – An anonymous survey was built using Google Forms and shared with eligible participants during March and April 2021. Survey participation was voluntary, although students were encouraged to respond and were provided with class time to do so. Nonetheless, due to the ongoing COVID-19 pandemic at the time of this study, courses were taught in a hybrid (both in-person and online) format and class attendance was not mandatory. The survey consisted of six multiple choice and four open-ended questions, and answers were required for all 10 questions. Main Results – Respondents were mostly satisfied with the available resources in supporting their studies in English literature and culture, with the majority preferring to access resources online (51%) or through both online and print formats (14%). Convenience was the most commonly cited reason for favoring online access, while improved processing and learning were mentioned by those preferring print. A majority of respondents also indicated they have used online resources from either their home university library (72%) or other libraries (55%). Conversely, 29% of the respondents were unable to identify any specific electronic resources. Conclusion – Study results indicate that Spanish undergraduate students majoring in English literature generally have a positive perception of library resources in supporting their studies and prefer online access over print. However, many of these students may also have an incorrect or limited understanding of how to differentiate between library resources, general websites, web search engines, or computer programs.

Librarian-Lead Faculty Learning Communities Offer Opportunities for Collaboration

A Review of: Burress, T., Mann, E., & Neville, T. (2020). Exploring data literacy via a librarian-faculty learning community: A case study. Journal of Academic Librarianship, 46(1). https://doi.org/10.1016/j.acalib.2019.102076 Abstract Objective – To describe a librarian-lead faculty learning community (FLC) focused on data literacy. Design – Case study. Setting – A public university in Florida. Subjects – 10 participants in the FLC. Methods – Two librarians proposed the Data Literacy Across the Curriculum FLC as part of the University of South Florida St. Petersburg Center for Innovation in Teaching and Learning. Participants were recruited from all full-time instructional faculty. The group met for monthly 90-minute meetings throughout the fall and spring semesters. Meetings were focused on group goal-setting, lightning talks, open discussion, data tool demonstrations, and the planning and development of work projects. In addition, the group designed an informal survey on the use of data tools across the institution. Main Results – At the conclusion of the year-long FLC, the group developed a frame for data literacy competencies that can be utilized across the curriculum. The FLC participants created a Data Literacy Faculty Toolkit that presented that theoretical framework, as well as providing sample activities and other resources to help faculty to practically implement that framework into their instruction. The student success librarian also integrated data literacy into the first-year student information literacy curriculum. Conclusion – Participation and facilitation of the FLC by librarians served to further librarian-faculty collaboration, as well as demonstrating library value. The work of the Data Literacy Across the Curriculum FLC raised awareness about information and data literacy on campus, and provided support to faculty members looking to further integrate data literacy into their instruction.

Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses

A Review of: Steele, J.E. (2021). The role of the academic librarian in online courses: A case study. Journal of Academic Librarianship, 47(5), 102384. https://doi.org/10.1016/j.acalib.2021.102384 Abstract Objective – To examine the role of academic librarians in online courses in a university setting. Design – Survey questionnaire. Setting – A multi-campus university in the southern United States. Subjects – Students, faculty, and librarians who had taken, taught, or assisted in fully online courses. Methods – Email addresses for potential survey participants were provided by the university office of institutional research. The researchers tailored survey questions weto specific subject groups. The surveys took roughly 15 minutes to complete and were open for 1 week following the original email. Surveys included 12 – 16 questions, depending on the version, and included questions relating to the use of librarians in online courses, the type of assistance they provided, and how assistance was provided (e.g., in person, email, live chat). Question types included yes/no, check-all-that-apply, and open-ended-answer. Main Results – Of the student responders, 23.24% reported asking a librarian for help with research or an assignment. This help included finding resources (34.48%), database searching (28.57%), and searching the library catalog (20.69%). Help was given over email (28.03%), live chat (31.82%), and in person (17.42%), which was reported to be most helpful by several students. Only 10.61% reported using video-conferencing software such as Zoom. Only 5.88% of faculty reported including a librarian for synchronous instruction in online courses, while 19.12% made use of asynchronous tutorials created by a librarian. The majority of respondents (93.1%) had not worked with an embedded librarian in their courses, and many reported not knowing that it was an option. Instead, faculty perceived librarians to be an outside resource. Both faculty members and students reported a desire for more video tutorials from librarians. Several faculty mentioned wanting a library module that could serve as an introduction to the library, library resources, and basic instruction topics such as citation styles. Conclusion – While some students and faculty have worked with librarians in online courses and welcomed their involvement, there is room for improvement in library outreach, including how the library communicates with and supports this growing population.

Uneven Adherence to Professional Guidelines and Potential Ethnic Bias in Service Provision Evidenced in Virtual Reference Service Interactions

A Review of: Hamer, S. (2021). Colour blind: Investigating the racial bias of virtual reference services in English academic libraries. The Journal of Academic Librarianship, 47(5), 102416. https://doi.org/10.1016/j.acalib.2021.102416 Abstract Objective – To investigate whether there is evidence for implicit ethnic bias in virtual reference service interactions. Design – Email-based structured observation study. Setting – Academic libraries in England. Subjects – 158 email-based virtual reference service interactions from one of 24 academic libraries in England. Methods – The study used a sample of 24 academic libraries across eight of the nine regions of England (excluding London). The body of the email message sent to each library consisted of one of five questions and was identical except for personalization to the institution. The first three questions were designed to be more likely to be answered in response to an unaffiliated user, and the last two questions were designed to be less likely to be answered in response to such a user. Each library received an email with each question from a different sender during each of five weeks, plus a repeat of question one in week six with slightly altered wording to serve as a control question. Emails were sent on randomized work days at different times of day. The messages were signed with one of six names representing the largest distinct ethnic population groups in England and Wales: Hazel Oakland (White British), Natasza Sakowicz (White Other), Zhao Jinghua (North Asian), Priya Chakrabarti (South Asian), Ebunoluwa Nweke (Black African), and Aaliyah Hajjar (Arab). All names were feminine and represented unaffiliated users. Email replies were coded according to a set of 27 characteristics based on the two most well-known professional guidelines for providing best practice reference services, namely, IFLA and RUSA. Main Results – 133 out of 144 sent queries received a reply, of which 66 partially or fully answered the question. 158 total emails were received (since an email might receive multiple responses), and 67 of these partially or fully answered the question. Differences in how the librarian’s reply addressed the user were evident. Hazel was the only one never referred to by her full name, whereas Jinghua was the least likely to be referred to by her given name and most likely to be referred to by her full name or no name at all. Greeting phrases were used in most responses. About 20% of responses included a reiteration of the original request. Elements of the response which could be seen as promoting information literacy skills were provided in only 11% of responses. Natasza was the most likely to be referred to another source to answer her query, whereas Jinghua was least likely. Ebunoluwa was the least likely to receive a response to her query and least likely to have her question answered overall. Conclusion – The findings point to some evidence of unequal service provision based on unconscious bias. In the aggregate, Ebunoluwa received the lowest quality of service, while Jinghua received the highest. There were several instances of inappropriately addressing the user, or what the author refers to as name-based microaggressions, and this was most common for Jinghua. The likeliest explanation is that many librarians are unfamiliar with the ordering of names traditionally found in East Asian cultures. The most noticeable result of the study is an overall lack of consistent adherence to professional guidelines. For instance, most queries received a reply within a reasonable timeframe, and greeting and closing phrases were included almost universally. However, other elements of the author’s rubric, such as those corresponding to clarity and information literacy, were not consistently applied. The results point to a greater need for librarians to follow best practice in virtual reference services. Furthermore, the author believes that best-practice guidelines must actively engage with anti-racist ideas to address the issues that were found in the study.

Information literacy and research support services in academic libraries: A bibliometric analysis from 2001 to 2020

This article attempted to examine research support services, information services, print collections, digital resources and information literacy using bibliometric analysis from 2001 to 2020. The main aim was to consolidate the published studies on the research support services in academic libraries in the Web of Science (WoS) indexed documents. However, there has been a lack of quantitative measurements on the subject. Thus, we used the bibliometric method and found a total of 4079 published documents. The study findings revealed that the topic of ‘information literacy and library’ was on top with a total number of 2168 publications, 3047 articles as a type of published documents, 3662 publications in English and a considerable increase in publications as per years were found. The top author named Fourie I was found with 106 citations and 22 articles started in 2001. Similarly, the University of Illinois found on top organisations out of 2609, United States on top out of 113 countries and information literacy as a keyword out of 6179. Furthermore, the Journal of Academic Librarianship placed at top of sources out of 726 and the National Institutes of Health NIH USA as a top funding agency.

Academic Libraries Report Minimal Standardization and Oversight of LibGuide Content

A Review of: Logan, J., & Spence, M. (2021). Content strategy in LibGuides: An exploratory study. The Journal of Academic Librarianship, 47(1), Article 102282. https://doi.org/10.1016/j.acalib.2020.102282 Abstract Objective – To determine what strategies academic libraries use to govern creation and maintenance of their LibGuides. Design – Online survey questionnaire. Setting – A selection of academic libraries that use Springshare’s LibGuide system, mainly in the United States and Canada. Subjects – Academic libraries with administrator level access to LibGuides at 120 large and small, private and public schools. Methods – Researchers made their online questionnaire available on a Springshare lounge and recruited participants through electronic mailing lists. Respondents were self-selected participants. The survey consisted of 35 questions, including several about their institution’s size and type, the number of LibGuides available through their library, and how their guides are created and reviewed. There was space available for comments. The survey stated that the researchers’ goal is to complete an “environmental scan of content strategies” in LibGuides at academic institutions. Main Results – Of the 120 responding institutions, 88% are located in either the United States or Canada and 53% reported that they do have content guidelines for LibGuide authors. Content guidelines might include parameters for topics, target audiences, or purpose. Parameters for structural elements, including page design, content reuse policies, naming conventions, and navigation, were most commonly represented at those institutions that reported having guidelines. Seventy-seven percent of respondents reported that their LibGuides do not go through a formal review process prior to publication. Regarding LibGuide maintenance, 58% reported that LibGuides are reviewed as needed, while 27% indicated a more systematic approach. In most cases, the LibGuide reviewer is the author, though sometimes a LibGuide administrator may take on a review role. The most common considerations for LibGuide review are currency, accuracy, usage, and consistency. Of the responding institutions, 74% reported that they do not conduct any user testing of their guides. Two of the biggest barriers to introducing and maintaining LibGuide guidelines identified in the survey were lack of time and a sense of librarian ownership over content and workflow. The strong culture of academic freedom may make some librarians resistant to following institutional guidelines. Survey respondents noted that, where content guidelines are present, they tend to address “low hanging fruit” issues, such as page design and naming conventions, rather than more complex issues around tone and messaging. Conclusion – Content creators tend to have many competing priorities, so a workflow and guideline system might help librarians spend less time on their guides. Despite a large amount of research on LibGuide best practices regarding content strategy, few institutions seem to be taking systematic steps to implement them. Further research examining the experiences of LibGuide authors and administrators and on the effectiveness of content strategy practices is necessary.

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Facet Use in Search Tools is Influenced by the Interface but Remains Difficult to Predict

A Review of: Dahlen, S. P. C., Haeger, H., Hanson, K., & Montellano, M. (2020). Almost in the wild: Student search behaviors when librarians aren’t looking. Journal of Academic Librarianship, 46(1), 102096. https://doi.org/10.1016/j.acalib.2019.102096 Abstract Objective – To examine the relationship between student search behaviours and the quality of scholarly sources chosen from among library search tools. Design – Unmonitored search sessions in a facilitated library setting. Setting – A mid-sized public university in the United States of America. Subjects – 50 upper-level undergraduate students in the social and behavioural sciences. Methods – Recruited participants were given one of two search prompts and asked to use EBSCO’s Social Science Abstracts and two configurations of ProQuest’s Summon, with one being pre-scoped to exclude newspapers and include subject areas within the social sciences. The search tools were assigned in random order. In each case, the participant was asked to find two of the “best quality” articles (p. 3). A librarian was present in the room but did not observe participants; instead, all sessions were recorded using Camtasia Relay. Afterwards, participants were interviewed about the process they used and their impressions of the search tools. They also completed a survey collecting information on their GPA and whether they had previously had library instruction. Main Results – Facet use differed significantly between the EBSCO database and Summon, though not between the two different configurations of Summon. There was a significant relationship between high use of facets in one platform being connected to high use in the other platforms. In contrast to some previous studies, a non-trivial proportion of participants went beyond the first page of search results. In support of most previous studies, participants infrequently searched on the subject field or changed the default sort order. Summon’s article suggestion feature was noted as being especially helpful, and clicking on suggested articles was significantly correlated with the number of article records viewed. Conclusion – The choice of search tool has a large influence on students’ subsequent search behaviour. Many of the advanced features are still missed by students, although in this study the majority of sources picked were of high quality. The authors note the importance of configuring the interface so that facets and other features deemed worthwhile by librarians are higher up on the page. The researchers reason that the prominent display of facets leads to greater uptake. Despite finding no association between library instruction and facet use, teaching students how to use facets remains an advisable strategy.

Unwrap citation count, Altmetric Attention Score and Mendeley readership status of highly cited articles in the top-tier LIS journals

Purpose The purpose of the study is to use a multidimensional perspective on the analysis of scholarly articles published in the top-tier Library and Information Science (LIS) journals. The relationships between the impact factors (Altmetric attention score [AAS], citation count and Mendeley readership) were analyzed, and reader profiles were characterized and studied. Design/methodology/approach This paper examined citation count, AAS and Mendeley readership of the most cited articles published in the top-tier LIS journals – The Journal of Academic Librarianship, Government Information Quarterly and Library and Information Science Research. A total of 61 articles were analyzed. Data were recorded on an Excel spreadsheet and exported to the statistical software package SPSS 18.0 for Windows to perform the descriptive and correlation analysis. Findings This study suggests that Mendeley readership and AAS could be used as supplemental measurements for assessing the impact of a publication or author in the LIS. AAS and Mendeley readership are positively correlated with citation count, and the correlation between Mendeley readership and citation count was stronger than AAS and citation count. Librarians are dominant readers of the top-tier LIS journals, followed by social sciences, computer science and arts and humanities professions. Originality/value This study introduces two newly launched metrics for measuring the research impact factor and discusses how they correlated with citation count. Moreover, the study details the spectrum of Altmetric for discovering readership of LIS top-tier journals. To the best of authors’ knowledge, this is the first study that presents the spectrum of AAS and Mendeley readership of the most cited articles published in top-tier of LIS journals. The study reveals an alternative way of measuring LIS publication’s impact factor that enables researchers, librarians, administrators, publishers and other stakeholders in LIS to assess the influence of a publication from another angle.

Research Supports are Effective in Increasing Confidence with Research Skills in Early Career Academic Librarians

A Review of:
 Ackerman, E., Hunter, J. & Wilkinson, Z. T. (2018). The availability and effectiveness of research supports for early career academic librarians. The Journal of Academic Librarianship, 44(5), 553-568. https://doi.org/10.1108/ILS-09-2016-0068
 Abstract
 Objective – To identify the type and efficacy of research supports currently available to early career academic librarians.
 Design – Survey.
 Setting – The United States.
 Subjects – 213 academic librarians who were not yet promoted or have received tenure, or those up to three years post-tenure or promotion. 
 Methods – The researchers created a survey containing 39 closed and open-ended questions using the software Qualtrics. The question types included multiple choice, Likert scale, and free text. The survey was distributed through direct emails and various professional electronic mailing lists.
 Main Results – The majority of respondents listed finding time as the most significant barrier to conducting research. Respondents listed informal mentoring as the most commonly used and most widely available form of research support. Statistical analyses revealed that for every type of research support a librarian engaged in, on average confidence increased by 0.10.
 Conclusion – Engagement in formal and informal research supports may influence early career academic librarians’ confidence levels in regards to conducting research projects. Academic institutions as well as professional organizations should ensure that ample opportunities are available.

First-Year Students’ Understanding of Research and Their Information Literacy Skills Change Over Time and in Four Different Ways

A Review of:
 Kirker, M. J., & Stonebraker, I. (2019). Architects, renovators, builders and fragmenters: A model for first year students’ self-perceptions and perceptions of information literacy. The Journal of Academic Librarianship, 45(1), 1-8. https://doi.org/10.1016/j.acalib.2018.10.009
 Abstract
 Objective – To explore students’ perceptions of their information literacy skills and how these change during the first-year experience.
 Design – A longitudinal qualitative study using cognitive dissonance theory.
 Setting – Two large public universities in the United States of America.
 Subjects – Students enrolled in research methods and information literacy-based courses in their first semester.
 Methods – Students were required to submit two written self-reflections as part of their course; the first was completed in the first two weeks of the semester and the second at the end of the semester. Informed consent was obtained for all reflections used for the study. The authors selected 12 students (6 from each institution) to participate in semi-structured interviews at the end of their first year. A total of 178 self-reflections were included in the analysis.
 Main Results – The study found that students’ understanding of research changed during the first-year experience, and that students had four main journeys related to their information literacy skills and perceptions. Instances of cognitive dissonance were observed. Students can consider themselves both good and bad researchers at the same time. The study also revealed the research process as an emotional labour, not just an intellectual one.
 Conclusion – The study concluded that a shared understanding of “research” between librarians and students is needed in order to teach information literacy effectively. It is also important to recognise that students transform their information literacy over time (not just from a single class or program) and that teaching needs to meet students where they are on their journey, depending on their “developmental paths.”

Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree

A Review of:
 Oliver, A., & Prosser, E. (2018). Academic librarianship without the degree: Examining the characteristics and motivations of academic library professionals. The Journal of Academic Librarianship, 44(5), 613-619. https://doi.org/10.1016/j.acalib.2018.07.006
 Abstract
 Objective – To examine the motivations and career paths of professionals outside the field of library science who work in academic library settings, including their reasons for not pursuing a graduate degree in librarianship.
 Design – Multiple-choice survey questionnaire.
 Setting – Not clearly stated.
 Subjects – 193 adults without graduate degrees in librarianship employed in professional positions in academic libraries.
 Methods – A nineteen-item multiple-choice questionnaire hosted on Select Survey and a previous study by the same authors. Filtering excluded survey respondents who did not currently work in academic libraries, who had graduate degrees in librarianship, or who do not identify as an academic library professional.
 Main Results – Most of the survey respondents (n=115, 59.9%) had positions in a library prior to pursuing a professional academic library career. Of those with prior library experience, most (n=98, 85.2%) had gained experience in academic library settings. The two top reasons cited for becoming an academic library professional were an interest in employment in academic library settings (n=59, 52.2%) and meeting position requirements (n=54, 47.8%). A fifth of respondents both met the requirements for their position and had an interest in working in academic libraries (n=23, 20.4%). Most respondents had less than five years’ experience (n=41, 36.6%) or six to ten years’ experience (n=43, 38.4%) in an academic library. Less than half of respondents had became academic library professionals after applying as an external candidate (n=83, 44.6%) and a number of respondents had applied as an internal candidate (n=52, 28%). Several respondents had become academic library professionals because they were promoted, appointed, or recruited within their academic libraries (n=35, 18.8%). Few respondents were actively working on a graduate librarianship degree (n=21, 11.3%) and most expressed that they did not need such a degree (n=112, 67.9%). Those who were pursuing a graduate degree in librarianship did so because of their desire to advance their careers (n=17, 81%). Respondents’ current positions were mostly categorized in areas such as administration (n=77, 31.2%), scholarly communications (n=34, 13.8%), technical services (n=27, 10.9%), and information technology (n=20, 8.1%).
 Conclusion – Having prior experience working in an academic library served as a notable motivating factor for entry into the position of academic library professional. Two main pathways towards obtaining such positions included positions without graduate library degree requirements and the transition of paraprofessionals into professional-level jobs. Most survey respondents noted their lack of interest in pursuing an advanced degree in librarianship, as they did not see the significance of having one. These findings may help library education programs to better understand growing needs in librarian education and prepare the future library workforce to meet these new demands.

Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges

A Review of:
 Phillips, M., Fosmire, M., Turner, L., Petersheim, K., & Lu, J. (2019). Comparing the information needs and experiences of undergraduate students and practicing engineers. The Journal of Academic Librarianship, 45(1), 39-49. https://doi.org/10.1016/j.acalib.2018.12.004
 Abstract
 Objective – To compare the levels of information literacy, needs, and challenges of undergraduate engineering students with those of practising engineers.
 Design – Electronic survey.
 Setting – Large land grant university in the Midwestern United States and multiple locations of a global construction machinery manufacturing company (locations in Asia Pacific, Europe, North America).
 Subjects – Engineering undergraduates and full-time engineers.
 Methods – Two voluntary online surveys distributed to (a) students in two undergraduate engineering technology classes and one mechanical engineering class; and (b) to engineers in an online newsletter. None of the questions on the survey were mandatory. Because the call for practising engineers generated a low response rate, direct invitations were sent in batches of 100 to randomly selected engineers from a list provided by the human resources department of the company participating in the study. The surveys were similar but not identical and included multiple choice, Likert scale, and short answer questions. Data analysis included two-sided unpaired sample t-tests (quantitative data) and deductive and inductive content analysis (qualitative data).
 Main Results – There were 63 students and 134 professional engineers among the respondents. Survey response rates were relatively low (24.3% for students; approximately 4.5% for employees). Students rated themselves higher overall and significantly higher than did engineers on the questions “know where to look for information” (students M = 5.3; engineers M = 4.2) and “identifying the most needed information” (students M = 5.5; engineers M = 4.8) (mean values reported on a 7-point scale). Neither group rated themselves highly on “reflecting on how to improve their performance next time” or “having a highly effective structure for organizing information,” though engineers in North America rated themselves significantly higher than those in Asia Pacific on organizing information, knowing where to look for information, and using information to make decisions.
 Both students and engineers reported often using Google to find information. The library was mentioned by one-half of engineers and one-third of students. Engineers reported consulting with peers for information and making more use of propriety information from within their companies, while students reported using YouTube videos and online forums, as well as news and social media. More than half of students (57%) reported having enough access to information resources, while 67% of engineers felt that they lacked sufficient access. The most common frustration for both groups was locating the information (45% of student responses; 71% of engineer responses). Students reported more frustration with evaluating information (17%) compared to engineers (9%).
 Conclusion – Engineering students and professional engineers report differences in their levels of confidence in finding information and differences in the complexity of the information landscape. Engineering librarians at the university level can incorporate this knowledge into information literacy courses to help prepare undergraduates for industry. Corporate librarians can use this information to improve methods to support the needs of engineers at all levels of employment.

Information Literacy a Scientometric Assessment of Global Research Output


 
 
 The paper attempts to measure the global research output on information literacy (IL) on the basis of data retrieved from SCOPUS database during 1975 to 2019. The total output included 7070 record and 50584 citation. The average citation per paper was 7.15 per cent. Among the most significant sources titles used for the publication of IL research, Communication in Computer and Information Science was found to be leading journal with 380 papers. However, Journal of Academic Librarianship has been recorded for receiving highest citations (6.75 %) and highest (32) h-index. Pinto, M from Universidad de Granada has been observed as the most prolific author with 48 publication. Lloyed, A got maximum 1062 citation and the highest (17) h-index was calculated for him. Out of total output in the entire subject field, the subjects in the Social Sciences have been resulted for highest quantitative yield with h-index 170. With regard to the distribution by the types of documents, ‘Article’ seemed to be most preferred source over the rest. USA accounted for 46.94 per cent research output in total publications. Purdue University from United States and Queensland University of Technology ‘OUT’ from Australia have been most prominent institutions in terms of institutional output. 7070 documents produced 22353 keyword in which the phrase ‘information literacy’ dominated the remaining terms.