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《The Journal of Academic Librarianship》2019,45(3):242-251
Online information literacy instruction is becoming increasingly popular among university libraries, although the level of its development varies from institution to institution. In this study, we seek to ascertain implementation levels for online information literacy instruction among university libraries in Mexico, as well as librarians' experiences, opinions, and attitudes with regard to this instruction modality. To this end, we analyzed data collected between November 2015 and January 2016 through a survey that was sent to 559 libraries at Mexican public universities and completed by 189 librarians. The results show a limited development of information literacy instruction in general and in online instruction in particular, despite the recognition of its importance and usefulness. The main barriers to implementation that were identified were a lack of technological resources and of personnel qualified to undertake these tasks. The main challenges that the libraries that do provide online instruction have had to face are related to a lack of institutional support, a lack of cooperation on the part of faculty members, students' motivation, and librarians' expertise. 相似文献
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Tella Adeyinka 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):287-305
The explosion of information technology (IT) since the beginning of the 20th century rendered manual-based library systems, in academic, research, special and public libraries, irrelevant. Implementing information technology in the digital age depends largely on librarians' attitudes. This study examines the attitudinal correlates of selected Nigerian librarians towards the use and application of IT in their libraries. Forty-one librarians were surveyed from the four selected automated libraries in state of Oyo in Nigeria form the study's population. Two research questions were developed to guide the study. The results indicate that four out of the five variables age, gender, educational qualifications and prior knowledge of IT significantly correlate with the librarians' attitudes towards IT. The other variable, IT anxiety, correlates negatively with the librarians' attitudes towards IT. Findings further show that all the five variables significantly predict librarian's attitude towards IT with prior IT experience showing the greatest predictive effect. Based on these findings, libraries in the developing countries should consider sending their librarians, who do not have knowledge of IT, to IT training in order to remove fear and anxiety hindering them from developing a better attitude towards the use of IT in their libraries. 相似文献
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《Journal of Government Information》2001,28(2):149-169
This article examines the impact of computer-mediated communication — specifically the use of e-mail and GOVDOC-L — and the use of and design of Web pages on academic documents librarians' professional relationships. Twenty-six semi-structured telephone interviews were conducted with academic documents librarians throughout the US to enhance and help clarify previous quantitative research data from a national survey conducted on the same topic by the author. Findings from the interviews suggest that computer-mediated communication is not only important for passing information, but also in terms of professional support and community building. Computer-mediated communication also appears to be reducing the use of some other modes of communication by documents librarians. In addition, the interviews provide anecdotal evidence that internal and external relationships have been modified or created anew because of work related to the World Wide Web (WWW). The article concludes with a discussion on the impact that the altering of professional relationships may have on the documents librarians' profession. 相似文献
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《The Journal of Academic Librarianship》2023,49(5):102769
Academic librarians' professional skills make them an ideal candidate to work with faculty in the exploration, adoption, promotion, and preservation of open educational resources (OER). This study used the technology acceptance model (TAM) to explain and predict librarians' attitudes towards OER and their intentions towards utilization in instructional design practices and teaching pedagogies. A total of 213 academic librarians participated in the mixed-methods design study. The results reveal that perceived ease of use (PEOU), perceived usefulness (PU), and self-efficacy (SE) as it relates to OER accounted for 51 % of the variance in librarians' attitude (AT) towards OER. Moreover, librarians' AT and SE towards OER accounted for 55 % of the variance in their Intentions (IN) to leverage OER. These results support the use of TAM to support likelihood of users to utilize OER. Furthermore, participants' responses on open-ended questions reflected a variety of experiences and opinions, expressed concerns and challenges of promoting OER. In conclusion, in accordance with previous studies, state the necessity of librarians to possess the knowledge, skills, and appreciation of these resources to increase their likelihood of adoption. There is an undeniable need for continual education and support regarding the implementation of OER. 相似文献
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《The Reference Librarian》2013,54(22):105-112
There are many issues confrontin librarians and infoyation brokers as they attempt to meet the in f ormation dissernination needs of society. They need to find ways to work together towards that end. Information on Demand's business is to provide document delivery and research services to the public and, therefore, has a vested interest in maintaining the best possible working relationship with the library community. Information brokers' and librarians' various roles as information providers are at resent well-defined and complementary. Perhaps in the future, those distinctions will fade or disappear. 相似文献
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Lyda Fontes McCartin 《International Information and Library Review》2018,50(2):163-169
The question of academic librarian status has resulted in academic librarians approaching relationships with faculty as one of deference, where they cede power to disciplinary faculty regardless of their own expertise. To date, no research has explored why academic librarians engage in deference behavior when working with disciplinary faculty. Self-efficacy, a person's beliefs in their ability to perform a task, may be an appropriate theoretical framework to begin exploring this behavior. This pilot study explores the perceived self-efficacy of Colorado academic librarians holding an instruction and/or liaison role (n = 68) in order to examine academic librarians' levels of perceived self-efficacy and its relationship to faculty status and years in profession. Results indicate that there is not a significant relationship between perceived self-efficacy and faculty status or years in profession but that gender is significantly associated with perceived self-efficacy. Results also indicate a change in self-efficacy as library faculty progress between faculty ranks. Avenues for future research on academic librarian self-efficacy are suggested and implications for public services managers are discussed. 相似文献
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《Library & information science research》2005,27(1):73-96
This article examines university reference librarians' use of electronic mail (e-mail) for requesting assistance from weak and latent ties within their own professional community. Additionally, the research explored the librarians' perceptions regarding e-mail's influence on their own abilities to develop their professional network. The extent and frequency of contact initiation via e-mail were investigated in relationship to several professional and personal background characteristics, as well as proximity to other peer institutions. A Web-based survey indicated that many academic librarians use e-mail to directly contact completely unacquainted or loosely acquainted peers for purposes of seeking help with active reference queries. However, the frequency of use is quite low. 相似文献
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Web 2.0 represents an emerging suite of applications that hold immense potential in enriching communication, enabling collaboration and fostering innovation. However, little work has been done hitherto to research Web 2.0 applications in library websites. This paper addresses the following three research questions: (a) To what extent are Web 2.0 applications prevalent in libraries?; (b) In what ways have Web 2.0 applications been used in libraries?; and (c) Does the presence of Web 2.0 applications enhance the quality of library websites? Divided equally between public and academic, 120 libraries' websites from North America, Europe and Asia were sampled and analyzed using a three-step content analysis method. The findings suggest that the order of popularity of Web 2.0 applications implemented in libraries is: blogs, RSS, instant messaging, social networking services, wikis, and social tagging applications. Also, libraries have recognized how different Web 2.0 applications can be used complementarily to increase the level of user engagement. Finally, the presence of Web 2.0 applications was found to be associated with the overall quality, and in particular, service quality of library websites. This paper concludes by highlighting implications for both librarians and scholars interested to delve deeper into the implementation of Web 2.0 applications. 相似文献
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《The Journal of Academic Librarianship》2022,48(2):102501
Academic librarians have long been responsible for teaching information literacy competencies on college campuses, even as many are hesitant to accept the title of teacher. With inadequate instructional design preparation and one-shot sessions serving as a popular, if limited, instructional medium, librarians' design processes are often developed on the job and infrequently explored in the literature. Previous research has examined specific design models and instructional strategies, but few studies were found that determined how academic librarians select and implement these design decisions within the context of a one-shot. This Delphi study described academic librarians' design processes in an effort to develop practical takeaways for training and design of one-shot sessions using expert consensus. This study found (1) academic librarians find their master's degree curriculum lacking in instructional preparation; (2) participants preferred professional development that allowed for observation and direct experience; (3) consensus centering objectives in design decisions; (4) backward design was a frequently used model due to its ease of use, flexibility, and emphasis on objectives; and (5) the one-shot environment significantly impacted participants' design processes leading to modifications in their teaching. This paper concludes with a discussion of the implications for practitioners and recommendations for future research directions. 相似文献
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Carol S Scherrer 《Journal of the Medical Library Association》2004,92(2):226-232
Background: Leaders in the profession encourage academic health sciences librarians to assume new roles as part of the growth process for remaining vital professionals. Have librarians embraced these new roles?Objectives: This research sought to examine from the reference librarians'' viewpoints how their roles have changed over the past ten years and what the challenges these changes present as viewed by both the librarians and library directors.Method: A series of eight focus groups was conducted with reference librarians from private and public academic health sciences libraries. Directors of these libraries were interviewed separately.Results: Reference librarians'' activities have largely confirmed the role changes anticipated by their leaders. They are teaching more, engaging in outreach through liaison initiatives, and designing Web pages, in addition to providing traditional reference duties. Librarians offer insights into unanticipated issues encountered in each of these areas and offer some creative solutions. Directors discuss the issues from their unique perspective.Conclusion: Librarians have identified areas for focusing efforts in lifelong learning. Adult learning theory, specialized databases and resources needed by researchers, ever-evolving technology, and promotion and evaluation of the library are areas needing attention. Implications for library education and continuing professional development are presented. 相似文献
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《The Journal of Academic Librarianship》2023,49(1):102629
Seeking information is an integral part of the tasks that students are assigned by their teachers. They turn to librarians, or librarians offer them assistance in relation to this pursuit. This qualitative study sought to obtain in-depth insights on the perceptions and expectations of university teachers and librarians with respect to the importance of and students' participation and librarians' assistance in the information seeking process. Teachers and librarians understand the importance of the information-seeking process for students in the development of their skills. Whereas most of their perceptions of the students' roles in the process do align, there are certain differences in their perceptions and expectations of students. The results enhance the understanding of the information-seeking process and teachers and librarians' perceptions on it. They contribute toward planning to facilitate cooperation between academic librarians and teachers in situations of information behavior resulting from the educational process and context. 相似文献
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《The Journal of Academic Librarianship》2022,48(4):102528
The means through which the university libraries provide access to electronic resources (e-resources) for their patrons and the way they operate could be enhanced through an authentication system. Such a system can help address the challenges of seamless access to e-resources for patrons, and can also provide information for university librarians to further understand and explore patrons' demands. The purpose of this study was to investigate the perception gap (i.e., importance and satisfaction) of university librarians regarding authentication services, and their attitudes towards the visualization of online libraries' usage logs. Moreover, this study developed a dashboard platform to visualize readers' behavior when using online resources and to understand university librarians' attitudes towards the library statistics dashboard. As a result, it was found that one system quality attribute and two information quality attributes were identified as high priorities for the intervention. University librarians gave positive feedback on the library statistics dashboard that can present visualizations of the authentication logs to further explore patron behavior of using e-resources. This also shows that the results can help identify strategic focus areas to evaluate authentication systems and library statistics dashboard as alternative technologies to assist university librarians in exploring patrons' e-resource usage behaviors. 相似文献
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《The Journal of Academic Librarianship》2023,49(3):102671
Much can be learned from examining what leaders and followers believe motivates their work and the work of their colleagues. Research indicates a person's actions are inseparable from their beliefs and, given the many workplace decisions made on a daily basis, studying the motivational beliefs that underlie those decisions could reveal a great deal about workplace dynamics. The Motivation Beliefs Inventory (MBI) is a validated survey instrument designed to measure motivation beliefs along four theoretical lines: Reinforcement Theory, Expectancy-Valence Theory, Achievement Motivation Theory, and Self-Determination Theory. While this instrument has been used to measure motivation beliefs in such disparate industries as global consulting and the U.S. military, it has never been applied in an academic or library setting.Thus, this article discusses the results of a study which investigated the motivation beliefs of Association of Research Libraries (ARL) academic librarians in the United States. This study utilized a cross-sectional survey design with a stratified random sample of academic librarians employed by the 102 U.S. ARL member libraries. The findings indicate that ARL librarians' gender identity, race/ethnicity, faculty status, manager/non-manager job duties, educational attainment, and years of experience in academic libraries impact the motivation theories with which their beliefs align. 相似文献
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《The Journal of Academic Librarianship》2020,46(3):102152
The case study explores librarians experiences of learning pedagogical skills. The innovative professional development course was designed to equip librarians with the knowledge, skills and attitudes to deliver learner-centred training. Unlike the traditional ‘one-size-fits all’ model of professional development, this particular model provided librarians with opportunities to collaborate with their colleagues, share experiences, and to reflect on their instructional practices. The study employed qualitative research methods within a case study framework. The transformative learning theory provides the theoretical lens through which to understand librarians' learning experiences. Data gathering techniques included document analysis, observation and individual semi-structured interviews. Ten participants were purposively selected. Findings from this study have shown that the participants changed their attitudes towards teaching and learning, became confident, and improved their instructional practices. The study concluded that meaningful adult learning experiences have the potential to transform librarians' professional practice. In addition, a contextually responsive professional development programme, adequately supported by library management, is likely to provide an effective continuing professional development model. 相似文献
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Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present
Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of learning. Many of these spaces evolved over time with the addition of campus partners and services. In this article, the authors examined the literature on academic library learning commons to identify common themes. A qualitiative analysis of 103 articles identified five themes including: planning the learning commons, assessing the learning commons, benefiting from the learning commons, collaborating in the learning commons, and staffing the learning commons. Foremost, the review pointed to the increasing popularity of learning commons in academic institutions. To that end, it remains critical that librarians possess the capabilities necessary to support students, faculty, and staff in these next generation learning spaces. Some of these capabilities include traditional library skills, but librarians' computer literacy, including familiarity with web 2.0 technologies, and their knowledge of instructional design remains important too. 相似文献
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《The Reference Librarian》2013,54(78):131-148
Summary Academic librarians, eager to participate in the education of college students, have been researching library anxiety, students' aversion to asking questions, and other problems with interactions between students and library staff for decades. Misconceptions about librarians' professional status, teaching roles, knowledge and expertise, and attitudes toward students are often proposed as causes of dysfunctional interactions and as reasons why some students don't ask questions. It is important for students to know that librarians are willing and able to help, so that they feel free to ask questions that will help them advance their education. This study reports the findings of a survey of 48 undergraduate students regarding their perceptions of academic librarians, and discusses ideas for addressing existing misconceptions. 相似文献
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Abstract Creating Web research guides is an effective way to distribute the research expertise and resource knowledge of reference librarians. Using a Web reference guide for Pittsburgh history resources, the author demonstrates that reference librarians can play an integral role not only in the promotion of community resources, but also in the teaching and research of local history. Examples of the Web pages are included, as well as the rationale for the arrangement and inclusion of particular resources and research tips. 相似文献
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The qualitative, longitudinal study suggests how teachers and librarians learn to collaborate on inquiry-based science lessons that link science, information literacy, and structured English immersion standards for Latino elementary students. Teachers and librarians in the study received extensive professional development training about teacher and librarian collaboration (TLC), information literacy, inquiry-based science, as well as language and culture. In addition, expert peer mentors provided background information to teachers and librarians, as well as modeled high end TLC recommended by school librarian professional guidelines. Although increased interest and high motivation are generated by TLC, findings indicate that considerable time and experience are needed to prepare teachers and librarians to collaborate on instruction. Study results also indicate that there is an apparent lack of experience with inquiry-based science, particularly in schools with a culture of direct instruction. The study highlights teachers' lack of awareness of librarians' role as instructional partners. Greater communication between the professions is urged if TLC is to be successfully implemented as a way to bolster student achievement and stay updated in important fields, such as science, where instruction appears to be lagging behind. 相似文献