Evidence Based Library and Information Practice (Journal)
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Walking a Fine Line: How Norwegian Public Library Staff Navigate Activism and Neutrality in Their Settings
No full textA Review of:
Solum, E. E. B. D. (2025). Negotiating neutrality and activism in Norwegian public libraries: the case of environmental sustainability. Journal of Documentation, 81(1), 107-124. https://doi.org/10.1108/JD-04-2024-0082
Objective – To explore the idea of public library staff’s environmental activism in Norway and determine how they view library neutrality when considering the United Nations (UN) Sustainable Development Goals (SDGs).
Design – Qualitative study design using semi-structured interviews.
Setting – Four public libraries in Norway: The Northern and central-Eastern regions (2), and Oslo (2).
Subjects – 30 Librarians and non-librarians from the Norwegian public library sector, with a range of 1-38 years of employment in the library system.
Methods – The researcher recruited participants from the chosen library locations, conducted semi-structured interviews with participants, and analyzed data by library location using deductive-inductive methods. They also conducted field visits to each library and reviewed internal documents.
Main Results – The data revealed that the library’s support of the SDGs is context-dependant, and that negotiating between advocacy and neutrality may occur through library initiatives that are not outwardly political. Interview participants described their thoughts surrounding library neutrality during event-planning, with some feeling that demonstrating a stance on climate issues could reignite negative biases about public libraries. Other participants felt that if events are hosted, skeptical voices should be welcomed to offer balanced discussion. The data suggested that neutrality and activism are impacted by professional competencies, as librarians who are hired to support sustainability initiatives may lead efforts that are later adopted by other professionals and organizations.
Conclusion – Norwegian public library staff are aware that environmental activism is important and are determining how best to address the UN’s SDGs while also welcoming patrons with various views.
An Increase in Academic Ebook Preferences: A Decade Comparison of Ebook Use versus Non-Use
No full textA Review of:
Owens, E., Hwang, S., Kim, D., Manolovitz, T., & Shen, L. (2023). Do you love them now? Use and non-use of academic ebooks a decade later. The Journal of Academic Librarianship, 49(3), 102703-. https://doi.org/10.1016/j.acalib.2023.102703
Objective – To determine the use of library-provided ebooks by faculty and graduate students, the change in use over the last decade, the features, benefits, and challenges of ebook use, and the influence of the COVID-19 pandemic on ebook use in this population.
Design – Survey.
Setting – Medium-sized public university with four campuses: a main campus with a physical library, an online campus, and two satellite campuses.
Subjects – Faculty and graduate students.
Methods – The authors of this study used a Qualtrics survey similar to their previous 2011 survey, which tailored questions based on ebook users versus non-users (Cassidy et al., 2012). They added questions to their survey to assess the impact of COVID-19 on library-provided ebook use. The authors included language that directed respondents to focus on “ebooks that are being studied closely for class purposes.” Invitations to the survey were emailed to all faculty and graduate students and were posted in campus e-newsletters. The survey was open from September 2021 to October 2021 and included a small incentive to participate. Responses were anonymous.
Main Results – The initial list of survey recipients included 3377 graduate students and 1126 faculty members, a total of 4480 after 23 duplicate email addresses were removed. A total of 508, or 11.3 %, were included in the analysis: 53.2% were master\u27s students, 16.1% were doctoral students, and 30.7% were faculty members. At this university, the College of Education and Humanities and Social Sciences had the most master’s and doctoral students and represented most of the responses: 26% and 22.8%, respectively. The remaining responses were represented by the colleges of Criminal Justice, 16.1%, Science & Engineering Technology, 11.4%, and less than 8% Colleges of Business Administration, Health Sciences, Osteopathic Medicine, and Arts and Media. Most respondents were female, 72.8%, and aged 20-29, 36%, or 30-39, 26.4%. The authors noted there was no statistical difference in gender identity nor the average age of ebook users versus non-users.
Most respondents were ebook users, 64.4%, compared to non-users, 35.6%, which did not vary significantly when comparing campuses. When comparing the same results to those from 2011, however, only 38% of respondents were ebook users. For ebook users, 22.3% reported that they would rather use a print book, 15.3% felt the same about ebooks and print, 29.4% reported that they liked some ebooks but disliked others, and 26.3% reported that they would rather use an ebook. The authors stated that the results were surprisingly similar to their 2011 survey. Of the non-users, 24.5% reported that they would rather use a print book, 28.8 % indicated that they did not necessarily dislike library ebooks but had no opportunity to use them, and 7.5 % reported that they specifically disliked the library ebooks. In 2011, slightly more respondents preferred print books, 30.9%, more reported that they did not have the opportunity to use them, 46.4%, and a similar proportion, 7.2%, reported that they specifically disliked the library ebooks. Of the non-users, 38.7% reported that they may or may not use ebooks in the future, 16.6% and 29.3% reported that they definitely or probably will use ebooks in the future, 13.8% and 1.7% probably or definitely will not. Physical complaints were among the most common reasons for disliking library ebooks related to focus and retention, sensory experience of not holding or handling a print book, fatigue, headache, and eye strain. Other complaints were related to their functionality and usability, such as lag time, clunky interface, accessibility, and challenges with annotation and note-taking. Also mentioned was the additional screen time required.
Ebook features reported to be important were searching within the text, 91% of respondents, seeing the search terms highlighted, 78%, downloading the book to read offline, 75.2%, copying and pasting from the ebook, 70.5%, printing pages, 62%, or chapters, 60%. In 2011, features of the highest importance were searching within the text, 63.3%, printing individual pages, 49.0%, copying and pasting from the ebook, 47.7 %, and taking and saving notes, 39.4 %. The authors also collected open-ended comments, and respondents indicated ebook features such as annotation, formatting and compatibility, no print limit, no time limit, navigation, and text-to-speech were important. A little over 72% of respondents used an electronic device, such as a tablet, smartphone, or e-reader, for reading, whereas only 51.2% reported the use of an electronic device for reading in 2011. Of the respondents who attended the university before the COVID-19 pandemic, 71.4% reported their use of ebooks remained the same during the pandemic, which, according to the authors was not as significant as expected. The authors wrapped up the survey by including questions for graduate students regarding the future use of ebooks: 75.9% of respondents wanted the library to purchase more ebooks to support their classes, 59.9% responded that their use of ebooks would likely increase with a recommendation by the professor, and 90.1% would rather use an ebook than wait for a print copy to be returned to the library.
Conclusion – The authors report that library ebook users compared to non-users have significantly increased since their 2011 survey, yet the feelings about ebooks remain consistent, and the use of ebooks before and after the COVID-19 pandemic remained the same for most respondents. They acknowledged that many frustrations with library ebook use are related to copyright restrictions and device compatibility and suggested that publishers could improve compatibility and increase usability by loosening restrictions. They suggested that libraries communicate with their local users before making major changes in their print versus ebook collection. Electronic availability alone may not be enough, and users are looking for accessibility, ease of use, and device compatibility with fewer restrictions. The authors suggest more research into strategies for promoting ebooks to teaching faculty and advocating for publisher improvements
Government Information Use by First-Year Undergraduate Students: A Citation Analysis
No full textObjective – The objective of the study was to investigate how first-year undergraduate students in a general education communication course engaged with government information sources in their academic research. The study examined the frequency, types, and access points of cited government information, as well as patterns in secondary citations and topic-based variation, to identify implications for library instruction, discovery systems, and collection strategies.
Methods – For the study, the researchers analyzed citations from persuasive papers submitted by 136 students across 14 course sections. A total of 1,704 citations were reviewed, of which 124 were identified as government information sources. A classification scheme was developed to code citations by source type, government level, agency, and access point. Researchers also conducted a secondary citation analysis to identify where students referenced government-produced content through nongovernmental sources and categorized papers by topic to assess variation in government information use.
Results – Government sources constituted 7.3% of all citations, with 45.3% of students citing at least one government source. Most cited materials came from U.S. federal agencies, particularly the Department of Health and Human Services and the U.S. Congress. Students predominantly accessed government sources through open Web sources, with minimal use of library databases and materials. The types of government sources most commonly cited were webpages, press releases, and reports. An additional 201 secondary citations referenced government information indirectly. Citation patterns varied by topic, with higher engagement in papers on government, immigration, and environmental issues.
Conclusion – The findings suggest that even without explicit instruction or assignment requirements, undergraduate students demonstrated baseline awareness and independent use of government information sources. However, their reliance on open Web access and secondary references highlights gaps in discovery, evaluation, and access. Instructional support could enhance students’ ability to locate and critically engage with more complex and authoritative government documents. Beyond instruction, the findings inform strategies for enhancing discovery, improving visibility, and promoting balanced access to government information.
Improving Equity, Diversity, and Inclusion in LIS Education: Insights for Curriculum Development and Professional Preparation
No full textA Review of:
Drewry, C., Matsuno, S., Hicks, A., & Inskip, C. (2024). How could the Library and Information Studies curriculum better prepare graduates to address equity, diversity and inclusion issues in their workplace? Journal of Information Science. Advance online publication https://doi.org/10.1177/01655515241245960
Objective – To explore how the graduate-level Library and Information Studies (LIS) curriculum can be redesigned to be more socially justice focused and thus better prepare graduates to address equity, diversity, and inclusion (EDI) issues in their workplace.
Design – A cross-sectional, descriptive online survey study.
Setting – MA/PG Diploma program in LIS at University College, London (UCL).
Subjects – 59 recent graduates from the MA/PG Diploma program in LIS at University College, London (UCL).
Methods – Using the descriptive survey methodology, a 13-item online questionnaire was sent to a purposive sample of 733 alumni from the MA/PG Diploma program in LIS at University College, London (UCL). The online survey included 7 closed question and 6 open-ended questions, and was open for 6 weeks. Survey responses were analyzed using thematic coding in NVIVO software to identify key trends and insights.
Main Results – Regarding effective pedagogical strategies for EDI-focused work, a notable theme was the importance of personal identity in understanding and engaging with EDI issues. Respondents mentioned that their own experiences of marginalization, promotion to management roles, and personal study, helped them recognize the significance of EDI in their professional lives and understand the broad array of protected characteristics in their EDI work. Group work and community building were also identified as crucial for effective EDI education. Respondents noted that working collaboratively, both in professional associations and with colleagues, helped them maintain motivation and deepen their understanding of EDI issues. Workshops, discussion groups, and online forums were highlighted as valuable tools for fostering these connections and promoting shared understandings. Another key theme was the need to embed an EDI ethos throughout the entire curriculum rather than isolating it in specific modules. Respondents advocated for integrating EDI principles into all aspects of LIS education, including lectures, reading lists, and course content to ensure a holistic approach. Gaps in the curriculum were also noted. First, there was a lack of training in management and leadership, particularly in areas like inclusive hiring practices and managing diverse teams. Respondents felt unprepared to address these practical challenges, which are critical for nurturing a diverse and equitable workplace. Second, fostering learner positionality needs to be strengthened in the curriculum. Positionality refers to how differences in social position, identity, and power dynamics shape individuals\u27 experiences and access to opportunities. Without developing an understanding of these dynamics, students may struggle to fully grasp the complexities of marginalization or may inadvertently impose their perspectives on others. Lastly, respondents highlighted the need to broaden the scope of EDI education to address all protected characteristics under UK law, not just race and ethnicity.
Conclusion – Three effective pedagogical strategies and three curricular gaps were identified to help LIS graduate programs to improve their EDI-focused curriculum. Specific approaches such as embedding EDI throughout the curriculum, encouraging students to reflect on their own identities and experiences with marginalization, and promoting collaborative activities were recommended. In the process of curricular form, educators need to be mindful about the tensions related to the pressure placed on those from marginalized communities to share their experiences and lead EDI work, challenging existing structures, and performative diversity. Lessons from archival practices can be considered, such as adopting trauma-informed practices when engaging with communities that have experienced historical or ongoing harm, and shifting towards more relational and person-centered approaches to build relationships with diverse user groups.
Empowering Postdoctoral Scholars: Insights From Library Focus Groups
No full textObjective – The goal of this study was to assess how postdoctoral scholars (postdocs) engage with the campus library and identify barriers to access. Postdocs occupy a unique position within the research community, bridging the gap between graduate studies and permanent academic positions. Despite their critical role, there has been little formal research to examine how postdocs interact with library resources and services, likely due in part to their relatively small numbers at academic and research institutions.
Methods – Three focus group interviews were conducted at two research intensive institutions in the United States. The qualitative analysis employed an iterative coding process to explore several themes: self-proclaimed needs to succeed during postdoctoral training; perceptions of library offerings, including space, services, and collections; and barriers to success.
Results – The thematic analysis revealed that postdocs value library resources and are seeking a range of services including financial services, mentorship, and scholarly writing support. There were only minor differences observed between the two institutions. The study identified lack of communication and time as the main barriers postdocs cited for not using the library. Based on participant feedback, we developed recommendations to enhance the postdoctoral experience with library resources and support their career development.
Conclusion – This study contributes valuable insights into optimizing library services for postdocs and highlights opportunities for libraries to better align their offerings with the unique needs and challenges faced by this sector of the academic community. Our approach also serves as a model to assess and improve library offerings to other small communities.
Key Insights into Factors that Shape the Ideal EDI Learning Experiences of Canadian Academic Librarians
No full textA Review of:
Fitzgibbons, M., & Lei, C. (2024). What is ideal EDI learning for academic librarians? Discovering EDI learning stories through appreciative inquiry. The Journal of Academic Librarianship, 50(5). Article 102908. https://doi.org/10.1016/j.acalib.2024.102908
Objective – To gain insights into academic librarians’ learning about equity, diversity, and inclusion (EDI) to identify ideal learning practices, and to inform the development of EDI learning in academic libraries.
Design – Appreciative inquiry-based semi-structured interviews.
Setting – Canadian higher education libraries across six provinces.
Subjects – 21 academic librarians across a range of professional roles.
Methods – Researchers conducted online Zoom interviews, firstly through pilots at two institutions before broadening to any Canadian higher education library, which were then transcribed. The 4-D cycle of appreciative inquiry, a strengths-based approach to change, was used to guide the development of the generative interview questions. The data analysis of the transcripts was underpinned by hermeneutic phenomenology, with interpretations using meaning assigned by participants themselves, and utilized thematic analysis with open coding and constant comparison.
Main Results –The authors identified eleven factors under three main categorizations of learning-specific factors, structural factors, and internal factors, which participants attributed to conditions that shape ideal learning experiences. The researchers identified four key insights as a result of their research that added to previous literature on this topic; the importance of personal identity and positionality in shaping learning experiences, the importance of seeing learning in the context of accumulated learning journeys rather than single activities, the dynamics of different types of learning including informal learning and those beyond professional contexts, and lastly that academic institutions themselves shape individuals learning experiences.
Conclusion – The authors identified key factors that shape the EDI learning experiences of Canadian academic librarians and shared their learning experiences, which can motivate other groups of librarians to reflect on their own EDI learning journeys and motivations.
Evaluating the Impact of Information Literacy Workshops on Student Success
No full textObjective – This study was designed to identify the impact of standalone information literacy tutorials on student success indicators. The study was conducted in two different phases to compare findings across different modalities and to identify whether online, asynchronous delivery of substantively similar content affected outcomes.
Methods – Using institutional records from a mid-sized, Midwestern public university, and attendance and completion data from student participation in asynchronous library workshops, the authors used propensity score matching to construct a control group that mirrored library workshop participants based on like characteristics. Statistical analyses were then conducted comparing the GPA, semester completion, and retention rates between the two groups.
Results – Students who completed at least one information literacy workshop had significantly higher semester GPAs (M = 3.25, SD = 0.85, SE = 0.06) than non-participants (M = 2.99, SD = 1.13, SE = 0.07); significantly higher semester completion rates (M = 0.93, SD = 0.18, SE = 0.01) than non-participants (M = 0.87, SD = 0.27, SE = 0.02); and substantially higher odds (OR = 3.5) of returning to the university the following semester than non-participants.
Conclusion – The findings in this study provide evidence for librarians advocating for the benefit of information literacy instruction on student success, particularly for undergraduate student retention. Additionally, library instruction programs making decisions about where to focus resources will find the comparisons between outcomes for online and traditional methods of instruction informative.
Feel Good Incorporated: Using Positively Framed Feedback in Library Instruction Course Evaluations Using a Survivorship-Bias Lens
No full textObjective – This research project makes use of a large dataset of directly solicited positively framed student feedback on virtual library instruction in order to 1. Identify potential improvements to instructional instrument, and 2. Create method for using positively framed student feedback for instructional improvement.
Methods – Research team used content analysis to tag student responses using a rubric based on learning objectives and structure of instructional instrument. Tags were analyzed to identify patterns and categorize student-identified research skills.
Results – An interpretive lens based on concepts from survivorship bias was used to highlight frequency differences between student identified skills and learning objectives. Gaps were identified between expected range of outcomes and actual range of outcomes, highlighting potential areas of instructional instrument that could be improved or given greater emphasis to ensure retention.
Conclusion – A survivorship bias lens combined with a large dataset and a structured set of learning outcomes can make directly solicited positively framed feedback into a tool for instructional improvement.