Evidence Based Library and Information Practice (Journal)
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Hong Kong Students Consider Virtual Reference a Vital Service and It Can Aid in Many Stages of Learning
No full textA 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.
Repercussion of Using Internet Sources: Dilemma for Research Communities
No full textObjectives – Consultation of internet sources for educational and research purposes is the new normal. As a result of information communication technology, information creation and access are more convenient. The current study was carried out to investigate the proportion of use of internet sources for research purposes by research scholars of three central universities of North East India, namely Tezpur University, Mizoram University, and Rajiv Gandhi University.
Methods – The researchers collected data from 123 respondents through an online questionnaire that was distributed through different social media platforms. The study was conducted among Research Scholars (PhD and M.Phil) of Mizoram University, Rajiv Gandhi University, and Tezpur University.
Results – The research results show that research communities are moving toward digital platforms for searching and consulting their required resources. Most of the respondents consult internet sources for writing their research reports, but they do not format the references properly. Some research scholars do not follow any referencing style for citing web documents, and respondents do not have much awareness about the differences between URLs and DOIs. Research communities also face problems due to the inaccessibility of online documents cited by former researchers.
Conclusion – Since most of the respondents are not familiar with the use of web archives, the current study suggests that higher education institutions should arrange awareness programs on the use of web archives. Research communities should follow the proper referencing formats to acknowledge others’ works. Publishers should mandate a citation style for authors and verify the accuracy of the references before publishing articles or other works
LGBTQIA+ Students Exhibit Differing Information Practices Based on Social Media Presence and Self-Identified Personality Type
No full textA Review of:
de la Cruz, J., Winfrey, A., & Solomon, S. (2022). Navigating the network: An exploratory study of LGBTQIA+ information practices at two single-sex HBCUs. College & Research Libraries, 83(2), 278–295. https://doi.org/10.5860/crl.83.2.278
Objective –To explore the information practices of LGBTQIA+ students and the potential for academic libraries to impact or influence these practices.
Design – Focus groups and individual interviews.
Setting – Two single-sex Historically Black Colleges and Universities (HBCUs) in the USA.
Subjects – Twenty-three (23) LGBTQIA+ students who were recruited through convenience and snowball sampling.
Methods – Students from the two colleges were hired and trained as recruiters and interviewers. Twenty-three (23) total interviews on information practices were conducted—nine (9) via focus group, fourteen (14) via individual interviews. No two students participated in both a focus group and an individual interview. Question banks were drafted by the authors for the interviewers to use.
Main Results – Four primary themes arose in qualitative, applied thematic analysis: Acceptance, Support, Personality, and Social Media. Acceptance was further discussed by an interviewee stating one of the colleges in the study was started by lesbians, but this is silent in the campus history. Thus, it is difficult to feel accepted on a campus with so much erasure of LGBTQIA+ history. In conjunction with Acceptance is the lack of Support from both campuses, namely in events, activities, and other affirming programming for LGBTQIA+ students. Students felt the need for more explicit, unequivocal support for LGBTQIA+ students from campus administration. Findings also suggested that Personality, namely participants’ self-identified introversion, may contribute to information deprivation due to fewer social connections and therefore less information sharing. Social Media, the final theme, was noted as the most powerful forum for information sharing for students, as well as a space to normalize LGBTQIA+ movement and visibility. Finally, students viewed the library in a traditional light, such as a study space. The reasoning for some LGBTQIA+ students rejecting the library as a safe space was unclear, though the authors hypothesize this may be due to safety while returning back to their dorms at night.
Conclusion – With a paucity of research in the information practices of LGBTQIA+ students, specifically those enrolled at HBCUs, the authors concluded that continued research is needed to understand how libraries can create safety and visibility. One primary mode for this might be to make more visible that libraries are not neutral, and that supporting LGBTQIA+ students should be a priority
Insufficient Understanding of User Benefits Impedes Open Data Initiatives at Museums
No full textA Review of:
Booth, P., Navarrete, T., & Ogundipe, A. (2022). Museum open data ecosystems: A comparative study. Journal of Documentation 78(4), 761-779. https://doi.org/10.1108/JD-05-2021-0102
Objective – Using Nardi and O’Day’s (1999) definition of ecosystem as “a system of people, practices, values, and technologies in a particular local environment,” to understand how art museums form their policy to interact with and respond to the various open data (OD) ecosystems in which they operate.
Design – Multiple case study consisting of interviews and subsequent qualitative analysis, as well as document analysis.
Setting – European art museum OD ecosystems.
Subjects – Subjects included 7 management staff members at 3 separate mid-size, art-based museums located in Norway, the Netherlands, and Spain; an unspecified number of representatives from a cultural-policy agency in each of those countries; an unspecified number of government, museum, and research documents from within each museum’s OD ecosystem.
Methods – The researchers identified 3 museums with OD initiatives and conducted in-depth interviews with relevant staff members at each institution. The researchers also interviewed representatives from relevant national OD policy-related agencies. The researchers coded their data and developed a list of five key OD “ecosystem components,” which they used to analyze the 3 specific museum ecosystems under consideration.
Main Results – Open data initiatives at cultural heritage institutions are subject to a number of internal and external pressures. Museums are typically responsive to their environments, and top-down policy requirements appear to be an effective means of advancing open data initiatives. Nevertheless, the value proposition of open data appears to be insufficiently understood by museum staff and other stakeholders. As a result, museums participate in OD initiatives even when the benefit remains undemonstrated and the use of OD—how and by whom—remains unclear.
Conclusion – The needs and wants of OD end-users remain ill-defined and poorly understood. As a result, museums expend resources and effort to supply OD, while remaining uncertain about the return on their investment. Attention to users could result in “more robust information flows between ecosystem components.
Continuing Education and Data Training Initiatives are Needed to Positively Impact Academic Librarians Providing Data Services
No full textA Review of:
Fuhr, J. (2022). Developing data services skills in academic libraries. College & Research Libraries, 83(3), 474. https://doi.org/10.5860/crl.83.3.474
Objective – To measure the existing data services skills of academic librarians and gather information on the preferred training programs available to enhance those skill
Design – Survey questionnaire.
Setting – Libraries in Canada, the United States, the United Kingdom, and Australia.
Subjects – One hundred and twenty respondents who self-identified as providing data services. Most (85%) worked in academic libraries with 7% in hospital libraries, 3% in government libraries and 5% in other types of libraries.
Methods – Permission was received from the institution ethics board to administer an incentivized survey. All respondents received a 22-question survey which consisted of a mix of Likert-scale questions, multiple choice, open-ended, and short answer questions. The survey was open for two months, beginning on February 20, 2020. One hundred and twenty responses were collected from librarians. A regression analysis was run for the four-skill set categories: general data services, programming languages and software, library instruction, and soft skills. The four variables measured were: geographic region, percentage of time spent performing data management services, length of time served in the data services role, and overall length of time spent in the library science field.
Main Results – The strongest data services skill sets were soft skills and instruction. The weakest skill set was programming languages and software. The more time a librarian spent providing data services, the higher their self-assessed score was for programming languages and software and general data services. Librarians from the United States rated themselves higher than Canadian librarians in data analysis software, data visualization, data mining, programming languages, text editors and project management. Preferred forms of professional development were learning by doing and self-directed learning. Biggest impediments to professional development were lack of time (34%), high cost (28%), and lack of support from administrators and supervisors (26%). Qualitative comments revealed challenges related to a lack of support, a lack of direction, and a lack of defined roles.
Conclusion – The survey revealed that additional training and development skills initiatives are necessary for practitioners supporting data services in academic libraries. Academic data librarianship is an emerging field with vaguely articulated roles for the data practitioner in a broad range of settings. Furthermore, the skills and training needed are not clearly defined. The standardization of education, training and the core competencies needed for the mechanics of the roles are challenging to define because of diversity within the field. Libraries embarking on providing data management services need to explore what services their community of researchers needs and plan to equip their staff with appropriate skill sets
University Instructors Use of, and Satisfaction with, Library Services in the Year Following the COVID-19 Outbreak
No full textA Review of:
McClure, J. (2023). The COVID-19 pandemic and the rapid shift to an exclusively online format: Tracking online instructors’ utilization of library services over a year of virtual learning at the University of Memphis. College & Research Libraries, 84(1), 100–120. https://doi.org/10.5860/crl.84.1.100
Objective – To determine online instructors\u27 satisfaction with and level of use of library services during the year following the onset of the COVID-19 pandemic.
Design – Survey questionnaire and follow-up interview.
Setting – The University of Memphis (UofM) is a medium-sized, public, urban, R2 (doctoral university with high research activity) university. At the time of publication, UofM employed 930 full-time faculty and—through UofM Global—the option to earn degrees entirely online.
Subjects – Survey respondents (n = 56) were online instructors at the University of Memphis.
Methods – A confidential survey was distributed to all deans and department chairs at the UofM with instructions to disseminate the survey to all instructors teaching online course(s). Respondents were invited to participate in a follow-up interview.
Main Results – Three common themes identified from the data were 1) respondents would have used the enhanced library services but were not aware of them; 2) respondents were very grateful for the services offered, in particular library instruction, Kanopy, and interlibrary loan; and 3) respondents did not feel like their courses would benefit from the library or its offered services.
Conclusion – Based on the research results, the author concludes that the UofM Library must focus efforts on increasing visibility and communication, embedding the library in course design and assessment, as well as improving hybrid library instruction and offering purchase-on-demand collection development. The author has begun work on a follow-up study looking at ways to enhance the embedded librarianship service and increase communication between the UofM librarians and online teaching faculty
Systematic Searching in a Post-Pandemic World: New Directions for Methods, Technology, and People
No full text
Exploring Library Activities, Learning Spaces, and Challenges Encountered Towards the Establishment of a Learning Commons
No full textObjectives – This study was conducted to determine the library activities, preferred learning spaces, and challenges encountered by the students of Mountain Province State Polytechnic College (MPSPC) Library, Philippines. Specifically, it sought to answer the following problems: 1) What are the library activities of MPSPC students?; 2) What are the preferred learning spaces in terms of a) physical environment and b) virtual environment?; and 3) What are the challenges associated with library learning activities encountered by the MPSPC students? The study then will be used to explore the feasibility of proposing a learning commons.
Methods – This study used a descriptive research method to determine the library activities, learning spaces, and challenges encountered by MPSPC students in the Philippines. It made use of a researcher-made survey questionnaire. Problem statement number 1 dealt with the library activities of MPSPC students. Problem statement number 2 dealt with the preferred learning spaces. Data were gathered from 500 graduate and undergraduate students from a total of 3,015 enrolled during the first semester of the SY 2019-2020 using a purposive random sampling technique. Descriptive statistics such as frequency, percentage, and rank were used.
Results – The most frequent library learning activities performed by the MPSPC students were doing assignments, using reference books, searching/browsing printed materials, reviewing notes, and writing. Students’ least frequent library activities were surfing the web, using the computer, using e-resources, eating while reading/writing, and sleeping. The most preferred physical learning spaces were a makerspace, group study spaces, quiet study rooms, and individual study spaces (individual study carrels), while the most preferred virtual learning spaces were computer workstations, interactive learning spaces, video viewing stations, and internet cafés. The overall challenges encountered by MPSPC students were insufficient learning spaces, poor internet connection, inability to find documents or books needed, lack of reading area, lack of printing or photocopying service, lack of professional books, and lack of e-resources. The least challenges encountered by MPSPC students included very high library fees, poor ventilation, poor lighting facility in the designated area, uncomfortable furniture, and lack of staff’s kindness.
Conclusion – The MPSPC students perform various educationally purposeful library activities, which are generally engaging and support the library\u27s mission. Students vary in their needs of physical and virtual learning environments. Both of these learning spaces are in demand among students, which are the key components of the learning commons. Also, they specified the need for adequate learning spaces to support their various library learning activities. The findings serve as the basis for crafting a project proposal to establish a learning commons tailored to MPSPC students’ library activities and preferred learning spaces, with consideration for the challenges encountered by students, to support their learning and academic success