Evidence Based Library and Information Practice (Journal)
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Academic Librarians Perceive Duration and Social Interaction as Important Elements for Professional Development
No full textA Review of: Attebury, R. I. (2017). Professional development: A qualitative study of high impact characteristics affecting meaningful and transformational learning. The Journal of Academic Librarianship, 43(3), 232-241. http://dx.doi.org//10.1016/j.acalib.2017.02.015 Abstract Objective – To understand the characteristics of meaningful and transformational professional development experiences of academic librarians. Design – Qualitative analysis of in-depth interviews using a hermeneutic phenomenological approach. Setting – Public and private colleges and universities in the United States of America. Subjects – 10 academic librarians. Methods – The researcher selected 10 participants using an initial survey distributed through national library electronic mail lists. Two rounds of semi-structured, in-depth interviews were conducted over Skype during fall 2014 and spring 2015. The first round of interviews began with background questions about participants’ careers, then moved on to questions about professional development experiences that were meaningful and/or transformational. The responses from this first round of interviews were used to develop questions for a second round of interviews with the same participants. After completing the interviews, the researcher sent follow-up emails to participants in order to gather feedback on summaries and interpretations of interviews. The transcribed interviews were used to create an initial set of codes and then imported into NVivo for analysis using a hermeneutic phenomenological approach. Main Results – All participants reported on professional development experiences that they found to be meaningful. Half of the participants discussed professional development experiences that were transformational for their perceptions and practice of librarianship. The themes of duration and interaction were identified in every participant’s discussions of meaningful or transformational professional development. Reflection, discomfort, and self-awareness were also identified as prominent themes. Conclusion – The study found that two of the most important ingredients for meaningful and transformational professional development are activities that are sustained over time and that include social interaction. The participants perceived long-term, interactive professional development activities as opportunities to identify and address gaps in their professional knowledge, which benefits themselves and their organizations. On-the-job learning, single-theme workshops or institutes, and professional committee work were particularly promising forms of meaningful professional development. The author recommends that academic librarians who are interested in meaningful or transformational professional development look for activities that are sustained and interactive, that promote reflection, and that provide opportunities to increase self-awareness of gaps in knowledge. Facilitators of professional development activities should include interactive components and ensure that participants have a chance to stay in contact after the event in order to encourage long-term interaction and reflection
Academic E-book Usability from the Student’s Perspective
No full textAbstract
Objective – This article describes how librarians systematically compared different e-book platforms to identify which features and design impact usability and user satisfaction.
Methods – This study employed task-based usability testing, including the “think-aloud protocol.” Students at the University of Colorado Boulder completed a series of typical tasks to compare the usability and measure user satisfaction with academic e-books. For each title, five students completed the tasks on three e-book platforms: the publisher platform and two aggregators. Thirty-five students evaluated seven titles on nine academic e-book platforms.
Results – This study identified each platform’s strengths and weaknesses based on students’ experiences and preferences. The usability tests indicated that students preferred Ebook Central over EBSCO and strongly preferred the aggregators over publisher platforms.
Conclusions – Librarians can use student expectations and preferences to guide e-book purchasing decisions. Preferences may vary by institution, but variations in e-book layout and functionality impact students’ ability to successfully complete tasks and influences their affinity for or satisfaction with any given platform. Usability testing is a useful tool for gauging user expectations and identifying preferences for features, functionality, and layout
Norwegian Public Library Language Cafés Facilitate Discourse Between Immigrants and Norwegian-Born Citizens
No full textA Review of:
Johnston, J., & Audunson, R. (2017). Supporting immigrants’ political integration through discussion and debate in public libraries. Journal of Librarianship and Information Science, 29 May, 1-15. https://dx.doi.org/10.1177/0961000617709056
Abstract
Objective – To investigate if conversation-based language cafés in Norway provide a platform for improving communication between immigrants and Norwegian-born citizens, potentially setting the stage for better participation by immigrants in civic dialogues.
Design – Multi-site case study. Setting – Public libraries in Oslo, Moss, and Horten, Norway. Subjects – Language café participants (immigrants and Norwegian-born volunteers).
Methods – Participant observation and questionnaires for immigrants (Norwegian, English, Somali, and Arabic language versions) and volunteers (Norwegian language only) who took part in café activities.
Main Results – 64 immigrants (21 in Oslo, 30 in Moss, 13 in Horten) and 31 volunteers (7 in Oslo, 14 in Moss, 10 in Horton) completed questionnaires. Language cafés at all three sites led to informal, respectful discursive interaction between participants. Though each café had a unique set of participants and conversational topics, all cafés enabled immigrants to improve their Norwegian language skills while providing all participants with a place to meet new people, exchange information, and discuss political issues.
Conclusion – Having attended the cafés and improved their knowledge of Norwegian language and culture, immigrants at all three sites were potentially better equipped for future participation in the Norwegian public sphere
LIS Practitioner-focused Research Trends Toward Open Access Journals, Academic-focused Research Toward Traditional Journals
No full textA Review of:
Chang, Y-W. (2017). Comparative study of characteristics of authors between open access and non-open access journals in library and information science. Library & Information Science Research, 39(1), 8-15. http://dx.doi.org/10.1016/j.lisr.2017.01.002
Abstract
Objective – To examine the occupational characteristics and publication habits of library and information science (LIS) authors regarding traditional journals and open access journals.
Design – Content analysis.
Setting – English language research articles published in open access (OA) journals and non-open access (non-OA) journals from 2008 to 2013 that are indexed in LIS databases.
Subjects – The authorship characteristics for 3,472 peer-reviewed articles.
Methods – This researcher identified 33 total journals meeting the inclusion criteria by using the LIS categories within 2012 Journal Citation Reports (JCR) to find 13 appropriate non-OA journals, and within the Directory of Open Access Journals (DOAJ) to identify 20 appropriate OA journals. They found 1,665 articles by 3,186 authors published in the non-OA journals, and another 1,807 articles by 3,446 authors within the OA journals.
The researcher used author affiliation to determine article authors’ occupations using information included in the articles themselves or by looking for information on the Internet, and excluded articles when occupational information could not be located. Authors were categorized into four occupational categories: Librarians (practitioners), Academics (faculty and researchers), Students (graduate or undergraduate), and Others. Using these categories, the author identified 10 different types of collaborations for co-authored articles.
Main Results – This research involves three primary research questions. The first examined the occupational differences between authors publishing in OA journals versus non-OA journals. Academics (faculty and researchers) more commonly published in non-OA journals (58.1%) compared to OA journals (35.6%). The inverse was true for librarian practitioners, who were more likely to publish in OA journals (53.9%) compared to non-OA journals (25.5%). Student authors, a combined category that included both graduate and undergraduate students, published more in non-OA journals (10.1%) versus in OA journals (5.0%). The final category of “other” saw only a slight difference between non-OA (6.3%) and OA (5.5%) publication venues.
This second research question explored the difference in the proportion of LIS authors who published in OA and non-OA journals. Overall, authors were more likely to publish in OA journals (72.4%) vs. non-OA (64.3%). Librarians tended to be primary authors in OA journals, while LIS academics tend to be primary authors for articles in non-OA publications. Academics from outside the LIS discipline but contributing to the disciplinary literature were more likely to publish in non-OA journals. Regarding trends over time, this research showed a decrease in the percentage of librarian practitioners and “other” authors publishing in OA journals, while academics and students increased their OA contributions rates during the same period.
Finally, the research explored whether authors formed different types of collaborations when publishing in OA journals as compared to non-OA journals. When examining co-authorship of articles, just over half of all articles published in OA journals (54.4%) and non-OA journals (53.2%) were co-authored. Overall the researcher identified 10 types of collaborative relationships and examined the rates for publishing in OA versus non-OA journals for these relationships. OA journals saw three main relationships, with high levels of collaborations between practitioner librarians (38.6% of collaborations), between librarians and academics (20.5%), and between academics only (18.0%). Non-OA journals saw four main relationships, with collaborations between academics appearing most often (34.1%), along with academic-student collaborations (21.5%), practitioner librarian collaborations (15.5%), and librarian-academic collaborations (13.2%).
Conclusion – LIS practitioner-focused research tends to appear more often in open access journals, while academic-focused researcher tends to appear more often in non-OA journals. These trends also appear in research collaborations, with co-authored works involving librarians appearing more often in OA journals, and collaborations that include academics more likely to appear in non-OA journals
An Action Research Approach helps Develop GIS Programs in Humanities and Social Sciences
No full textA Review of:
Kong, N., Fosmire, M., & Branch, B. D. (2017). Developing library GIS services for humanities and social science: An action research approach. College & Research Libraries, 78(4), 413-427. http://dx.doi.org/10.5860/crl.78.4.413
Abstract
Objective – To develop and improve on geographic information systems (GIS) services for humanities and social sciences using an action research model.
Design – Case study.
Setting – A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States.
Subjects – Faculty members and students in the humanities and social sciences that expressed interest in GIS services.
Methods – An action research approach was used which included data collection, analysis, service design, and observation. Interviews with 8 individuals and groups were conducted including 4 faculty members, 3 graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and coded into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed.
Main Results – The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, course-integrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the Library’s GIS page. Surveys from pre- and post-tests in the workshops increased participants’ spatial awareness skills. Conclusion – Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences
10th International Evidence Based Library and Information Practice Conference Awarded to Glasgow, Scotland for 2019
No full textNo abstract
Undergraduate Students Can Provide Satisfactory Chat Reference Service in an Academic Library
No full textA Review of:
Keyes, K., & Dworak, E. (2017). Staffing chat reference with undergraduate student assistants at an academic library: A standards-based assessment. Journal of Academic Librarianship, 43(6), 469–478. https://doi.org/10.1016/j.acalib.2017.09.001
Abstract
Objective – To determine whether undergraduate students can provide quality chat reference service.
Design – Content analysis of undergraduate student, professional librarian, and paraprofessional staff responses in chat reference transcripts.
Setting – Academic library.
Subjects – 451 chat reference transcripts.
Methods – Chat reference transcripts from May 2014–September 2016 were collected. Five categories of answerer were coded: librarian in the reference department (LibR), librarian from another department (LibNR), staff without a Master of Library Science (staff), staff with a Master of Library Science (+staff), and student employee (student). A random sample of 15% of each category of answerer was selected for analysis. The answerer categories were collapsed to librarians, staff, and students for the results section.
Four criteria were used to code chat reference transcripts: difficulty of query, answerer behaviour, problems with transcript answer, and comments from coders. Coding for difficulty was based on the READ scale (Reference Effort Assessment Data). Answerer behaviour was based on The RUSA Guidelines (Reference and User Services Association). Behaviours assessed included: clarity, courtesy, grammar, greeting, instruction, referral, searching, sign off, sources, and whether patrons were asked if their question was answered. All coding was done independently between the two researchers, with very good interrater reliability. Data for variables with disagreement were removed from the analysis. The chi-square test was used to analyze the association between variables. Analysis also included patrons’ ratings and comments about their chat experience. Content and tone were assessed for each patron comment.
Main Results – Answerer behaviours showed a significant difference between groups for 3 of the 10 behaviours assessed: courtesy (p=0.031), grammar (p=0.001), and sources (0.041). The difference between groups for courtesy was: staff (88%), librarians (76%), and students (73%). Grammar was correct in most transcripts, but there was a significant difference between the answerer groups: librarians (98%), staff (90%), and students (73%). There was a significant difference between groups that offered sources: librarians (63.8%), staff (62.5%), and students (43.8%).
There was no significant difference between the answerer groups for the other seven behaviours. Overall, 31% of transcripts showed that answerers asked if a patron’s query was answered or if they needed further help. The analysis showed that 79% of transcripts were coded as clear or free of jargon. Greetings were found in 65% of transcripts. Instruction was indicated in 59% of transcripts. Referrals were offered in 27% of all transcripts. Of the transcripts where searching was deemed necessary, 82% showed evidence of searching. A sign off was present in 56% of all transcripts. Transcripts with noted problems were deemed so because of lack of effort, being incomplete or incorrect, having no reference interview, or the answerer should have asked for help. There was no significant difference between answerer groups with respect to problem questions.
Of the 24% of patrons who rated their chat experience, 90% rated it as good or great, and no significant difference was found between answerer groups. Question difficulty was coded 50% at level 0-2 (easier), 39% at level 3 (medium difficulty), and 11% at level 4-5 (more difficult).
Conclusion – Undergraduate students are capable of providing chat reference that is similar in quality to that of librarians and staff. However, increased training is needed for students in the areas of referrals, providing sources, and signing off. Students do better than librarians and staff with greetings and are more courteous than librarians. There is room for improvement for staff and librarians offering chat services. Tiered chat reference service using undergraduates is a viable option
Organizational Factors as Predictors of Knowledge Management Practices in Federal University Libraries in Nigeria
No full textAbstract
Objective – University libraries in Nigeria are facing challenges arising from poor funding, increasing user demands, and a competitive information environment. Knowledge management has been accepted by information professionals as a viable management tool, but issues surrounding its application require empirical investigation. The aim of this study is to determine the organizational factors that are correlates and predictors of knowledge management practices in federal university libraries in Nigeria.
Methods – The study was based on a correlational research design. Twenty heads of university libraries in Nigeria responded to a structured questionnaire developed by the researcher. The questionnaire was validated by experts and its internal reliability was 0.78 obtained through Cronbach’s alpha procedures. The data collected were analyzed using Mean, Standard Deviation, One-Way ANOVA, Pearson’s Product Moment Correlation Coefficient, and regression analysis.
Results – The study found that management support and collaboration were the most significant predictors of knowledge management practices in federal university libraries in Nigeria. Even though human resources policy and rewards systems had positive correlations with knowledge management practices, their correlation coefficients were not significant.
Conclusion – The success of knowledge management in university libraries in Nigeria depends on some contextual factors such as the support given by the management staff and the extent of collaboration among staff