Evidence Based Library and Information Practice (Journal)
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Faculty at an R2 University Show Varied Perceptions Toward Publishing and Using Open Access Scholarship
No full textA Review of:
Scott, R. E., Murphy, J. A., Thayer-Styes, C., Buckley, C. E., & Shelley, A. (2023). Exploring faculty perspectives on open access at a medium-sized, American doctoral university. Insights the UKSG Journal, 36(1), 1-14. https://doi.org/10.1629/uksg.620
Objective – To examine faculty members’ preferences, experiences, and current practices for publishing and using Open Access (OA) content.
Design – Qualitative interviews and inductive coding of participants’ responses.
Setting – Illinois State University (ISU), a public R2 university.
Subjects – Twenty-five faculty members, representing all of ISU’s colleges.
Methods – Authors recruited participants via a faculty electronic mailing list, selecting 25 faculty members representing all of ISU’s colleges, as well as differing academic ranks and length of time since earning their terminal degrees. Interviews were conducted, recorded, and transcribed over Zoom. Authors used inductive coding to identify themes, while also seeking input from participants and external professionals to guarantee accurate and detailed representation of participants’ responses to the interview questions.
Main Results – All participants placed themselves somewhere on the spectrum between being completely opposed to, and enthusiastically participating in, OA publishing, with many noting tension between a principled belief in OA scholarship and difficulties with carrying out those beliefs due to journal quality or article processing fees. Some scholars were able to make use of grants, transformative agreements, or departmental funds to cover the costs associated with OA publishing. Disciplinary norms governed the sharing or use of unpublished, publicly accessible scholarship, with scholars in the sciences being more likely to place works in disciplinary repositories, such as arXiv. Participants expressed hesitation to post preprints to repositories due to lack of peer-review, legal considerations, and having one’s research ideas “scooped.” Lack of peer-review also contributed to hesitancy to cite preprints, although arXiv emerged as a highly regarded repository in terms of article quality for relevant scientific disciplines.
Conclusion – The authors conclude that perceptions of OA publishing are heavily determined by disciplinary norms, leading to a broad range of practices even within an R2 university. This necessitates multiple approaches by libraries to make OA publishing more possible and palatable for scholars including facilitating access to funds that alleviate or cover article processing fees, hosting OA journals, and providing quality education and support for publishing in reputable OA journals in one’s field. The authors see sustained shifts toward publishing in OA models as also likely to lead to scholars\u27 increasing their use of others’ OA materials.
Conceptualization and Practice of Information Literacy Pedagogy at Universities in Kenya
No full textObjective – The aim of this study is to examine the conceptualization and pedagogical approaches being used in Kenyan universities to teach and learn information literacy to determine if they are effective in addressing the information needs of the 21st century. The findings of this study will act as a guide to educational stakeholders in the design, review, and implementation of the information literacy curriculum. The findings will also create awareness among librarians of the diverse concepts in information literacy and hopefully inform their practice when delivering information literacy instruction. Additionally, future researchers can leverage the insights garnered from this study to advance their own works, thereby contributing to the ongoing growth of knowledge in this field.
Methods – This study employed descriptive research design to collect qualitative data from the webpages of seven universities that were purposively selected: three being private universities and four were public universities. The seven academic libraries had an active online presence and adequate documentation of information literacy. The data were analyzed using thematic analysis.
Results – The research findings show a lack of consistency in the conceptualization of information literacy. In addition, the findings demonstrate a link between information literacy conceptualization and practice. Many of the online tutorials and information literacy documentations failed to address all the aspects of information literacy.
Conclusion – In order to effectively address 21st century information needs, academic libraries should reevaluate their conceptualization of information literacy. This should be followed by a comprehensive evaluation of their information literacy instruction to ensure they cover all aspects of information literacy. It is essential for these libraries to provide information literacy instruction to students throughout their academic journey rather than just focusing on first-year students. Moreover, structured assessments of students should be implemented to gain feedback on the effectiveness of these instruction programs
Finding the Holy Grail of Library Value: Characteristics of Academic Libraries at Universities with High Retention Rates
No full textObjective – What are the characteristics of academic libraries at schools with high retention rates? To help libraries tell the story of their impact, we sought to determine which academic library practices were linked to high retention rates.
Methods – The investigators created a survey for the United States Great Lakes region library deans and directors in the Spring of 2022 with 19 questions about their library services and staffing. The survey was sent to 226 schools and had a response rate of 31%. We compared the resulting information to publicly available data on student retention from ACRL Metrics and IPEDS to look for correlations and associations.
Results – Statistical analysis used the Chi-squared test and the Pearson correlation to calculate association and correlation. This found six attributes of student connections with library staff and with unique local collections that were associated with statistically significant differences in retention rates and institutions. These attributes were institutions who: used students as archives student workers, used students to staff reference desks, conducted multiple library instruction sessions with the same class, had a staffed archive or special collection space, had an institutional repository that included student work, or had an Instagram account.
Conclusion – The survey results gave a clear profile of academic libraries with above average retention, particularly in terms of student focused initiatives and the curation of unique collections. Additionally, the survey gave a foundation, with recommendations, for future researchers to build upon.
ChatGPT not Useful as a Tool to Streamline Library Cataloguing Processes
No full textA Review of:
Brzustowicz, R. (2023). From ChatGPT to CatGPT: The Implications of Artificial Intelligence on Library Cataloging. Information Technology and Libraries, 42(3). https://doi.org/10.5860/ital.v42i3.16295
Objective – To evaluate the potential of ChatGPT as a tool for improving efficiency and accuracy in cataloguing library records.
Design – Observational, descriptive study.
Setting – Online, using ChatGPT and the WorldCat catalogue.
Subject – The Large Language Model (LLM) ChatGPT.
Methods – Prompting ChatGPT to create MARC records for items in different formats and languages and comparing the ChatGPT derived records versus those obtained from the WorldCat catalogue.
Main results – ChatGPT was able to generate MARC records, but the accuracy of the records was questionable, despite the authors’ claims.
Conclusion – Based on the results of this study, the author concludes that using ChatGPT to streamline the process of cataloging could allow library staff to focus time and energy on other types of work. However, the results presented suggest that ChatGPT introduces significant errors in the MARC records created, thereby requiring additional time for cataloguers to correct the error-laden records. The author correctly stresses that if ChatGPT were used to assist with cataloguing, it would remain important for professionals to check the records for completion and accuracy
Shaping the Future: A Research Agenda for U.K. Libraries
No full textObjective – This study explored current and future trends in librarianship within the U.K. library and information profession, intending to highlight the most critical for future evidence based research. Research outcomes should resonate across the wider sector and be an indicative stepping stone to collaborative research endeavours by members of the profession at a time when funding is tight, and staff availability is in short supply.
Methods – A qualitative Delphi consensus method was chosen for the research, adapted from Paul’s (2008) modified Delphi card-sorting model. Contributions from conference programs and 31 individual experts from the U.K. library and information profession contributed to the generation of current themes and trends impacting their library environments. Data were analyzed by the experts in an incremental manner following the adapted methodology, and consensus was achieved through the process.
Results – The findings of the research indicated that there were five significant trends and areas of concern which are impacting our libraries at all levels. These naturally include pressing current concerns such as the impact of artificial intelligence (AI), critical librarianship, and censorship/book banning. Library spaces remain a significant issue for the wider sector.
Conclusion – The adapted modified Delphi card-sorting method with three distinct sections to the research proved especially valuable in a study where there were many different approaches to librarianship. The use of conference data to seed the initial set of themes has been shown to be unusual and rarely used in this way before. The process of achieving and reaching consensus illustrated the need for the profession as a whole to work more closely together. The outcome of the consensus research should now be taken forward collaboratively by the library profession, with space and training given to staff across all sectors and grades to engage in evidence based research for the benefit of all.
Assessment of the Library Collection of the Central Luzon State University Library: Basis of the Collection Development Program
No full textObjective – The collection assessment project of the University Library is significant in determining whether the quantity of the collection meets the regulatory standard of the Commission on Higher Education (CHED) for academic libraries. This study specifically sought to find the level of library collection compliance in terms of major subject courses, to determine the curricular programs that are compliant with the standard or have a high rate of compliance, and to identify the curricular programs that should be prioritized in acquiring additional book titles.
Methods – The assessment was conducted using an action research model of iterative reflection and improvement. It follows the four steps for carrying out the research: plan, act, observe, and reflect, as proposed by Davidoff and Van den Berg (1990). Furthermore, we employed CHED Memorandum Order (CMO) No. 22, Series of 2021, Section 4 (b.4-5) to analyze the collection\u27s compliance based on its quantity. The data was presented using a table and percentage.
Results – There are 32 undergraduate curricular programs offered at Central Luzon State University, which include 1,055 major subject courses. More than half of major subject courses (57.3%) on various curricular programs are non-compliant with CHED criteria, including 17.63% of major subject courses with zero titles copyrighted within the last five years. Findings also reveal that only 6 (18.75%) of the total programs were able to reach above 70% compliance with CHED standards, and there are 23 curricular programs with title gaps of 50% or higher that need to be prioritized in the acquisition of book titles.
Conclusion – The library collection assessment technique is crucial for identifying gaps in the collection and determining areas where additional resources may be required. As the findings indicate that more than half of the major subject courses do not meet the requirements set by CHED, the librarians have been investigating ways to acquire additional academic sources to fill this gap. However, their current efforts are not yet enough to meet the requirements. A long-term plan for gradually building up the collection has been devised
Checking Out Our Workspaces: An Analysis of Negative Work Environment and Burnout Utilizing the Negative Acts Questionnaire and the Copenhagen Burnout Inventory for Academic Librarians
No full textObjective – This study explored the prevalence of and relationship between bullying and burnout among academic librarians. The authors sought to examine three main factors contributing to negative workplace environment caused by bullying and incivility: (1) the employment characteristics of respondents (i.e., tenured, non-tenure track, and others), (2) librarianship as a second (or third) career, and (3) generational differences.
Methods – The researchers administered a survey via professional electronic mailing lists in early spring 2023. Librarians over the age of 18 who hold a Masters of Library Science (MLS) or equivalent degree and were employed in an academic library at the time of taking the survey were eligible to participate. The Negative Acts Questionnaire-Revised (NAQ-R) was used to measure workplace bullying, and the Copenhagen Burnout Inventory (CBI) was used to measure workplace burnout. Survey results were analyzed using RStudio.
Results – The responses (n = 267) showed the average bullying score was relatively low (M = 1.57, SD = 0.52), and the average burnout score was middling (M = 45.68, SD = 17.87). The correlation between the two scores was mild (r = 0.5, < 0.001). ANOVAs found no significant difference between NAQ-R scores due to employment type (tenured, non-tenure track, and others; F(6, 260) = 0.711, p = 0.641), duration of employment (F(5, 261) = 0.482, p = 0.79), career number (F(4, 262) = 0.585, p = 0.674), or generational identity (F(5, 261) = 0.0969, p = 0.627). ANOVAs found no significant difference between CBI scores due to employment type (F(6, 260) = 1.566, p = 0.157), duration of employment (F(5, 261) = 1.911, p = 0.0929), career number (F(4, 262) = 1.398, p = 0.235), or generational identity (F(5, 261) = 1.511, p = 0.187).
Conclusion – Low to moderate levels of both bullying and burnout were found among academic librarians, but the correlation between the two phenomena was mild. No significant difference was found between employment characteristics, career progression (second or third career), or generational identity and the degree of bullying or burnout experienced. This lack of difference was contrary to researcher predictions and opens the door for further research and understanding of both bullying and burnout among academic librarians
Beyond Cost Savings: The Impact of Open Textbooks on Writing Studies Course Grades
No full textObjective – This study was designed to explore the potential academic impact of open textbooks in writing courses.
Methods – The researcher used statistical analyses of course outcomes for over 1,000 sections to examine the impact of OER usage on course GPA in three writing courses at an R1 university.
Results – Study results reveal that using an OER textbook is associated with an overall increase in class GPA.
Conclusion – When advocating for the use of OER in campus writing courses, librarians can point to findings that suggest improved student outcomes after a switch to OER in those courses
Analyzing and Assessing a Library Collection Using Faculty Citations Via OpenAlex and R
No full textObjective – Citation analysis is becoming a popular means of analyzing and assessing library collections due to its relatively unobtrusive nature and the growing accessibility of citation data. The primary goal of this study was to assess whether the library at the University of Scranton is successfully meeting the research needs of faculty based on analysis of faculty publication and citation data from OpenAlex’s application programming interface. Secondarily, this study analyzed faculty publication and citation patterns to help identify opportunities for the library to better support faculty in their research and publishing.
Methods – This case study focused on a citation analysis of the University of Scranton’s faculty publications from 2013 to the present. Using OpenAlex and R computing language as non-proprietary sources of data and data analysis, faculty publications and citations were examined and compared to current library holdings.
Results – Overall, 16,786 unique citations from 1,045 unique faculty publications were examined and compared to a list of current library holdings. Findings concluded that approximately 65% of citations were available through library holdings. Further analysis of faculty publication practices suggested that there are a growing number of faculty publishing open access which indicates that there may be additional opportunities to support faculty in this area.
Conclusion – While this case study represented specific needs and use cases at the University of Scranton, the ultimate importance of this study is the process itself. The use of non-proprietary tools and data sources like OpenAlex and R create exciting new opportunities for others who wish to conduct similar studies at their own institutions without relying on proprietary tools and data sources or resorting to more labor-intensive methods.