Journal of Librarianship and Information Science, Ahead of Print.
Library discovery platforms, which provide searchable user interfaces as their front-facing layer, aggregate tremendous amounts of metadata from multiple data streams describing a wide variety of print and electronic resources. Complicating the matter further, resources may differ in availability or delivery time depending not only on their media but also upon the source of the data stream describing them. How should libraries structure end users’ options for searching discovery platforms in light of the many options available? This study used a nonexperimental design and quantitative methods to analyze users’ revealed preferences for query type in twenty-four academic libraries in a data set containing metadata, sans queries, for over 64 million searches. Libraries studied were all located in California, used the same discovery layer software, and served similar user and faculty constituencies; however, the number of query types and pre-filtering options available differed between institutions. Results show that, when users were presented with the choice between search options, most conducted simple, more broad searches rather than complex and specific searches. When search options were highly constrained by the default choice architecture, but complex searches were possible, few users opted out of the default simple search. Implications for usability of discovery layers and the motivations of librarians in choice architecture are nontrivial and are discussed. The desires of librarians and “power user” faculty must be balanced with the fact that most users are novices and users of all abilities are largely habituated to commercial search products which emphasize post-search results filtering.
Category Archives: Journal of Librarianship and Information Science
What’s in a book exchange: Examining contents in relation to steward intentions, geography, and public library collections
Journal of Librarianship and Information Science, Ahead of Print.
In the last decade, book exchanges, most prominently those registered with the Little Free Library® network, have attracted the interest of researchers and media alike. Very little is known about what types of books are available in these book exchanges and how their collections compare to those in public libraries. To address this gap in knowledge, we selected a random sample of 42 Little Free Libraries across eight Seattle neighborhoods to inventory their contents. We interviewed the stewards about their stocking and weeding practices. Our inventory shows that most of the books available in Little Free Libraries are children’s, mystery, suspense, self-help/health, and scifi/fantasy books published in the last 10–30 years. Neighborhoods in our sample ranged in socioeconomic and racial diversity measures, but there were no significant differences in LFL contents related to those measures. We also compared our inventory to the collections of nearby public library branches and found Little Free Libraries offer a complementary rather than competitive selection scenario: books in LFLs are generally older, with a lesser proportion of children’s books and higher proportion of fiction books.
In the last decade, book exchanges, most prominently those registered with the Little Free Library® network, have attracted the interest of researchers and media alike. Very little is known about what types of books are available in these book exchanges and how their collections compare to those in public libraries. To address this gap in knowledge, we selected a random sample of 42 Little Free Libraries across eight Seattle neighborhoods to inventory their contents. We interviewed the stewards about their stocking and weeding practices. Our inventory shows that most of the books available in Little Free Libraries are children’s, mystery, suspense, self-help/health, and scifi/fantasy books published in the last 10–30 years. Neighborhoods in our sample ranged in socioeconomic and racial diversity measures, but there were no significant differences in LFL contents related to those measures. We also compared our inventory to the collections of nearby public library branches and found Little Free Libraries offer a complementary rather than competitive selection scenario: books in LFLs are generally older, with a lesser proportion of children’s books and higher proportion of fiction books.
Growth, subject areas, and application of research methods in user studies: A content analysis of articles produced by Pakistani authors
Journal of Librarianship and Information Science, Ahead of Print.
Information science profession is concerned with information user and every development in this field has been designed to make it easier for the user to access documents or information. The current study examined user studies to provide understanding about the users, growth in user studies, topics, and methods of user studies. A content analysis method has been adopted and empirical research articles produced by Pakistani authors during the period 2001–2016 have been examined. Out of 518 empirical articles, 185 user studies were selected for examining users, subject and methods. Growth in user studies research was lower from the period 2001 to 2008 but number of studies increased significantly after 2008. Dominant majority of user studies collected data from educational institutions. Academicians and students were the most frequently studied users. Bureaucrats, judges, and other officials have not been examined for elicitation of their needs in spite of the fact that libraries have been established with government departments and courts. In respect of research areas of user studies, information needs and seeking behavior, use and skills of internet and social media, use of electronic resources and satisfaction of users with library services constitute 90% of user studies research. With respect to use of research methodology, quantitative approach (78%) is popular in user studies followed by mixed methods (10%), qualitative (8%), and multimethod (4%). More than one method is used in 14% user studies research. In case of frequency of research methods, questionnaire (72%) is the dominant method followed by interview (14%). The current study is unique because it identified popular topics and methods in user studies research.
Information science profession is concerned with information user and every development in this field has been designed to make it easier for the user to access documents or information. The current study examined user studies to provide understanding about the users, growth in user studies, topics, and methods of user studies. A content analysis method has been adopted and empirical research articles produced by Pakistani authors during the period 2001–2016 have been examined. Out of 518 empirical articles, 185 user studies were selected for examining users, subject and methods. Growth in user studies research was lower from the period 2001 to 2008 but number of studies increased significantly after 2008. Dominant majority of user studies collected data from educational institutions. Academicians and students were the most frequently studied users. Bureaucrats, judges, and other officials have not been examined for elicitation of their needs in spite of the fact that libraries have been established with government departments and courts. In respect of research areas of user studies, information needs and seeking behavior, use and skills of internet and social media, use of electronic resources and satisfaction of users with library services constitute 90% of user studies research. With respect to use of research methodology, quantitative approach (78%) is popular in user studies followed by mixed methods (10%), qualitative (8%), and multimethod (4%). More than one method is used in 14% user studies research. In case of frequency of research methods, questionnaire (72%) is the dominant method followed by interview (14%). The current study is unique because it identified popular topics and methods in user studies research.
Measuring serendipity with altmetrics and randomness
Journal of Librarianship and Information Science, Ahead of Print.
Many discussions on serendipitous research discovery stress its unfortunate immeasurability. This unobservability may be due to paradoxes that arise out of the usual conceptualizations of serendipity, such as “accidental” versus “goal-oriented” discovery, or “useful” versus “useless” finds. Departing from a different distinction drawn from information theory—bibliometric redundancy and bibliometric variety—this paper argues otherwise: Serendipity is measurable, namely with the help of altmetrics, but only if the condition of highest bibliometric variety, or randomness, obtains. Randomness means that the publication is recommended without any biases of citation counts, journal impact, publication year, author reputation, semantic proximity, etc. Thus, serendipity must be at play in a measurable way if a paper is recommended randomly, and if users react to that recommendation (observable via altmetrics). A possible design for a serendipity-measuring device would be a Twitter bot that regularly recommends a random scientific publication from a huge corpus to capture the user interactions via altmetrics. Other than its implications for the concept of serendipity, this paper also contributes to a better understanding of altmetrics’ use cases: not only do altmetrics serve the measurement of impact, the facilitation of impact, and the facilitation of serendipity, but also the measurement of serendipity.
Many discussions on serendipitous research discovery stress its unfortunate immeasurability. This unobservability may be due to paradoxes that arise out of the usual conceptualizations of serendipity, such as “accidental” versus “goal-oriented” discovery, or “useful” versus “useless” finds. Departing from a different distinction drawn from information theory—bibliometric redundancy and bibliometric variety—this paper argues otherwise: Serendipity is measurable, namely with the help of altmetrics, but only if the condition of highest bibliometric variety, or randomness, obtains. Randomness means that the publication is recommended without any biases of citation counts, journal impact, publication year, author reputation, semantic proximity, etc. Thus, serendipity must be at play in a measurable way if a paper is recommended randomly, and if users react to that recommendation (observable via altmetrics). A possible design for a serendipity-measuring device would be a Twitter bot that regularly recommends a random scientific publication from a huge corpus to capture the user interactions via altmetrics. Other than its implications for the concept of serendipity, this paper also contributes to a better understanding of altmetrics’ use cases: not only do altmetrics serve the measurement of impact, the facilitation of impact, and the facilitation of serendipity, but also the measurement of serendipity.
Public libraries and crisis management: Iranian public libraries and the dust crisis
Journal of Librarianship and Information Science, Ahead of Print.
Dust crisis is one of the most important environmental problems caused by climate change and drought during the last three decades in some parts of Iran, especially in its eastern and western borders. The present study is a qualitative semi-structured interview study of 11 managers and employees of public libraries in the Iranian provinces of Ilam, Khuzestan, Kurdistan, and Kermanshah. In the article, we document that public libraries can take major steps to better manage community needs arising from disasters and emergencies. The findings show that public libraries can take on educational, cultural, executive, and informative roles in the pre-crisis stage, executive and informative roles in the during-crisis stage, and executive and documentation roles in the post-crisis stage. Based on the results, a conceptual model is constructed, showing the role of Iranian public libraries in dealing with the dust crisis as a rotational process. In order to improve the role of public libraries in society, it is necessary that library managers and employees take appropriate measures in the three stages of pre-crisis, during-crisis, and post-crisis.
Dust crisis is one of the most important environmental problems caused by climate change and drought during the last three decades in some parts of Iran, especially in its eastern and western borders. The present study is a qualitative semi-structured interview study of 11 managers and employees of public libraries in the Iranian provinces of Ilam, Khuzestan, Kurdistan, and Kermanshah. In the article, we document that public libraries can take major steps to better manage community needs arising from disasters and emergencies. The findings show that public libraries can take on educational, cultural, executive, and informative roles in the pre-crisis stage, executive and informative roles in the during-crisis stage, and executive and documentation roles in the post-crisis stage. Based on the results, a conceptual model is constructed, showing the role of Iranian public libraries in dealing with the dust crisis as a rotational process. In order to improve the role of public libraries in society, it is necessary that library managers and employees take appropriate measures in the three stages of pre-crisis, during-crisis, and post-crisis.
Effect of evidence-based information management and practice training on librarians’ critical thinking: A randomized educational trial
Journal of Librarianship and Information Science, Ahead of Print.
Critical thinking is one of the most important elements in making the right decision in every profession. Evidence based practice shows potential to empower the critical thinking skills of practitioners. The aim of this study was to determine the effect of evidence-based information management and practice (EBIMP) training course on the promotion of medical librarians’ critical thinking. This study is a randomized double-blind educational trial in the form of a parallel trial. A sample of 60 librarians were recruited nationwide in the study through the volunteer enrollment to the evidence-based information management and practice training course. Intervention group received a 10-module virtual course focusing on evidence-based information management. But the control group received a basic course of evidence-based medicine. The courses were delivered through virtual learning system and data was collected through California Standard Critical Thinking Skills Questionnaire Form B (CCTST). Data were analyzed with Covariance Analysis (ANCOVA), Chi-square (χ²), Kolmogorov-Smirnov and Levin tests, and t-test, using SPSS 25. The findings showed that the critical thinking skills of participants after training of the information management and evidence-based practice (EBIMP) had significant improvement in the intervention group compared with the control group regarding the “inference” (4.86 ± 1.94 vs 4.20 ± 1.32), “assessment” (7.90 ± 1.77 vs 5.90 ± 1.70), “Inductive reasoning” (8.67 ± 2.32 vs 6.37 ± 1.87), “deductive reasoning” (6.47 ± 2.04 vs 5.77 ± 1.97) subskills. Education of evidence-based information practice could be effective in promotion of critical thinking skills of medical librarians. This study suggests evidence-based information practice to be added to the curriculum of medical library and information science fields.Trial registration: This study was registered with number 9000.1v1 in Registry of Efficacy and Effectiveness Studies (REES).
Critical thinking is one of the most important elements in making the right decision in every profession. Evidence based practice shows potential to empower the critical thinking skills of practitioners. The aim of this study was to determine the effect of evidence-based information management and practice (EBIMP) training course on the promotion of medical librarians’ critical thinking. This study is a randomized double-blind educational trial in the form of a parallel trial. A sample of 60 librarians were recruited nationwide in the study through the volunteer enrollment to the evidence-based information management and practice training course. Intervention group received a 10-module virtual course focusing on evidence-based information management. But the control group received a basic course of evidence-based medicine. The courses were delivered through virtual learning system and data was collected through California Standard Critical Thinking Skills Questionnaire Form B (CCTST). Data were analyzed with Covariance Analysis (ANCOVA), Chi-square (χ²), Kolmogorov-Smirnov and Levin tests, and t-test, using SPSS 25. The findings showed that the critical thinking skills of participants after training of the information management and evidence-based practice (EBIMP) had significant improvement in the intervention group compared with the control group regarding the “inference” (4.86 ± 1.94 vs 4.20 ± 1.32), “assessment” (7.90 ± 1.77 vs 5.90 ± 1.70), “Inductive reasoning” (8.67 ± 2.32 vs 6.37 ± 1.87), “deductive reasoning” (6.47 ± 2.04 vs 5.77 ± 1.97) subskills. Education of evidence-based information practice could be effective in promotion of critical thinking skills of medical librarians. This study suggests evidence-based information practice to be added to the curriculum of medical library and information science fields.Trial registration: This study was registered with number 9000.1v1 in Registry of Efficacy and Effectiveness Studies (REES).
Playful stories: Exploring the use of dramatic play in storytimes
Journal of Librarianship and Information Science, Ahead of Print.
Research in early childhood development widely supports play as a vital learning mechanism for young children. Consequently, many libraries are beginning to embrace play as an intentional strategy for meeting targeted early learning outcomes. However, sufficient research on how play can be incorporated into storytimes to support children’s early development has yet to be conducted. This study begins to address this need by exploring how two other informal learning environments—a museum and a zoo—use educator-led dramatic play experiences in storytimes with the goal of understanding how libraries might be able to incorporate dramatic play experiences in their storytimes to create a more in-depth playful learning experience. To elucidate the nature of the museum and zoo’s educator-led dramatic play experiences, this study explored (1) characteristics of their educator-led dramatic play experiences, and (2) the learning behaviors that children were exhibiting while participating in the dramatic play. The results revealed that the educator-led dramatic play episodes in both environments consisted of one long, immersive oral story with other types of play interspersed within the larger story structure. The data also revealed that the children were exhibiting many different types of learning behaviors while participating in the dramatic play experiences. Based on these findings, implications, and recommendations are provided for libraries around designing and using dramatic play in their storytimes to help transform the traditional library storytime structure into a more in-depth playful learning experience.
Research in early childhood development widely supports play as a vital learning mechanism for young children. Consequently, many libraries are beginning to embrace play as an intentional strategy for meeting targeted early learning outcomes. However, sufficient research on how play can be incorporated into storytimes to support children’s early development has yet to be conducted. This study begins to address this need by exploring how two other informal learning environments—a museum and a zoo—use educator-led dramatic play experiences in storytimes with the goal of understanding how libraries might be able to incorporate dramatic play experiences in their storytimes to create a more in-depth playful learning experience. To elucidate the nature of the museum and zoo’s educator-led dramatic play experiences, this study explored (1) characteristics of their educator-led dramatic play experiences, and (2) the learning behaviors that children were exhibiting while participating in the dramatic play. The results revealed that the educator-led dramatic play episodes in both environments consisted of one long, immersive oral story with other types of play interspersed within the larger story structure. The data also revealed that the children were exhibiting many different types of learning behaviors while participating in the dramatic play experiences. Based on these findings, implications, and recommendations are provided for libraries around designing and using dramatic play in their storytimes to help transform the traditional library storytime structure into a more in-depth playful learning experience.
Librarians self-efficacy in ICT-based library operations and services: A survey of librarians working in libraries of Aligarh Muslim University Library System
Journal of Librarianship and Information Science, Ahead of Print.
This study aimed to determine the level of ICT self-efficacy among librarians working in the Libraries of Aligarh Muslim University Library System (AMULS). A structured questionnaire was used to conduct a quantitative survey. One of the researchers visited the Maulana Azad Library, Faculty and College Libraries, Departmental and Seminar Libraries, and School Libraries and distributed the questionnaire to librarians. On the other hand, librarians of the AMU regional centers’ libraries were contacted through email to complete the survey form. Of the 123 questionnaires distributed to the librarians, 102 questionnaires were received with an 82.9% response rate. Librarians mostly view ICT as having a positive impact on library operations and services. The majority of librarians are skilled in using basic ICT applications. However, they lack the necessary skills to manage ICT-based library operations and services. Inadequate ICT application training and a lack of ICT infrastructure were cited as significant barriers to librarians obtaining ICT skills. This is the first study to examine ICT self-efficacy among librarians in an Indian university. Its findings could aid in the development of strategies for integrating new technologies into libraries.
This study aimed to determine the level of ICT self-efficacy among librarians working in the Libraries of Aligarh Muslim University Library System (AMULS). A structured questionnaire was used to conduct a quantitative survey. One of the researchers visited the Maulana Azad Library, Faculty and College Libraries, Departmental and Seminar Libraries, and School Libraries and distributed the questionnaire to librarians. On the other hand, librarians of the AMU regional centers’ libraries were contacted through email to complete the survey form. Of the 123 questionnaires distributed to the librarians, 102 questionnaires were received with an 82.9% response rate. Librarians mostly view ICT as having a positive impact on library operations and services. The majority of librarians are skilled in using basic ICT applications. However, they lack the necessary skills to manage ICT-based library operations and services. Inadequate ICT application training and a lack of ICT infrastructure were cited as significant barriers to librarians obtaining ICT skills. This is the first study to examine ICT self-efficacy among librarians in an Indian university. Its findings could aid in the development of strategies for integrating new technologies into libraries.
Defending and refuting information sources rhetorically: The case of COVID-19 vaccination
Journal of Librarianship and Information Science, Ahead of Print.
This investigation compares how COVID-19 vaccination supporters and refusers make use of rhetorical strategies to judge the credibility of information sources in online discussion. To this end, the Aristotelian tripartite approach to rhetoric, that is, ethos, pathos and logos was utilized. The empirical findings draw on the analysis of 2257 posts submitted to Suomi24—a Finnish online discussion in May—October 2021. The findings indicate that both vaccine supporters and vaccine refusers mainly drew on the pathos- and ethos-related rhetorical strategies such as appeal to blameworthiness and ad hominem arguments while judging the credibility of information sources. Coronavirus vaccination appeared to be a highly contested topic giving rise to polarized debates, deep mistrust and mutual accusations between opposing parties. The rhetorical strategies were used to attack opponents’ views on the credibility of information sources, rather than making attempts to create mutual understanding of their value for arguments used in online discussion.
This investigation compares how COVID-19 vaccination supporters and refusers make use of rhetorical strategies to judge the credibility of information sources in online discussion. To this end, the Aristotelian tripartite approach to rhetoric, that is, ethos, pathos and logos was utilized. The empirical findings draw on the analysis of 2257 posts submitted to Suomi24—a Finnish online discussion in May—October 2021. The findings indicate that both vaccine supporters and vaccine refusers mainly drew on the pathos- and ethos-related rhetorical strategies such as appeal to blameworthiness and ad hominem arguments while judging the credibility of information sources. Coronavirus vaccination appeared to be a highly contested topic giving rise to polarized debates, deep mistrust and mutual accusations between opposing parties. The rhetorical strategies were used to attack opponents’ views on the credibility of information sources, rather than making attempts to create mutual understanding of their value for arguments used in online discussion.
What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?
Journal of Librarianship and Information Science, Ahead of Print.
This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.
This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.