Journal of Librarianship and Information Science, Ahead of Print.
This study aims to identify current offerings of research support services (RSS) by Pakistani university libraries to their research community at various phases of the research lifecycle. It also offers data on the future planning of libraries about RSS and compares the results with international studies to gauge the progress of Pakistani university libraries in this direction. This study used a quantitative design to collect data from 138 reference/head librarians of university libraries across four research lifecycle stages. The Cronbach alpha reliability of the questionnaire was 0.95, and the data were analyzed through Statistical Package for Social Sciences (SPSS). Frequency analysis and the Chi-square test were used to draw inferences. The results indicated that more than 50% of university libraries in Pakistan were providing most of the research support services associated with all stages of the research lifecycle. The majority of libraries offer traditional research support services as compared to advanced services which have been developed in recent times across the globe. The results of the study further indicated that private-sector university libraries were offering a higher level of research support services than public-sector university libraries. Furthermore, libraries associated with public sector universities showed more inclination toward offering these services as a part of their future planning. This study examined the current status of Pakistani university libraries’ research support services, grouped according to each stage of the research lifecycle. The study is an amalgamation of traditional and advanced research support services in order to give new dimensions to this area and the structured instrument designed for this study may be used by other researchers to conduct similar studies in their social setting. The findings will aid public sector university libraries in their efforts to provide their research communities with greater research support services. The results will be valuable to university and library administrators for strategic planning to meet the community’s need for research-based services.
Disconnected and disabled during the pandemic: Toward more inclusive pandemic response plans in the Global South
Journal of Librarianship and Information Science, Ahead of Print.
This study centers on the information world of Persons with Disabilities (PwD) living in the Global South during the COVID-19 pandemic. The intersection between information practices and disability studies have been mainly situated within the context of the Global North although the pandemic has perpetuated the global power imbalance between rich and poor countries. Based on an analysis of qualitative data collected from PwD in Vietnam during the pandemic, we found that the boundaries between individual, social, and professional domains blurred as the PwD used the same digital platforms accessible and affordable for them to meet different information needs arising from the continuous shifts and disruptions the pandemic had brought to their everyday life. The platforms also allowed the PwD to make stronger connections with themselves, others with disability, and the country during difficult times. In tandem, the PwD’s information world was characterized by the need to protect themselves from contracting the virus and to follow official pandemic response guidelines. The findings demonstrate the importance of centering disability rights and digital rights in pandemic preparedness, response, and recovery plans, particularly in countries with limited resources in Southeast Asia.
This study centers on the information world of Persons with Disabilities (PwD) living in the Global South during the COVID-19 pandemic. The intersection between information practices and disability studies have been mainly situated within the context of the Global North although the pandemic has perpetuated the global power imbalance between rich and poor countries. Based on an analysis of qualitative data collected from PwD in Vietnam during the pandemic, we found that the boundaries between individual, social, and professional domains blurred as the PwD used the same digital platforms accessible and affordable for them to meet different information needs arising from the continuous shifts and disruptions the pandemic had brought to their everyday life. The platforms also allowed the PwD to make stronger connections with themselves, others with disability, and the country during difficult times. In tandem, the PwD’s information world was characterized by the need to protect themselves from contracting the virus and to follow official pandemic response guidelines. The findings demonstrate the importance of centering disability rights and digital rights in pandemic preparedness, response, and recovery plans, particularly in countries with limited resources in Southeast Asia.
Facing Threats to Libraries and Cultural Heritage in the Russia-Ukraine War: A Case Study and Comparative Review of the Library and Information Community’s’ Responses to the Conflict
Journal of Librarianship and Information Science, Ahead of Print.
On 24 February 2022, Russia invaded and began a war in Ukraine. After it commenced, the international library and information community began responding. Specifically, formal public-facing response on the conflict were released by the American Library Association (ALA), Australian Library and Information Association (ALIA), Canadian Federation of Library Associations (CFLA), Chartered Institute of Library and Information Professionals (CILIP), Danish Library Association (DLA), European Bureau of Library, Information and Documentation Associations (EBLIDA), International Federation of Library Associations (IFLA), Library Association of Latvia (LAL), and New Zealand Library Association Inc. (LIANZA). Chronicling and describing the international library and information community’s first public-facing responses addressing Russia’s war in Ukraine is the main objective of this article. Drawing upon a combined policy and thematic analysis of some of these first formal public responses, the article aims are to help account, review, and contextualize the ways in which this community considered the war during its first week and, in turn, reveal areas or issues of convergence or divergence between them. Specifically, it provides a snapshot in time revealing the international library and information community’s immediate perspectives and positions on the war during its earliest stages. For instance, the formal public responses released by the ALA, ALIA, CFLA, CILIP, DLA, EBLIDA, IFLA, LAL, and LIANZA during the war’s first week demonstrates international concern about the conflict and its affects on their Ukrainian counterparts and cultural heritage. Broad thematic convergence surfaces across the responses. Almost all plead for solutions to and resolution of the war. A majority offer solidarity for Ukrainian colleagues and all Ukrainians, support democracy and freedom of expression, asseverate for spreading accurate information about the war, and condemn Russia’s assault. Additional themes appearing in some of the responses include assisting Ukrainian refugees and displaying dismay regarding threats confronting Ukrainian cultural heritage.
On 24 February 2022, Russia invaded and began a war in Ukraine. After it commenced, the international library and information community began responding. Specifically, formal public-facing response on the conflict were released by the American Library Association (ALA), Australian Library and Information Association (ALIA), Canadian Federation of Library Associations (CFLA), Chartered Institute of Library and Information Professionals (CILIP), Danish Library Association (DLA), European Bureau of Library, Information and Documentation Associations (EBLIDA), International Federation of Library Associations (IFLA), Library Association of Latvia (LAL), and New Zealand Library Association Inc. (LIANZA). Chronicling and describing the international library and information community’s first public-facing responses addressing Russia’s war in Ukraine is the main objective of this article. Drawing upon a combined policy and thematic analysis of some of these first formal public responses, the article aims are to help account, review, and contextualize the ways in which this community considered the war during its first week and, in turn, reveal areas or issues of convergence or divergence between them. Specifically, it provides a snapshot in time revealing the international library and information community’s immediate perspectives and positions on the war during its earliest stages. For instance, the formal public responses released by the ALA, ALIA, CFLA, CILIP, DLA, EBLIDA, IFLA, LAL, and LIANZA during the war’s first week demonstrates international concern about the conflict and its affects on their Ukrainian counterparts and cultural heritage. Broad thematic convergence surfaces across the responses. Almost all plead for solutions to and resolution of the war. A majority offer solidarity for Ukrainian colleagues and all Ukrainians, support democracy and freedom of expression, asseverate for spreading accurate information about the war, and condemn Russia’s assault. Additional themes appearing in some of the responses include assisting Ukrainian refugees and displaying dismay regarding threats confronting Ukrainian cultural heritage.
Smart library themes and elements: A systematic literature review
Journal of Librarianship and Information Science, Ahead of Print.
In recent years, libraries worldwide have been pushing to undergo drastic changes. These transformations impact library functions from traditional to electronic, digital, hybrid, virtual and smart libraries. However, there need to be more studies that systematically examine the elements that contribute to a smart library. Therefore, this article conducted a systematic literature review on the elements contributing to the smart library as a whole rather than focusing on one particular aspect. This study aims to explore the concept of smart libraries, including their essential elements, characteristics and theoretical foundations, to contribute to a deeper understanding of their role in transforming libraries. The review for this study was based on the publication standard and integrated multiple research designs using the review protocol RepOrting standards for Systematic Evidence Syntheses (ROSES). For this study, articles were selected from two major databases, Scopus and Web of Science, and a supporting database, Google Scholar. In these databases, 19 related studies were found on elements that comprise a smart library. The study’s search strings excluded publication years to focus on identifying discussions about smart library elements. Results indicated publication dates spanning 2018–2022. Six major themes emerged from the thematic analysis of this review, including smart technology, smart services, smart people, smart governance, smart places and smart buildings. The study makes several significant contributions to practical purposes and the body of knowledge. The results explain how the elements can contribute to a smart library. The influence of ethical values in smart library elements and their contribution to library sustainability should be the subject of future research.
In recent years, libraries worldwide have been pushing to undergo drastic changes. These transformations impact library functions from traditional to electronic, digital, hybrid, virtual and smart libraries. However, there need to be more studies that systematically examine the elements that contribute to a smart library. Therefore, this article conducted a systematic literature review on the elements contributing to the smart library as a whole rather than focusing on one particular aspect. This study aims to explore the concept of smart libraries, including their essential elements, characteristics and theoretical foundations, to contribute to a deeper understanding of their role in transforming libraries. The review for this study was based on the publication standard and integrated multiple research designs using the review protocol RepOrting standards for Systematic Evidence Syntheses (ROSES). For this study, articles were selected from two major databases, Scopus and Web of Science, and a supporting database, Google Scholar. In these databases, 19 related studies were found on elements that comprise a smart library. The study’s search strings excluded publication years to focus on identifying discussions about smart library elements. Results indicated publication dates spanning 2018–2022. Six major themes emerged from the thematic analysis of this review, including smart technology, smart services, smart people, smart governance, smart places and smart buildings. The study makes several significant contributions to practical purposes and the body of knowledge. The results explain how the elements can contribute to a smart library. The influence of ethical values in smart library elements and their contribution to library sustainability should be the subject of future research.
Skill analysis of library and information science professionals
Journal of Librarianship and Information Science, Ahead of Print.
This paper investigated professional skills for library and information science (LIS) professionals based on the American Library Association (ALA) job website. The study identified job categories and library types, examined required soft skills and professional skills, and analyzed the relationships between professional skills and job categories, and the relationships between professional skills and library types as well. Data mining, subject analysis, and information visualization methods were used in the study. The findings of this study show that the LIS field demands a wide range of comprehensive professional skills. In total, over 160 distinct professional skill requirements and 24 skill themes were uncovered. Across various LIS job categories, an average of 8.84 professional skill themes per job category was found to be necessary for success. Among these skill themes, certain ones stood out as particularly in-demand, including: Productivity Software, MARC Standards and Guidance, Integrated Library Automation, Programming, and Data Analysis. Furthermore, it was observed that the specific professional skill requirements varied across different types of libraries. Notably, Academic/Research (College/University) libraries and Public Libraries stood out as two types that demanded a broader range of professional skill themes compared to other types of libraries. The findings of this research study can inform library and information science researchers, educators, and professionals to better understand the LIS professional skill requirements, improve existing curricular systems, and develop new courses to meet the job market needs.
This paper investigated professional skills for library and information science (LIS) professionals based on the American Library Association (ALA) job website. The study identified job categories and library types, examined required soft skills and professional skills, and analyzed the relationships between professional skills and job categories, and the relationships between professional skills and library types as well. Data mining, subject analysis, and information visualization methods were used in the study. The findings of this study show that the LIS field demands a wide range of comprehensive professional skills. In total, over 160 distinct professional skill requirements and 24 skill themes were uncovered. Across various LIS job categories, an average of 8.84 professional skill themes per job category was found to be necessary for success. Among these skill themes, certain ones stood out as particularly in-demand, including: Productivity Software, MARC Standards and Guidance, Integrated Library Automation, Programming, and Data Analysis. Furthermore, it was observed that the specific professional skill requirements varied across different types of libraries. Notably, Academic/Research (College/University) libraries and Public Libraries stood out as two types that demanded a broader range of professional skill themes compared to other types of libraries. The findings of this research study can inform library and information science researchers, educators, and professionals to better understand the LIS professional skill requirements, improve existing curricular systems, and develop new courses to meet the job market needs.
Continuing professional development strategies for digital transformation among academic librarians in Africa: A systematic review
Journal of Librarianship and Information Science, Ahead of Print.
This study aimed to review evidence on the continuing professional development (CPD) strategies that have been implemented for academic librarians and the CPD strategies that have enabled the implementation of digital transformation within academic libraries in Africa. A literature search in six databases was performed, which included Academic Search Premier (searched through EbscoHost), Emerald, Eric (searched through EbscoHost), Proquest Thesis, Web of Science, and Google Scholar. A total of 3716 studies were retrieved from the six databases and exported into EndNote Referencing Manager. After removing duplicates and screening, 60 records were retained. Subsequently, full-text reading was done, and 15 records did not meet the criteria thereby leaving 45 records that were included in the review. The findings showed that the CPD strategies implemented in academic libraries included mentorship, availing librarians with protected time to engage in learning, and collaborating with external environments among others. However, academic libraries in Africa are yet to embrace the need to recruit a staff specifically designed for CPD activities, many do not have allocations within their budgets for Librarians’ training, and have no library staff training policies, The review established that few studies had reported on the CPD strategies that had led to the implementation of digital transformation in Africa. This included collaboration, attending short courses, and mentorship. Libraries need to designate staff in charge of librarians’ CPD activities, develop librarians’ training policies, and allocate funds for librarians’ training within their budgets.
This study aimed to review evidence on the continuing professional development (CPD) strategies that have been implemented for academic librarians and the CPD strategies that have enabled the implementation of digital transformation within academic libraries in Africa. A literature search in six databases was performed, which included Academic Search Premier (searched through EbscoHost), Emerald, Eric (searched through EbscoHost), Proquest Thesis, Web of Science, and Google Scholar. A total of 3716 studies were retrieved from the six databases and exported into EndNote Referencing Manager. After removing duplicates and screening, 60 records were retained. Subsequently, full-text reading was done, and 15 records did not meet the criteria thereby leaving 45 records that were included in the review. The findings showed that the CPD strategies implemented in academic libraries included mentorship, availing librarians with protected time to engage in learning, and collaborating with external environments among others. However, academic libraries in Africa are yet to embrace the need to recruit a staff specifically designed for CPD activities, many do not have allocations within their budgets for Librarians’ training, and have no library staff training policies, The review established that few studies had reported on the CPD strategies that had led to the implementation of digital transformation in Africa. This included collaboration, attending short courses, and mentorship. Libraries need to designate staff in charge of librarians’ CPD activities, develop librarians’ training policies, and allocate funds for librarians’ training within their budgets.
Exploring factors influencing the use of open access resources in India: A novel perspective on Indian researchers
Journal of Librarianship and Information Science, Ahead of Print.
This study investigates the use of OA resources among faculty members and research scholars at IITs in North India and explores the factors influencing their engagement with OA resources. Self-administered questionnaires were distributed to participants from selected departments across four IITs in North India, resulting in 814 respondents. The study’s conceptual framework is based on the Social Exchange Theory (SET) and the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings indicate that while the majority of participants were aware of OA resources, their actual use was limited. Critical determinants for using OA resources were identified, including internet self-efficacy, awareness and attitude toward OA, accessibility, trustworthiness, professional recognition, academic reward, altruism, mandates and culture, and individual traits. Copyright concerns were found to negatively influence OA resource use, while additional time, effort and cost had no significant impact. The study emphasizes the importance of formulating OA policies, promoting awareness and understanding, and addressing copyright concerns to facilitate the effective use of OA resources, thereby benefiting knowledge dissemination and scholarly communication.
This study investigates the use of OA resources among faculty members and research scholars at IITs in North India and explores the factors influencing their engagement with OA resources. Self-administered questionnaires were distributed to participants from selected departments across four IITs in North India, resulting in 814 respondents. The study’s conceptual framework is based on the Social Exchange Theory (SET) and the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings indicate that while the majority of participants were aware of OA resources, their actual use was limited. Critical determinants for using OA resources were identified, including internet self-efficacy, awareness and attitude toward OA, accessibility, trustworthiness, professional recognition, academic reward, altruism, mandates and culture, and individual traits. Copyright concerns were found to negatively influence OA resource use, while additional time, effort and cost had no significant impact. The study emphasizes the importance of formulating OA policies, promoting awareness and understanding, and addressing copyright concerns to facilitate the effective use of OA resources, thereby benefiting knowledge dissemination and scholarly communication.
Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma
Journal of Librarianship and Information Science, Ahead of Print.
The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.
The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.
Perceptions of academic librarians regarding their interpersonal competencies: A case of Pakistani universities
Journal of Librarianship and Information Science, Ahead of Print.
This investigation aimed to assess the perceived level of interpersonal competencies possessed by academic librarians working in public and private sector universities across Pakistan. The study also examined differences in perceived interpersonal competencies of academic librarians based on demographic characteristics. A quantitative survey method was opted to collect data from 276 academic librarians selected through proportionate stratified simple random sampling technique. A total of 257 (92.4%) responses were received back that were analyzed using Statistical Package for Social Sciences (SPSS-23). The findings showed that academic librarians’ perceived collaboration, communication, customer service, ethics & values, leadership, and learning & innovation were at very skilled level. On the basis of age and professional experience, there were no significant differences in respondents’ opinions; however academic librarians from private universities were found to be more skillful about interpersonal competencies than those from public universities. Female respondents thought they were more adept at interpersonal skills than male respondents. Further, the respondents having MS/MPhil degrees were more interpersonal competent than those having BS (Hons.)/MLIS/MA degrees. Strong interpersonal abilities enable university librarians to play a significant role that support social and political well-being of the university. In local scenario, they could organize lectures and training sessions to help other academic librarians develop their skills. They could join statutory groups that develop laws to advance the field of librarianship. Moreover, the present study suggested the development a comprehensive instrument in assessing the interpersonal competencies of academic librarians based on the competency index for the library field prepared by OCLC web junction in 2014.
This investigation aimed to assess the perceived level of interpersonal competencies possessed by academic librarians working in public and private sector universities across Pakistan. The study also examined differences in perceived interpersonal competencies of academic librarians based on demographic characteristics. A quantitative survey method was opted to collect data from 276 academic librarians selected through proportionate stratified simple random sampling technique. A total of 257 (92.4%) responses were received back that were analyzed using Statistical Package for Social Sciences (SPSS-23). The findings showed that academic librarians’ perceived collaboration, communication, customer service, ethics & values, leadership, and learning & innovation were at very skilled level. On the basis of age and professional experience, there were no significant differences in respondents’ opinions; however academic librarians from private universities were found to be more skillful about interpersonal competencies than those from public universities. Female respondents thought they were more adept at interpersonal skills than male respondents. Further, the respondents having MS/MPhil degrees were more interpersonal competent than those having BS (Hons.)/MLIS/MA degrees. Strong interpersonal abilities enable university librarians to play a significant role that support social and political well-being of the university. In local scenario, they could organize lectures and training sessions to help other academic librarians develop their skills. They could join statutory groups that develop laws to advance the field of librarianship. Moreover, the present study suggested the development a comprehensive instrument in assessing the interpersonal competencies of academic librarians based on the competency index for the library field prepared by OCLC web junction in 2014.
The resilient public library: Understand and reflect on own practice
Journal of Librarianship and Information Science, Ahead of Print.
This article describes, discusses, and evaluates an educational program aimed at building resilience in public libraries. The program focuses on personal and organizational resilience and builds upon four themes: trust, stress and uncertainty, group identity, and character strenghts. Eighty-seven Swedish public library professionals participated in it. A mixed-method approach was used to study how the program supported employees in discussing and reflecting on resilience, as well as how they experienced what the program had given them in terms of knowledge and insights. Two main results are addressed; (i) the value of an educational program lies both in its power to make employees jointly discuss and reflect on their own roles and situations and in library-management using this information to change the organization, and (ii) staff gaining new insight and knowledge from the program experienced improvements in a number of outcomes related to the content of the program. Overall, this study implies that locally designed educational programs facilitate both personal and organizational resilience at public libraries.
This article describes, discusses, and evaluates an educational program aimed at building resilience in public libraries. The program focuses on personal and organizational resilience and builds upon four themes: trust, stress and uncertainty, group identity, and character strenghts. Eighty-seven Swedish public library professionals participated in it. A mixed-method approach was used to study how the program supported employees in discussing and reflecting on resilience, as well as how they experienced what the program had given them in terms of knowledge and insights. Two main results are addressed; (i) the value of an educational program lies both in its power to make employees jointly discuss and reflect on their own roles and situations and in library-management using this information to change the organization, and (ii) staff gaining new insight and knowledge from the program experienced improvements in a number of outcomes related to the content of the program. Overall, this study implies that locally designed educational programs facilitate both personal and organizational resilience at public libraries.