Academic Library Residency Programs and Diversity

PurposeThe purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework.Design/methodology/approachThe author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Additional instructional content provided in the sample replies was also mapped to the framework.FindingsIn providing written instruction for students to create searches from keywords and search subject-specific databases, every frame is at least partially addressed in the template except Scholarship as Conversation. However, individual librarians adapt the template to teach as needed and there are examples in this case study of teaching aspects of all six frames asynchronously.Practical implicationsThis study provides support for librarians to teach the threshold concepts of the ACRL framework asynchronously at the point of need during virtual reference, and the effective use of a research reply template to accomplish this instruction.Originality/valueFew recent studies examine instructional intent in asynchronous/email reference. This study examines teaching the ACRL framework via reference rather than instructional sessions. A portion of this research was presented as a poster at the 2017 ACRL Conference in Baltimore, Maryland.

Adapted from a chapter in the book, Exploring Environmental Science with Children and Teens by Eileen G. Harrington (ALA Publications, 2014), this presentation provides an overview of citizen science programs in academic libraries. It outlines the benefits and challenges of citizen science programs, tips for developing and implementing a citizen science project, and possible avenues of collaboration for academic libraries with citizen science projects.

Reviewed by: Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists ed. by Arianne Hartsell-Gundy et al. Harriett E. Green Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists, ed. Arianne Hartsell-Gundy, Laura Braunstein, and Liorah Golomb. Chicago: Association of College and Research Libraries (ACRL), 2015. 291 pages. $68.00 (ISBN 978-0-8389-8767-4) From early on, academic libraries and library and information science programs have pioneered digital humanities (DH) projects and initiatives. These have included the Valley of the Shadow Project, a digital history project depicting the experiences of Confederate soldiers in the Civil War; the Text Creation Partnership, which produces digital editions of early print books; Documenting the American South, a collection of full-text digital sources on Southern history and culture; and the Walt Whitman Archive, which has writings and other materials about the American poet. Yet only in recent years has the role of librarians noticeably shifted from facilitating access to content to taking a more actively engaged role by collaborating with faculty and initiating DH projects. And this shift is necessary. As Tyler Walters and Katherine Skinner observe in New Roles for New Times: Digital Curation for Preservation (Chicago: ACRL, 2011, p. 72), “Libraries must also be concerned about losing ground within their campus environment by not meeting the digital needs of the scholarly community. If we do not seek to engage with the digital humanities, other entities will.” Featuring firsthand case studies of academic librarians engaging in DH research and teaching, Digital Humanities in the Library: Challenges and Opportunities for Subject Specialists explores the strategies necessary for taking a more active role in DH projects. This volume is divided into four sections: “Reasons for Subject Specialists to Acquire DH Skills”; “Getting Involved in Digital Humanities”; “Collaboration, Spaces, and Instruction”; and “Projects in Focus: From Conception to Completion and Beyond.” Chapters in each section describe in detail diverse projects, collaborations, and initiatives undertaken by librarians over the past decade. Practical in perspective and scope, the book pays particular attention to teaching and learning, providing case studies of collaborations between librarians and faculty in small and large colleges and universities. Other chapters cover strategies for outreach and engagement with stakeholders, researchers, and organizations. Still others offer insightful “how-to” approaches for building infrastructure to support DH scholarship, including digital scholarship centers and learning spaces, and for outreach and sustainability of library-centered digital [End Page 207] projects. The most impactful contributions in Digital Humanities in the Library cast a critical eye on the theory and practice of digital humanities and the role of libraries therein. These include Caro Pinto’s chapter “Construction and Disruption: Building Communities of Practice, Queering Subject Liaisons,” in which Pinto exhorts librarians to “disrupt toward solidarity and innovate toward communities of practice in digital humanities.” Another stimulating chapter is Liorah Golomb’s account of her own text mining project, “Dipping a Toe into the DH Waters: A Librarian’s Experience,” which illustrates the ways in which some librarians are already digital scholars. (p. 49) Many of the lessons in Digital Humanities in the Library could also apply to digital scholarship in the social sciences and sciences. In addition to providing a good overview of current library activity in digital humanities, this volume will be beneficial to librarians looking to become involved in DH and unsure about where to begin. Addressing a wide range of institutions, skills, and projects, Digital Humanities in the Library will help librarians explore the dynamic world of the digital humanities. Harriett E. Green University of Illinois at Urbana–Champaign Green19@illinois.edu Copyright © 2015 The Johns Hopkins University Press

Blended librarianship is intentionally not library centric (i.e., focused on the building and its physical collections) but, rather, it is librarian centric (i.e., focused on people's skill, knowledge they have to offer, and relationships they build).\\n0 tools and emerging communication technologies can be directly present in both environments to provide course related instruction, deliver library resources and tutorials, as well as answer reference questions. [...] by integrating fundamental instructional design skills and knowledge, blended librarians become partners with faculty and other academic professionals in designing courses and incorporating information literacy and research skills into academic programs to achieve student learning outcomes.

PurposeThis paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources.Design/methodology/approachThe authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion.FindingsThe authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not.Practical implicationsThis paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions.Originality/valueWith the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

Information is a basic need in student life which is needed, of course, of a scientific nature. In order to fulfill this information, students are required to have information literacy skills. This is done to make it easier for students to collect and find information according to their needs. This research aims to determine the level of information literacy of Islamic Library and Information Science students at UIN Sayyid Ali Rahmatullah Tulungagung using ACRL (Association of College and Research Libraries) standards. This type of research uses descriptive with a quantitative approach. The population in this study was 167 Islamic Library and Information Science students at UIN Sayyid Ali Rahmatullah Tulungagung Class of 2020 and 2021. The sampling technique used was nonprobability sampling with the Slovin formula so that 63 samples were obtained. The data analysis technique is by looking for percentages using the SPSS version 26 program. The results of the research show that Islamic Library and Information Science students at UIN Sayyid Ali Rahmatullah Tulungagung are based on ACRL standards with 5 indicators, namely determining the nature and scope of information needed, accessing information effectively and efficient, evaluating information and its sources critically, using information for specific purposes, understanding economic, legal and social aspects related to the use of information, getting a final score of 4.04, which means that the level of information literacy skills is good

<p>Electronic resources (ERs) in academic libraries have become a global phenomenon, and as libraries rely more on these resources managing them effectively becomes crucial. Electronic resource management (ERM) has consequently become a core function which many academic libraries around the globe appear to find challenging to implement effectively. Challenges of managing ERs are particularly pronounced in developing countries such as Ghana where the introduction of ICTs has typically been characterised by inadequate resources. Although there is an extensive literature on both the management and use of ERs, little research has studied how the two aspects could affect each other. Ineffective management of ERs could negatively affect their use; likewise, low usage of ERs could negatively impact on the management of these resources. Studying the concepts of management and usage of ERs together would result in better recommendations to inform practice and eliminate the challenges. In addition, the literature on the management of ERs is predominantly centred around libraries in the developed country context. Moreover, academic libraries in Ghana do not appear to be effective in managing ERs. There is a lack of understanding on how academic libraries in Ghana are managing ERs, and the ways in which this is affecting their usage and vice-versa. The study therefore fills the gaps by exploring the connection between the management and usage of ERs in academic libraries in a developing country context. Placed within a post-positivist worldview, this mixed-methods research employed a multiple case study approach, involving two public and two private universities in Ghana. Stakeholders included in the study were library staff, faculty, students, and consortium executives. Semi-structured interviews were conducted with library staff and members of the governing council of the Consortium of Academic and Research Libraries in Ghana (CARLIGH) concurrently with surveys of faculty and postgraduate students of the institutions investigated. These were supported by document analysis. To guide data collection and analysis, the Techniques for Electronic Resource Management (TERMS) framework (Emery & Stone, 2013), and an initial conceptual model of factors developed using constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, Davis & Davis 2003) and the literature underpinned the study. The interview findings revealed inadequate planning for ERs in the case institutions owing to operational challenges including inadequate policies for ERs, inadequate funding, and understaffing. Although efforts were being made to follow standard procedures some components of ER workflow were absent in both public and private case libraries, whereas other aspects of the workflow were responsibilities of parties external to the libraries. The document analysis showed that, the total average completeness of collection development policies of case libraries was 25% which indicated the lack of vital elements in these policies. The survey findings showed a generally low awareness and usage of ERs by faculty and students due to inadequate promotional efforts by the case libraries, inadequate infrastructure, and lack of relevant content. Consequently, respondents had a negative perception on the usefulness of the ERs which may have caused the observed low usage. The study also found three main factors as affecting the management and usage of ERs in academic libraries in Ghana which were governmental, organisational and individual factors. Governmental factors such as regulations on staffing, inadequate funding, and nationwide rationing of electricity supply were hindrances. At the organisational level, an enabler was collaboration with stakeholders, whereas obstacles included inadequate policies, staffing challenges, resource-related factors, lack of investment for sustainability, centralised management structure, low institutional commitment, poor communication, and low usage of ERs. Enabling individual factors consisted of religious beliefs, social influence, oral information, and interest in IT. Hindering individual factors comprised negative effects of oral information, resistance to change, fear of speaking against authority, reluctance to submit contents to institutional repository, negative perception on the ERs and lack of time. The findings also established various ways in which the management and usage of ERs affected each other. Low user input in the selection of ERs, access related challenges, inadequate publicity, training, and evaluation of ERs negatively affected the usage of ERs. However, case libraries that occasionally allowed users to schedule training sessions observed increased attendance to training with a corresponding increase in ER usage, which provided a basis for institutional budgetary support. On the other hand, failure of users to attend training programmes after signing up, low referral of students to the ERs by faculty and low usage of ERs of the library negatively affected ERM particularly in the areas of budgeting for ER subscription and sustainability. However, faculty and students facilitated the management of ERs of the library in terms of creating awareness of the ERs among their colleagues and peers, and also accessing the resources using mobile devices to supplement the library’s inadequate computers. The TERMS framework and initial conceptual model of factors were revised based on the findings. The study adds to the Library and Information Science research relevant to the understanding of the management and usage of ERs, factors affecting both concepts and how these two concepts are related. In addition, the study contributes to practice by recommending strategies for effective ERM to encourage increased usage of ERs. It is also hoped that academic libraries in other developing countries can draw lessons from the findings. The study also provides advanced countries with a deeper insight to guide them in providing support to developing countries. The findings also have implications for policy and decision makers in terms of prioritisation and allocation of resources for effective ERM and usage in academic libraries as contemporary issues are revealed. Keywords: Academic institutions, Academic libraries, Electronic resources, Electronic resources in Africa, Electronic resource management, Electronic resource usage</p>

Association of College and Research Libraries (ACRL) has proposed several information literacy competency standards on how to evaluate whether or not an individual has good information literacy. However, due to the popularity of smart phones and Tablet PCs, information technology has shown a significant change, and information literacy indicators have then seemed to be inadequate. The purpose of the study is to add indicators related to mobile devices focusing on the information literacy proposed by ACRL. The study has invited various mobile device experts to be the Delphi group member of the study, and the information technology literacy indicators will be amended to meet the mobile technology concept through the online Delphi questionnaire survey. The study has constructed mobile literacy indicators through 3 online Delphi questionnaire surveys, which are roughly similar to the information literacy indicators, they can, however, meet the mobile technology concept. The study result can be provided as a reference for the self-evaluation of relevant organizations and individuals.

The Association of College and Research Libraries (ACRL) Framework for Information Literacy, based on threshold concepts, has become the important source for guidance for instruction librarians in planning their classroom instruction. The author describes her experience in introducing students to the Framework in her one-credit Information Literacy in Mathematics and Statistics course. Students were assigned a reflective exercise, in which they had to read the text of one of the six frames from the Framework, and then try to relate their research experience to the knowledge practices and dispositions. Afterward, students wrote paragraph-long reflections. Analyzing these reflections enhanced the instructor’s understanding of the Framework and helped her formulate new possibilities for using the Framework in the future.

Providing content, collections, and services to mobile users is increasingly important in contemporary libraries. In Mobile Technology and Academic Libraries: Innovative Services for Research and Learning , Robin Canuel and Chad Crichton curate a collection of practical case studies of libraries adapting technologies, piloting new initiatives, and building new tools to meet the needs of mobile users. This volume is oriented toward academic libraries but is diverse within this constraint. Canuel is the Head of the Humanities and Social Sciences Library at McGill University, and Crichton is a Liaison Librarian at the University of Toronto Scarborough. Both have presented and published on the use of mobile technologies in libraries. The case studies come from academic institutions, but the selection features libraries of different types, including research libraries, archives, law libraries, and health sciences libraries. The volume also includes examples from functional units across the library, including public services, collections, web services, and instruction.

The evaluation of international credentials and the hiring of internationally trained librarians in Canadian academic and public libraries

Mannequin-based simulation in graduate medical education has gained widespread acceptance. Its use in non-procedural training within internal medicine (IM) remains scant, possibly due to the logistical barriers to implementation of simulation curricula in large residency programs. We report the Massachusetts General Hospital Department of Medicine’s scale-up of a voluntary pilot program to a mandatory longitudinal simulation curriculum in a large IM residency program (n = 54). We utilized an eight-case curriculum implemented over the first four months of the academic year. An intensive care unit curriculum was piloted in the spring. In order to administer a comprehensive curriculum in a large residency program where faculty resources are limited, thirty second-year and third-year residents served as session facilitators and two senior residents served as chairpersons of the program. Post-session anonymous survey revealed high learner satisfaction scores for the mandatory program, similar to those of the voluntary pilot program. Most interns believed the sessions should continue to be mandatory. Utilizing residents as volunteer facilitators and program leaders allowed the implementation of a well-received mandatory simulation program in a large IM residency program and facilitated program sustainability.

The Third stream (or Third mission) is a new emerging topic for academic and research libraries. The article deals with the discussions and reflections driven during the first Italian workshop on Third stream and libraries organized by the Central Library “Guglielmo Marconi” of the CNR (National Research Council) in Rome. The Third stream takes on new goals for the academic libraries, i.e.: the development of the cultural heritage, the long lasting education and the public engagement. In the workshop the best practices of some Italian university libraries (Roma Sapienza, Firenze, Torino, Napoli Federico II, and Ferrara) and two research libraries: the library G. Marconi of the CNR in Rome and the library of the CNR in Potenza have been presented. The discussion has highlighted a great number of activities carried out by Italian libraries that relate to the Third mission and contribute to expand academic library users and to attract the attention of new stakeholders and publics. The Third mission is increasingly becoming an element which changes the model of the academic and research libraries by giving them a role to play for the development of the society.

I had the opportunity to view the work produced by the American Library Association's (ALA) Emerging Leaders at the 2008 ALA Annual Conference in Anaheim. While I was impressed overall with the quality of work produced by these rising stars, I was drawn to the research that one group presented as a poster session. This project related to identifying best practices of innovative business libraries and business centers. Since I believed that these findings would be of interest to a broader audience, I invited the group to submit an article on their project for this occasional column.--Editor Leslie Burger, 2006-07 American Library Association (ALA) president, initiated the Emerging Leaders program. This program provides an opportunity for new librarians to serve the profession in a leadership capacity. Emerging Leaders participate in problem-solving workgroups, network with peers, and gain an inside look at the organizational structure of ALA. Beginning in December 2007, our workgroup from the 2008 Emerging Leaders program took on a project sponsored by the Business Reference and Services Section (BRASS) of RUSA. The goal of the project was to create a guide to excellent creative business libraries and business centers to provide examples of innovative and best To better understand the current practices of business libraries and business centers, we conducted a Web-based survey to identify innovation and best practice. The findings from the survey are discussed in this article. Note that we have used the term library to designate both business libraries and business centers. LITERATURE REVIEW Given that none of the authors are business librarians and lacked in-depth knowledge about business librarianship, we began with a broad literature review. Our review of the literature on business librarianship expanded to include current practices, innovative practices, marketing, and collaboration. We found a paucity of literature on current practices and nothing concrete on best Abels and Magi reported on current practices and trends in twenty top business school libraries. (1) While their research focused on academic libraries, their findings apply to other types of business libraries as well. They found that, despite the organizational structure of these academic business libraries, the needs of patrons drive the delivery of services and resources. Listening to patrons' needs and implementing changes to meet those needs are important for continued success. However, budgetary restrictions or constraints may play an important role in the delivery of services and resources. Abels and Magi identified the following trends: * Library websites offer access to a variety of services and resources * Library websites provide access to a variety of commercial online databases * E-mail reference service is increasing in popularity and use * User education sessions focus on topics instead of specific resources * Interactive online tutorials may become more prevalent but will remain as supplements (rather than replacements) to classroom instruction * Reference desk hours will most likely remain stable in the short term, but will likely decrease over the next five years * Materials budgets will reflect more spending on serials than on monographs Abels and Magi also found that a demand exists for in-person reference service. But they acknowledged that the emergence of new technology will require business school libraries to adjust their practices. (2) A follow-up or duplication of this study would be interesting, since Abels and Magi published their findings in 2001. The goal for this project was to create a best practices guide applicable to various types of business libraries and centers (academic, public, and corporate). More specifically, the task was to identify innovative The question therein lies, what is innovation and how is it defined? …

Index to Volume 62 Justine Carson Page references in boldface indicate major treatments of a topic. Italic locators indicate photographs. Italic t, f, or n indicates tables, figures or notes. A A-series paper formats, 485–486 Abbate, Janet, 706 Academic libraries, Chinese. See Chinese academic libraries Access to Learning Award (Gates Foundation), 210, 212 Acknowledgments, by W. Boyd Rayward, 289–290 ACLU (American Civil Liberties Union), 761 ACLU (Wisconsin) Civil Libertarian of the Year Award, 727 Action Plan for Agricultural and Rural Informatization in China, 49 Activism antigay, 735–736 library, 730–739 Adams, Scott, 690 ADI (American Documentation Institute), 689 Administrative surveillance, 644–645, 646. See also Surveillance Advertising etiquette books, 672–676, 675–676 relationship to Die Brücke, 479–480 source of commercial information, 637 AEG (Allgemeine-Elektricitäts-Gesellschaft), 479 Age of Reason. See Enlightenment Ai Hua Libraries, 164 AIBO Youth Center, 174 Air conditioning systems. See HVAC systems ALA. See American Library Association (ALA) Alingh Prins, Jan, 329–331, 383 Alkalimat, Abdul, 145, 255 All the World’s Knowledge: The Paper Internet, 285 Alle Kennis Van de Wereld, 285 Allgemeine-Elektricitäts-Gesellschaft (AEG), 479 American Association of Museums, 604, 607 American Bibliography (Evans), 461 American Booksellers Foundation for Free Expression, 726–727 American Civil Liberties Union (ACLU), 761 American Civil Liberties Union (Wisconsin) Civil Libertarian of the Year Award, 727 American Documentation Institute (ADI), 385, 689 American Family Association, 731, 735–736 American Institute of Higher Learning, 534 [End Page 773] American Library Association (ALA) attacks by social conservatives, 731–733 Code of Ethics, 742, 772 definition of censorship, 744 Library Bill of Rights, 742, 761, 771 WBCML controversy, 726–727 American Library Association (ALA). Office for Intellectual Freedom, 761, 763 “American Practice in Information Science” (Vormelker), 385, 389 American Society for Information Science and Technology. (ASIS&T) Special Interest Group. History and Foundations of Information Science, 305 Americans for Truth about Homo- sexuality, 749n Americans with Disabilities Act, 571 Amory, Hugh, 457 Amsterdam, Netherlands, 635–636 Amway (China) Co., Ltd., 165 Analogous Spaces: Architecture and the Space of Information, Intellect, Action, Ghent, 2008, 308 Andersen, Hendrik Christian, 531 Anderson, Augusta, 502n Anderson, H.C.L., 543, 546 Announcement for the Standardization of Commercial Activities in Cybercafes and the Strengthening of Security Management, 124 Annuaire de la vie internationale, 316 Annual Meeting of German Librarians (Bibliothekartag), Göttingen, 1928, 351 Anonymous scientific publications, identifying authors, 451–452 Anschluss, 380 Anthropometric classification, criminals, 446–450 Anthropometry, relationship to scientific bibliography and classification, 442–455 Antigay activism, 735–736. See also “Ex-gay” books Apers, René, 533 Appadurai, Arjun, 509–510, 512 Apprenticeship programs, museum, 597, 605–607, 609–610 Apres le Congrès Mondial (Otlet), 380 Archaeological Data Bank Conference, 601–602 Architectural elements. See also Library architecture basements and underground spaces, 537–538 books used as, 536–537 brickwork, 569, 578 historic library buildings, 556–559 terracotta, 568 towers, 532–536 Architecture of Knowledge: The Mundaneum and European Antecedents of the World Wide Web, Mondeneum, Mons, 2002, 308 The Architecture of Knowledge: The Mundaneum and European Antecedents of the World Wide Web, 323 Archives. See also Cultural heritage organizations functional integration with libraries and museums, 613–614, 615–616, 619, 621 of Otlet and La Fontaine, 319–320 Aristocracy, marketing of, 674 ARL (Association of Research Libraries), 689 Armstrong, Edmund La Touche, 544, 546 Armstrong, Henry Edward, 448 Art.sy, 438 Asbestos, 562 ASIS (American Society for Information Science), 696 ASIS&T SIG HFIS, 305 Aslib. See Association of Special Libraries and Information Bureaux (Aslib) Aslib-FID joint conference, Oxford, 1938. See Joint Conference of FID and Aslib, Oxford, 1938 Aslib Information, 383 Association des Amis du Palais Mondial, 318, 319–320, 321 Association of American Publishers, 727 Association of Research Libraries (ARL), 689 Association of Special Libraries and Information Bureaux (Aslib), 371, 396, 689 collaboration with BSIB, 468–469 [End Page 774] joint conference with FID, Oxford, 1938, 378–401 Association of the Friends of the Palais Mondial, 318, 319–320, 321 Astrographical Catalogue, 686 Astronomy, bibliographies, 686 Atheneums. See Mechanics institutes Atherton, Pauline, 431–432. See also Cochrane, Pauline Atherton Austin, Derek, 436 Australia federation period, 1880–1900, 542...