How Can We Continue to Improve? Developing Targeted Assessments for Academic Libraries

This investigation explores the initial impact of the COVID‐19 pandemic on live chat virtual reference services (VRS) in academic libraries and on user behaviors from March to December 2020 using Goffman's theoretical framework (1956, 1967, 1971). Data from 300 responses by academic librarians to two longitudinal online surveys and 28 semi‐structured interviews were quantitatively and qualitatively analyzed. Results revealed that academic librarians were well‐positioned to provide VRS as university information hubs during pandemic shutdowns. Qualitative analysis revealed that participants received gratitude for VRS help, but also experienced frustrations and angst with limited accessibility during COVID‐19. Participants reported changes including VRS volume, level of complexity, and question topics. Results reveal the range and frequency of new services with librarians striving to make personal connections with users through VRS, video consultations, video chat, and other strategies. Participants found it difficult to maintain these connections, coping through grit and mutual support when remote work became necessary. They adapted to challenges, including isolation, technology learning curves, and disrupted work routines. Librarians' responses chronicle their innovative approaches, fierce determination, emotional labor, and dedication to helping users and colleagues through this unprecedented time. Results have vital implications for the future of VRS.

This study examined key findings relevant to library practitioners' experiences with virtual reference services, or VRS. It did this by examining skills, training experiences, perspectives, and challenges encountered during VRS implementation. Data was gathered through interviews with a group of library practitioners employed by academic libraries in the province of Isabela, Philippines, using a qualitative research methodology. The participants' training experiences and skill sets are restricted to limited virtual reference service training events as well as fundamental technical and communication abilities. The results of the study showed that participants had a positive opinion of virtual reference services' utility since they serve as a platform for communication that bridges the digital divide caused by physical distance. To help librarians adopt virtual reference services and maximize their anticipated benefits, specialized trainings are recommended. In order to meet the necessary operational needs for the effective delivery of virtual reference services, institutional support through sufficient funding is sought.

The study was carried out to examine users’ expectation of library services and resources in this COVID-19 pandemic era. The descriptive survey design was adopted for the study. The population of the study comprises library users of College of Education Library, Agbor and Federal University of Petroleum Resources Library, Effurun, Delta State. 210 respondents were selected each from the two academic libraries via purposive sampling technique making a total of 420 respondents used for the study. The instrument used for data collection was an online questionnaire designed through Survey Monkey. The study revealed that the respondents from both academic libraries indicated they expect services such as electronic access to services and resources, virtual reference services, accurate COVID-19 information to keep them updated, online user education programmes, selective dissemination of information via email, display of library services on social media, research help services online, and a spacious study hall to enable them observe the physical distancing while studying in the library. Also, users from both academic libraries indicated they expect to have access to electronic databases, e-zines and online newspapers, internet sources, e-journals, e-books and government publication in this COVID-19 pandemic era. On the channels of accessing services and resources in this COVID-19 pandemic period revealed that the respondents from both academic libraries agreed that they access library services and resources majorly through Email Service, while only respondents from College of Education, Agbor indicated that the also access their academic library services and resources through their library social media platforms. It can be observed also from the study that the respondents from both academic libraries were averagely satisfied with their academic library though they expect more incorporation of information communication technology in service delivery to boost their access in this COVID-19 pandemic era.

This study determines librarians’ perceptions of Virtual Reference Services (VRS) in university libraries in Pakistan. Based on the census, data was collected from 29 head librarians of Lahore through a questionnaire. The results show that short messaging, instant messaging, and ask a librarian are prominent VRS. Time-saving, 24/7 service, reduced workload, and easy access are significant merits. Increased users’ expectations, staff training, and special skills to answer users’ queries are the key challenges. Librarians with higher qualifications have a positive opinion and fewer challenges to offering VRS. This service is likely to become necessary in academic libraries in Pakistan.

A Survey and Empirical Study of Virtual Reference Service in Academic Libraries

Libraries endeavor to provide the same services to distance learners as they do on campus to students but they are challenged by not being able to show students how to maneuver in the virtual environment. Indiana State University used Adobe Connect software for three years to provide synchronous, virtual reference services that included screen-sharing capability to demonstrate search techniques. Assessments included analysis of attendance, types of questions, and student comments. Reminder e-mails sent directly to students positively affected attendance. Feedback was positive but technical problems were sometimes significant.

The article is devoted to the new form of reference service, so-called “the virtual reference service”. Its purpose is to provide the personalized information support to the remote users, without dependence on their site. Virtual reference service is constructed on a combination of opportunities of the automated search toolkit and professional skills of a bibliographer. Abroad the first virtual reference services have appeared in the middle of 1990th and now many foreign and Russian libraries have the specialized sections on the web-sites. In the Russian State Library the virtual reference desk has opened on April, 17, 2007. In spite of the fact that virtual help service of the Russian State Library has a small operational experience, it can be an example for successful realization of reference service on the basis of Internet technologies. It provides to the remote user efficiency, completeness and high quality of the information.

Virtual reference services have become a staple in many libraries, but these services reached a new level of importance when in-person reference shut down in response to COVID-19. This descriptive study aims to discover how health sciences librarians utilized virtual reference services in response to the pandemic. A survey was developed and distributed to health sciences librarians. The survey addressed the status of virtual reference services before and during the COVID-19 pandemic as well as any changes that are seen as libraries reopen. Virtual reference shifted heavily to video conferencing during the pandemic both for librarians at home and those remaining onsite.

Comparing generative artificial intelligence tools to voice assistants using reference interactions

While digital transformation in education is accelerating, academic libraries will reorganize their roles to support further information needs in an interactive e-learning environment. In this article, we will explore how libraries can manage and adapt information services for future users using information and communication technology (ICT) integration. The focus is on the development of response-user-centric services that meet the requirements of digital learners in both formal and informal educational attitudes. This study explores the application of ICT tools, including AI-controlled search engines, virtual reference services, learning analytics, immersive technologies to promote access to information, promoting digital literacy, and supporting collaborative learning. Additionally, strategies for embedding library resources into learning management systems and e-learning platforms are being considered to provide seamless academic support. The results highlight the importance of adaptability, employee training, and political development to ensure that they remain a key partner in the education ecosystem. Ultimately, this study illuminates the potential for transformation of ICT-enabled library services in maintaining dynamic, integrated, and future learning environments.

<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>

Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.

The virtual reference service (VRS) has been implemented by some libraries in Indonesia. This study aims to identify trends in VRS in some libraries in the Java Island. This research is a qualitative study using descriptive analysis presented as a percentage, then elaborated again with narration or description associated with the field and theory. Using purposive sampling technique, selected 12 libraries to be analyzed on the website. The sample consists of public libraries and special libraries. The results form 12 library samples found to bring trends in the form of presenting referral services if sorted from the most used by the library are email (91%), web forms (75%), chat references (67%), and SMS (8%). Both email and web form used for VSR is using the library's public email. Chat references available on the web library use the Tawk Live Chat App, add on Dalet Galaxy, Whatsapp and Line. VRS in SMS form is only used by the National Library. Email is the most common format used as a communication tool in VRS followed by web forms, chat references and SMS. The results of this study can be used as material for consideration to develop format of VRS in Indonesian libraries

This research explored the current state of the continuing professional development of Thai academic librarians and the roles of continuing professional development providers, employing a mixed-methods approach. An online questionnaire was completed by 243 Thai academic librarians and in-depth interviews were conducted with 20 library directors and deputy directors. The quantitative data was analysed using descriptive analysis, while the qualitative data was examined through thematic analysis. The research found that academic librarians recognized the importance of participating in continuing professional development activities and exhibited a preference for online continuing professional development, with ‘in-house’ providers and academic library networks assuming significant roles. The study recommends focusing on information technology skills and English proficiency. Concise and dynamic guidance is offered for academic libraries and continuing professional development providers to reshape continuing professional development activities to post-pandemic dynamics, based on academic librarians’ needs, and align their offerings with contemporary academic library challenges and trends, better suiting Thailand’s evolving educational context.

The purpose of this study is to examine the status and prospect of virtual information services in academic libraries in Kuwait.The study conducted open-ended interviews of managers or heads of information services in 12 academic libraries about management and conduct of virtual information service and the possibilities about the future of these services.Also observed the functioning of services in 9 libraries.It was found that email was the common method for virtual communication in academic libraries in Kuwait.These libraries lacked in services using live chat and mobile application.Social media was mostly used for announcements and marketing of library services.In addition, private academic libraries provided advanced virtual services as compared to public academic libraries.Eight interviews were conducted by phone due to unavoidable circumstances related to both participants and researcher.One private academic institution did not allow access to its library, denying opportunities for observation.This paper provides insights on the way virtual information services were managed and conducted in these libraries.No similar study was noted in this regional context.The findings may help academic library management a better understanding of the issues and challenges they faced and the opportunities they might benefit in future.