A Review of: Leili, S., Maryam, H., & Mohsen, A. (2020). The effect of information literacy instruction on lifelong learning readiness. IFLA Journal, 46(3), 259-270. https://doi.org/10.1177/0340035220931879 Abstract Objective – To examine the efficacy of information literacy skills instruction on the lifelong learning readiness skills of Iranian public library users. Design – Pre- and post-test experiment. Setting – Two public libraries in Iran. Subjects – Thirty (30) high school students who were active users of two Iranian public libraries. Methods – Thirty (30) participants were randomized into two groups, one of which received information literacy training for seven weeks, while the other group acted as a control. Participants were assessed via three instruments in information literacy and readiness for lifelong learning prior to and at the completion of the training program. The workshops included basic library skills, recognizing needed information skills, information source skills, Internet skills, Internet searching skills, resource instruction, database skills, and general searching skills. Results of pre- and post-test assessments were analyzed with analysis of covariance (ANCOVA). Main Results – The group that received information literacy instruction showed increased readiness for self-directed learning, readiness to overcome deterrents to participation, and improved information literacy. The control group did not show an increase in readiness to respond to triggers for learning or an overall increase in lifelong learning readiness. Conclusion – Information literacy instruction can improve elements of lifelong learning readiness in regular library users. Public libraries in Iran should begin long-term planning to implement this training.

Objective – This research project sought to determine if audio feedback in literature searches can increase the social presence of the library and create a positive view of the library service. It also explored the process of recording and sending audio feedback; tested its practicality, sustainability, and accessibility; and ascertained whether audio feedback enhanced the library’s communication, thereby creating a positive attitude toward the library and its services. Methods – The research was conducted in a small virtual library and information service. The research sample consisted of all library users and clinicians who requested a mediated literature search between July 2019 and July 2020. All participants were sent an audio commentary on their search results, recorded by the librarian, and were asked to respond to an online questionnaire. The questionnaire consisted of five statements. The study participants indicated their agreement or disagreement with each statement on a five-point Likert scale. Results – The researcher sent out 96 audio commentaries, generating 31 responses to the questionnaire. The results indicated that users felt the audio feedback improved their understanding of the results of their inquiry, made them feel more comfortable about using the library, enhanced their experience of communicating with the library and provided a better experience than just receiving an email. The responses broadly supported the contention that audio commentaries created social presence and generated a positive view of the library. Conclusion – The researcher found that delivering audio feedback was both practical and sustainable. Some consideration was given to individual learning styles and how these made audio or text feedback more or less effective. Specifically, audio feedback enhanced communications better than an email alone.

A Review of: Johnson, A.M. (2020). Reference and liaison librarians: Endangered species or “vital partners?” Views of academic library administrators. Journal of Library Administration, 60(7), 784-799. https://doi.org/10.1080/01930826.2020.1786979 Abstract Objectives – To investigate the current state and prospects of reference and liaison librarianship. Design – Structured interviews consisted of 10 questions that lasted between 30 and 75 minutes. Setting – Fourteen medium-sized, urban universities geographically spread across the United States of America. Subjects – Fifteen library administrators with at least 10 years of experience. Methods – The author contacted academic library leaders from 17 benchmark institutions and head librarians from other R1 institutions whose libraries were members of the Association of Research Libraries (ARL) or whose campus size and characteristics mirrored the author’s institution in that they were medium-sized urban universities. The study examined five primary questions and included an appendix with the 16-item survey instrument. The structured interviews included 10 questions about the current state and prospects of reference and liaison librarianship, along with questions related to demographics. The author transcribed the interviews and removed all identifying information. Since the interviews were structured and thus thematically similar, coding software was not used. The author compiled and analyzed the responses to the questions. Main Results – The concepts of connecting, discovering, listening, and partnering were inherent in the definition of being a liaison librarian. In general, the library administrators, all of whom had been in the profession for 10 years or more, felt that liaison librarians should be active in furthering scholarly activities in such areas as grant-writing, generating scholarship, or data curation. There was an emphasis on outreach, being proactive, and engaging with faculty, which raised an important question for administrators: Is this skill set too broad for any one person, and if so, how can the library profession collaborate to draw upon each other’s strengths? There was a consensus that while the work of reference and liaison librarians is vital to the academic enterprise, this work need not be situated at a central reference desk. Rather, librarians would be physically embedded or electronically linked to students and faculty, helping them to formulate answerable questions, locate high-quality, evidence-based information in specialized databases, or provide support in such areas as open educational resource development, augmented reality, or scholarly communications. Conclusion – In the view of current library administrators, being a reference and liaison librarian means partnering proactively with students and faculty to ensure a deep understanding of their teaching, learning, and research needs while also maintaining a thorough knowledge of the libraries’ collections and resources. To accomplish this, the librarian must be visible to their constituencies, tell memorable, authentic stories of what they have to offer, and build lasting relationships. Reference and liaison librarians require traditional knowledge of library functions and systems and teaching skills and possess qualities such as collaboration, communication, and flexibility. Overall, library leaders believe that liaison librarians will continue to be vital partners and that without a central reference desk, there will be a deeper integration within the academic enterprise.

Objective – This study uses the Kaleidoscope Career Model (Mainiero & Sullivan 2006a) to determine key sources of motivation for library professionals during their careers and identifies strategies for how library administrators can better retain and inspire their staff. Methods – The authors adapted the Kaleidoscope Career Model survey tool with permission from Mainiero and Sullivan. The authors used Qualtrics to send out the adapted survey and in October 2019 emailed a call for participation with the survey link to six library electronic mailing lists. A total of 433 participants completed the survey. The authors reviewed the demographic data and charts Qualtrics generated and used an open-coding method to analyze the qualitative responses to open-ended questions included in the survey. First, they read through those responses, identified common words, phrases, and ideas, which became initial codes. Then the authors reviewed the codes and determined themes common in the data. Each author coded and analyzed each question. Those themes then informed the discussion and recommendations shared in this article. Results – Nearly 60% of respondents identified as being in the Authenticity phase, 15% in the Challenge phase, and 18% in the Balance phase. When asked if they felt supported, those in the Authenticity phase reported the highest overall level of satisfaction, with those in the 47–52 years old cohort experiencing peak feelings of support. The study found that all early career practitioners seemed interested in continuing in a supervisory role. Those older participants in the Balance phase were less interested than those in the other two phases in continuing to supervise. Those in the Authenticity phase identified most strongly with being organizational leaders. By contrast, older participants in the Balance phase did not identify strongly as leaders. Those in the Challenge phase showed strong interest in being leaders at an early age and that interest increased among older cohorts. Conclusion – This study is the first to analyze sources of motivation for academic librarians during the stages of their careers. When working with librarians who identify with the Authenticity phase, administrators should work with their employees to develop career goals that are extrinsically based, such as what can be achieved through good work rather than striving for a dream position. Librarians in the Balance phase would benefit from early opportunities to develop leadership roles or serve in supervisory roles. These early opportunities better fit with their efforts to prioritize family later in life. Librarians in the Challenge phase are intrinsically motivated to achieve and strive. They may experience disappointment as newer career librarians continue to advance and as they begin to plateau later in life. Leaders must consider the kinds of changes their organization can withstand as they strive to best support and foster the growth and development of all of their employees.

Objective – This study investigated researchers’ perceptions of open access publishing and the ways in which the university’s open access subvention fund could evolve to meet the campus community’s needs. Methods – In spring 2021, two librarians conducted an anonymous survey using a convenience sample to recruit participants. The survey was directly distributed to 113 University of Idaho (U of I) affiliates who had received funding from, or expressed interest in, the open access subvention fund during the previous three years (FY 2019 to FY 2021). Other U of I affiliates were also offered the opportunity to participate in the survey via a link shared in the U of I’s daily email newsletter as well across the U of I’s graduate student email list. The researchers received 42 usable survey responses. The survey included 26 closed and open-ended questions and analysis included cross-tabulations based on fund applicant status as well as respondent role. Of the 26 questions, 4 were modified from a colleague’s previous study with U of I faculty members (Gaines, 2015). Results – Survey responses showed that interest in and support for open access were common among respondents. Although a majority of respondents had published an open access journal article and would like to continue to publish open access in the future, only 17% agreed that they had departmental support to do so. Results also demonstrated that researchers were less willing to pay article processing charges (APCs) out-of-pocket and preferred for funding to come from grant budgets first, followed by Office of Research Budgets, department or college budgets, and library budgets. Respondents expressed support for many of the open access subvention fund’s current criteria and processes, but they also indicated an interest in establishing a more equitable fund distribution cycle and allowing researchers to seek pre-approval once their article was accepted for peer-review. Findings related to open access publishing perspectives built upon previous research conducted at the U of I (Gaines, 2015) and across other institutions. Conclusion – This study confirmed the importance of evaluating and assessing library programs and services to ensure that they continue to meet the needs of campus communities. Through the study results, the researchers demonstrated that respondents were interested in open access publishing and the continuation of the open access subvention fund, as well as offering the U of I an opportunity to adjust the open access subvention fund’s processes to better serve researchers. These results also highlighted the need for those involved in open access publishing support to investigate new open access advocacy and education efforts to ensure that researchers receive the philosophical and financial support they need to pursue different models of scholarly publishing.

A Review of: Mongeon, P., Siler, K., Archambault, A., Sugimoto, C. R., & Larivière, V. (2021). Collection development in the era of big deals. College & Research Libraries, 82(2), 219–236. https://doi.org/10.5860/crl.82.2.219 Abstract Objective – (1) Present a method of journal appraisal that combines reference list, article download, and survey data. (2) Gauge journal usage patterns across selected universities. Design – Analysis of reference lists, article downloads, and survey data. Setting – 28 Canadian universities. Subjects – 47,012 distinct academic journal titles. Methods – Download data for the 2011-2015 period was sourced from standard Journal Report 1 (JR1) usage reports as supplied by the vendors. Download figures were summed for journals that were available through multiple platforms. Reference list data (i.e., the number of times documents published in each journal were cited by authors affiliated with a participating institution) was sourced from Clarivate Analytics’ Web of Science, limiting for the years 2011-2015. An unknown number of researchers at 23 of the 28 participating universities were invited by email to complete a survey. The survey asked respondents to list the scholarly journals they considered essential for their research and teaching (up to 10 journals for each purpose). The three datasets (download, reference list, and survey data) were then merged. Duplicates and non-academic journals were removed. Journals were then grouped into broad discipline areas. A list of “core journals” (p. 228) was created for each institution. These journals produce 80% of downloads, 80% of citations, or 80% of survey mentions at each institution. A journal only had to reach the threshold in one category (i.e., in either downloads, citations, or mentions) to make it onto the core journals list. A “low” (p. 228) survey response rate meant “one mention [was] generally enough" (p. 228) for a journal to be classified as core. Main results – Fewer than 500 titles (n=484, ~1%) made it to the core journals list at all 28 universities. Two thirds (66%, n unknown) of journals did not make it onto the core list of any university. Of the journals deemed to be core, most (60%, n unknown) were shared across all institutions. On average, platforms from not-for-profit organizations and scientific societies contain a higher proportion of core journals than for-profit platforms. Notably, 63.6% of Springer journals, 58.9% of Taylor & Francis journals, and 45.8% of Elsevier’s journals do not appear on the core journal list of any university. Conclusion – Libraries should consider ways to share resources and work more cooperatively in their negotiations with publishers. Further, libraries may be able to cancel entire journal bundles without this having a “sizable” (p. 233) impact on resource access.

A Review of: Bierman, J., Ortega, L., & Rupp-Serrano, K. (2010). E-book usage in pure and applied sciences. Science & technology libraries, 29(1-2), 69-91. https://doi.org/10.1080/01942620903579393 Abstract Objective – To determine the usage of and attitudes toward e-books among faculty in the applied and pure sciences. Design – Online survey and in-person interviews. Setting – A large public university in the United States. Subjects – 11 faculty members. Methods – Participants completed an 11-item survey covering demographic data and questions about electronic book experience and preferences. This was followed up by an in-person interview with the researchers. The interviews were structured into three sections: opening questions about e-book usage, an interactive demonstration and discussion of two preselected e-books, and final follow-up questions. Interviews followed a general script of prepared questions, but also encouraged open discussion and dialogue. Main Results – Most participants in the study reported limited experience with e-books and only 3 of the 11 participants reported using library-purchased e-books in their research and instruction. Participants noted ease of access and searchability as key advantages of e-books. Concerns included the belief that reading and learning is more difficult on a desktop computer, as well as concerns about the stability and reliability of e-book access. Participants also felt negatively about the necessity to create a new login profile and password to access e-books. The study found no difference in the way faculty in pure and applied sciences approached e-books. Conclusion – The authors determine that e-books will likely become more commonly used in academia. Users want e-books that are easy to use and customizable. In addition, the authors conclude that librarians need to understand their patrons’ needs as e-book users and proactively promote and market their e-book collections.

Objective – The objective of this research was to identify the four professional competences of graduates in Library and Information Sciences and Technologies (LIST) considered most pertinent, from the points of view of students, teachers, and employers. We also sought to compare the perceptions of the different groups. The study was based on the premise that alignment of these perceptions may enhance the employability of LIST graduates. Methods – A questionnaire, used and validated by Arias-Coello et al. (2014), was further translated by Martins and Carvalho (2018). The questionnaire consisted of a set of questions regarding four dimensions: Information Management; Communication and Interpersonal Relationships; Domain and Application of Information Technologies; Organization Management. We sent the survey by email to the target audience; it was available to complete in April and May 2018. Data analysis included calculating mean and standard deviation, as well as Shapiro Wilk normality tests, statistical tests for multiple comparisons, ANOVA, Kruskal Wallis test, Friedman test, Wilcoxon test, and Pearson's correlation. Results – In relation to certain dimensions, one could think that age would be a determining factor, but this has not been proved. In fact, results showed that age is not a factor that influenced the importance attributed to different competences in the several dimensions. The respondents' academic degrees and areas of knowledge were linked to significant differences transversally. The Kruskal Wallis test indicated that students, teachers, and employers perceived the importance of Information and Communication Technologies (ICT) skills equally. As for the other competences, overall there were significant differences between students and employers, and there were significant differences between students and teachers regarding the perceived importance of organization management skills. There were also significant differences between teachers, students, and employers regarding the perceived importance of communication skills. We also found that responses within the teacher group had less dispersion of answers, therefore there was greater internal agreement. The opposite occurred in the employer group. Conclusion – The differences detected in the perception of the different groups were minor. However, it is necessary to create initiatives for the alignment of the perceptions of students and employers, because if all groups have the same perception, they will develop and value the same skills, responding to the needs of the labor market, thus promoting the employability of LIST graduates. The inclusion of a curricular internship, even one of short duration, in the first year of the degree could also be a way of endeavoring to bring together the expectations of both groups. These suggestions are part of a proposal to change and update the study plan and enhance the performance of course management.

Objective – In this case study, an archivist and librarian teamed up to teach an introductory course on family history research for adult learners at their university’s lifelong learning centre. In response to students’ relative lack of digital skills, the instructors developed a new set of introductory skills that they believe are essential for genealogy research. Methods – Authors conducted pre- and post-course surveys to determine student expectations and the extent to which the course met those expectations. Authors coded one of these surveys. Results – Course assessment and class activities exposed the need for a set of digital skills that go beyond a literacy framework to assist family history researchers. After analyzing key themes found in pre- and post-course assessment, authors developed a new tool for genealogy instructors titled Introductory Digital Skills and Practices in Genealogy (IDSG). Conclusion – Archivist/librarian collaborations are an excellent way to cultivate needs-based teaching and outreach opportunities in our wider communities, particularly for adult learners. The Introductory Digital Skills and Practices in Genealogy tool is meant to inspire and assist other library professionals who want to teach family history research, serving as a reminder to centre teaching tangible digital skills as a focal point of instruction.

A Review of: Aharony, N. (2010). Information literacy in the professional literature: An exploratory analysis. ASLIB Proceedings: New Information Perspectives, 62(3), 261-282. https://doi.org/10.1108/00012531011046907 Abstract Objective – To describe the published literature on information literacy from 1999-2009. Design – Statistical descriptive analysis and content analysis. Setting – N/A Subjects – 1,970 publications from the Web of Science database. Methods – The Web of Science database was searched using the term “information literacy” in the advanced search under “topic,” and was limited to articles published from 1999-2009. Next, information such as document type, subject areas, authors, source titles, publication years, languages, countries, keywords, and abstracts was collected from each document. A statistical descriptive analysis was conducted using the data. A content analysis was performed on the keywords and abstracts from a sampling of the results. Main Results – Information science/library science and education were the top subject areas of the identified articles, while the third largest subject area was “public, environmental and occupational health.” Nine out of ten journal titles focused on library science, however the journal title containing the second largest number of articles was Patient Education and Counseling. The content analysis revealed that the most common categories for keywords were “miscellaneous,” “health and medicine,” followed by “education.” Conclusion – The results indicated that information literacy research had been published mainly in journals associated with library science and education; however, a considerable amount of literature was published in health and medicine.