PurposeThis study examined the role of artificial intelligence (AI) tools in facilitating the accessibility and usability of electronic resources (e-resources) in academic libraries.Design/methodology/approachThis study employed a quantitative descriptive survey to collect data from library users. The population targeted was sampled using a purposive sampling technique. A total of 427 (58%) participated in this study.FindingsMost respondents preferred electronic journals (e-journals) among the e-resources stored in academic libraries. Chatbots were identified as preferred AI tools for accessing and enhancing the usability of these resources. Strategies mentioned included the potential for integrating AI tools across various e-resources. However, among the challenges reported was the inability to integrate AI tools with the existing library management systems. Improving e-resource discovery and access can significantly enhance the effectiveness of AI tools in academic libraries.Originality/valueOriginality in the context of AI applications in academic libraries refers to the unique approaches, innovative tools and creative solutions that enhance the accessibility and usability of electronic resources. By focusing on unique solutions that enhance the accessibility and usability of e-resources, these libraries can better serve their diverse user populations and adapt to the evolving landscape of information needs.

PurposeThis study aims to evaluate how well a University of Technology Library’s infrastructure aligns with the requirements of the Fourth Industrial Revolution (4IR). By examining the current state of technological integration and identifying potential gaps, this research seeks to provide insights into the necessary developments and adaptations needed. Additionally, the study explores the implications of these changes for librarian roles, highlighting the evolving skill sets and competencies required in this new paradigm.Design/methodology/approachThe study used a mixed methods research approach, integrating an online questionnaire to gather quantitative data and conducting interviews to obtain qualitative insights. The subsequent interviews offered a thorough understanding of the library’s alignment with the 4IR and its implications for the librarians at the library.FindingsThe findings of this research will offer valuable perspectives for university faculties, librarians and policymakers in shaping future-ready library environments that support innovative teaching, learning and research practices.Practical implicationsThe findings highlight the need for academic libraries to continuously evolve with enhancements to existing infrastructure to incorporate advancing technologies and encompass modern digital platforms, tools and resources to support innovative teaching, learning, and research works.Originality/valueThis study provides insight into the results of the importance of evolving with the advances of technologies in academic institutions within a developing country in Africa.

PurposeIn response to instrumental cultural policy agendas in the United Kingdom, the paper explores the practice of collaborative cultural work in the criminal justice system through the lens of professional ethics in prison libraries. It seeks to balance narratives on the value of arts and culture in cross-government policy agendas with a nuanced consideration of the realities of such work in non-conventional organisational settings.Design/methodology/approach“Instrumental Values: Professional ethics in collaborative cultural work” was a two-year empirical study (2017–2019), including ethnographic fieldwork in three case study sites representing prison library services in England. Following a “communities of practice” conceptual framework, research methods included participant observation of day-to-day cultural work and specific events; successive research interviews with library and prison service staff and volunteers; and interviews with key collaborating organisations from extended professional networks.FindingsData from three prison library case studies show consistent ethical implications relating to the extent of collaborative complexity in the field and its impact on participants’ emotional resilience; navigation of the prison regime by cultural workers; consequences for emotional labour and care in the field; and the re-negotiation of ethical boundaries and practices.Originality/valueThe research makes an original contribution to debates on the instrumental value of arts and culture via its intimate focus on prison libraries as microcosms of situated, truly integrated cultural work, both from a physical, organisational perspective and in their representation of a cross-policy function for arts and culture.

PurposeThe study aimed to identify the best practices for open educational resources (OER) management in Nigerian open education university libraries and the implications for policymakers.Design/methodology/approachA mixed-methods approach was used, which included a survey questionnaire administered via Google Forms to academic librarians and other library staff of the National Open University of Nigeria (NOUN). The study’s population was 398 and 273 participants responded to the survey. The study included all academic librarians and other library staff representing the six geopolitical zones in Nigeria. The data were analyzed using both qualitative and quantitative methods. The study’s results were presented using frequency counts, percentages tables and the qualitative data analysis was done thematically.FindingsThe findings of the study are consistent with existing literature on best practices for managing OER, which emphasized the importance of establishing clear policies and strategies for OER management practices, such as guidelines for acquiring, creating, curating and disseminating OER.Originality/valueThe originality of the study concludes by recommending that policymakers should develop policies that support the implementation of best practices in OER management to improve access to educational resources and reduce costs for students.

PurposeThe study aims to investigate the utilisation of open research data repositories (RDRs) for storing and sharing research data in higher learning institutions (HLIs) in Tanzania.Design/methodology/approachA survey research design was employed to collect data from postgraduate students at the Nelson Mandela African Institution of Science and Technology (NM-AIST) in Arusha, Tanzania. The data were collected and analysed quantitatively and qualitatively. A census sampling technique was employed to select the sample size for this study. The quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), whilst the qualitative data were analysed thematically.FindingsLess than half of the respondents were aware of and were using open RDRs, including Zenodo, DataVerse, Dryad, OMERO, GitHub and Mendeley data repositories. More than half of the respondents were not willing to share research data and cited a lack of ownership after storing their research data in most of the open RDRs and data security. HILs need to conduct training on using trusted repositories and motivate postgraduate students to utilise open repositories (ORs). The challenges for underutilisation of open RDRs were a lack of policies governing the storage and sharing of research data and grant constraints.Originality/valueResearch data storage and sharing are of great interest to researchers in HILs to inform them to implement open RDRs to support these researchers. Open RDRs increase visibility within HILs and reduce research data loss, and research works will be cited and used publicly. This paper identifies the potential for additional studies focussed on this area.

PurposeSurveying authors at doctoral-granting institutions of higher education in Portugal, the authors in this paper aim to seek to determine the extent to which Portuguese researchers prefer that their work appears in open access journals or open access repositories resulting in improved access to quality, peer-reviewed scientific information and faster scientific and technological advances. The authors also seek to gauge Portuguese author's familiarity with open access, the importance they attach to open access when choosing a publication outlet, and to determine their preferences for achieving open access.Design/methodology/approachThe methodology adopted in this research is the case study. The case study intends to understand a complex social phenomenon through an in-depth study holistically. In May 2020, the authors distributed a survey to faculty in all academic ranks at 14 Portuguese higher education institutions to learn the extent to which Portuguese authors currently make their research openly available, ascertain their awareness of open access, their support of the European Union (EU) open access goal and their preferences for achieving open access.FindingsResearchers at Portuguese universities overwhelmingly are aware of arguments in favor of open access and believe that open access benefits researchers in their fields. Portuguese researchers regularly publish in open access journals and deposit their papers in institutional or disciplinary repositories.Research limitations/implications16.7% of 740 potential respondents completed the survey. The relatively low response rate prevents extrapolations from being made to the universe. The study was implemented during the COVID-19 pandemic, which, due to the disruption created in all sectors, made data collection complex and delayed its subsequent treatment.Originality/valueSimilar studies have been conducted at individual universities and in particular disciplines to determine the degree to which their faculty authors are aware of open access, its benefits, and preferences for achieving it. A similar study of Bulgarian university authors was conducted in 2018. No previous study of Portuguese authors at institutions of higher education has been conducted. The results will be useful to Portuguese institutions of higher education and academic libraries to establish and revise open access outreach and implementation services that may be helpful to their faculty in meeting EU open access and funder open access requirements.

PurposeRepository Libraries need to pause and re-consider their role and future purpose in the light of the Digital Disruption of the whole library and publishing industries. This paper seeks to expose some of the issues in this re-examination.Design/methodology/approachThe Kuopio Conference is a seminal conference series exploring the trials, successes and futures of repository libraries globally. The paper seeks to draw out the tensions in libraries and in publishing asking the questions of why and how.FindingsScenario planning assists in enabling us to think about issues which are disruptive rather than assuming that the future will be steady and assured. This paper is a call to the community to re-think what is being planned and executed.Originality/valueThis re-examination is different in the nature of the papers detailing what has been achieved.

PurposeThe study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.Design/methodology/approachThe study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.FindingsA total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.Research limitations/implicationsThis study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.Practical implicationsThis study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.Social implicationsAppropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.Originality/valueThis is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

PurposeVirtual communities of practice (VCoP) are becoming increasingly popular as professional networking. These communities support and shape professional development, especially in countries with limited opportunities and constrain like time and distance. This study throws light on the role of VCoP and its impact on the continuous professional development (CPD) of librarians in Pakistan.Design/methodology/approachThis study is carried out with qualitative research methods to understand effects of VCoP on CPD. With a thematic content analysis on the email conversations of a library and information science (LIS) Yahoo mailing group “plagpk”, the impact of virtual communities (VCs) on librarians' professional development in Pakistan over the past 20 years was analyzed.FindingsThis study demonstrates that VCs contribute to professional learning, problem-solving, knowledge creation, professional awareness and identity creation in the LIS field. Further, this study contributes a model to explain the formal and informal professional development for individuals and groups through VCoP engagement.Social implicationsIt is hoped that this study will help the librarian community create, get involved in the VCoP for personal, professional development consciously and create an impact in the profession. The finding of this study is generalizable to any social sciences or humanities professionals VCoPs.Originality/valueThis is one of the first studies in the LIS field to analysis the impact of VCs on the professional development of the librarians.