Journal articles on the topic 'Academic librarians Australia Attitudes'

Abstract This paper examines issues relating to the perceptions and adoption of open access (OA) and institutional repositories. Using a survey research design, we collected data from academics and other researchers in the humanities, arts and social sciences (HASS) at a university in Australia. We looked at factors influencing choice of publishers and journal outlets, as well as the use of social media and nontraditional channels for scholarly communication. We used an online questionnaire to collect data and used descriptive statistics to analyse the data. Our findings suggest that researchers are highly influenced by traditional measures of quality, such as journal impact factor, and are less concerned with making their work more findable and promoting it through social media. This highlights a disconnect between researchers’ desired outcomes and the efforts that they put in toward the same. Our findings also suggest that institutional policies have the potential to increase OA awareness and adoption. This study contributes to the growing literature on scholarly communication by offering evidence from the HASS field, where limited studies have been conducted. Based on the findings, we recommend that academic librarians engage with faculty through outreach and workshops to change perceptions of OA and the institutional repository.

Background. Augmented reality (AR) is a digital layer in the physical environment, which adds virtual elements to the real world. Academic libraries must meet certain criteria to enter fourth-generation libraries, one of which is the use of new technologies. The aim of this study was to investigate academic librarians' views on the application of components of AR technology in the libraries of medical universities. Methods. The study was a cross-sectional survey study. The statistical population of the study included all librarians working at medical science universities in Iran. The sample size comprised 183 librarians who participated in the present research study. Quantitative research approach and research tool was a researcher-made questionnaire. Internal validity of the questionnaire was assessed through CVI and reliability was assessed, using ICC (validity within and between assessors). The face validity of the questionnaire was confirmed using the opinions of 10 experts in the field of information science and AR technology and its reliability was obtained with Cronbach's alpha correlation coefficient of 0.96 and test-retest method. Using the online questionnaire, the librarians' perspective data on the components of familiarity, facilities, application, advantages, opportunities and limitations were collected in the form of 5 Likert questions. Data analysis with SPSS software was used through independent t-test, ANOVA and Tukey to evaluate the status of AR technology components. Results. The general attitude of librarians towards the components of application, facilities, advantages, opportunities and limitations of AR technology was on the scale of five Likert options with an average total score of 3.75. 0.05. Overall, 73.65% of librarians agreed with AR technology and 86.99% agreed with its use component in the libraries of medical universities. The results of the Tukey test showed that more graduate students than those with doctoral degrees agreed with the component of facilities available in university libraries to launch AR. Librarians older than 50 years considered the AR component in library management and assistance to librarians to be more effective than those under 30 years of age (P <0.05). Conclusion. According to the results of the present study, the most important components for the use of AR technology in the libraries of medical universities to strengthen user education included the existence of appropriate content, usefulness, providing diverse services, user guidance, location and the opportunity to implement AR on a larger scale. The librarians' attitudes toward launching AR technology were favorable and they agreed with its applicability. Background Augmented reality (AR) is a digital layer in the physical environment, which adds virtual elements to the real world. Academic libraries must meet certain criteria to enter fourth-generation libraries, one of which is the use of new technologies. The aim of this study was to investigate librarians' views on the components of augmented reality technology in the libraries of medical universities. Methods The research method was survey and the type of study was applied. Quantitative research approach and research tool was a researcher-made questionnaire. The statistical population comprised 183 academic librarians in medical science universities under supervision of Ministry of Health and Medical Education in Iran. Data was collected by using an online survey conducted with 52 questions to examine familiarity of librarians with AR, its application, potential advantages, opportunities, and challenges in medical science university libraries in 2021. A researcher-made questionnaire was used to collect data. This instrument had ten sections. It first examined the respondents' demographic information (age, sex, occupation, and level of education). The other sections examined their familiarity with AR technology (one question), the application of AR technology (12 questions), facilities and requirements of AR technology (four questions), acceptance of AR (three questions), advantages of AR (nine questions), helping with library management (seven questions), helping users (four questions), helping librarians (eight questions), AR technology limitations (one question), and AR technology opportunities (three questions). The reliability of an instrument is related to the degree of its stability in measuring the intended construct. To ensure the face and content validity, the questionnaire was examined and approved by several professors and experts, and then modified based on their comments. The internal validity of the questionnaire was assessed through CVI and its reliability was assessed using ICC (validity within and between assessors). The face validity of the questionnaire was confirmed using the opinions of 10 experts in the field of information science and augmented reality technology and its reliability was obtained through test-retest method and the calculated Cronbach's alpha correlation coefficient was 0.96. Using the online questionnaire, librarians' perspective data on the components of familiarity, facilities, application, advantages, opportunities and limitations were collected in the form of 5 Likert questions (from grade 1 strongly disagree to grade 5 strongly agree). Data analysis by SPSS software was used through independent t-test, ANOVA and Tukey to evaluate the status of augmented reality technology components. Results The librarians' overall attitude toward AR technology was assessed on a five-point Likert scale, with the mean of 3.75 and a standard deviation of 0.59. In general, they agreed with 73.65% of the ten items. Compared to other components, the application of AR technology had an average of 4.17(86.99%) and the highest score. The general attitude of librarians towards the components of application, facilities, advantages, opportunities and limitations of augmented reality technology was at a desirable level, 73.65% of librarians agreed with augmented reality technology and 86.99% agreed with its use component in the libraries of medical universities. The results of the Tukey test showed that more graduate students than those with doctoral degrees agreed with the component of facilities available in university libraries to launch augmented reality. Librarians older than 50 years considered the augmented reality component in library management and assistance to librarians to be more effective than those under 30 years of age (P <0.05). The ANOVA measured the relationship between the mean components of AR technology and the participants' age. According to Tukey's test, in terms of helping with library management, there was a significant difference (p-value = 0.007) in the age groups of >50 and <30 years, the score being higher in the >50 years' group. Based on Tukey's test, the relationship between librarianship and different age groups was evaluated, and the results showed a significant difference between the age groups of <30 and >50 years (p-value = 0.04). There was no significant difference between the components of AR technology based on the field of study. According to Tukey's test, the relationship between total score and different age groups was evaluated. The results indicated a significant difference between the average age groups of <30 years and >50 years (p-value =0.03). The total score was higher in the >50 years than the <30 years’ age group. Librarians' familiarity had an average of 3.02; 60.54% of them were familiar with AR technology. Thus, their familiarity with AR technology was above average (average=3 in Likert). To assess their views on the use of AR technology (application) in the libraries of medical universities, 12 sub-questions were asked about AR technology use, 83.48% of the librarians agreed with the AR applications in the library. Thus, their attitudes toward AR technology efficiency were at an optimal level. In terms of facilities and requirements for launching the AR technology, four items were provided in the questionnaire, 56.53% of the librarians agreed with the AR facilities and requirements in the academic library. Their attitudes towards facilitating the management of university libraries using technology were assessed via seven items about AR, 78.28% of the librarians agreed with all the statements. In terms of acceptance of technology, three items were provided in the questionnaire, 56.61% of the librarians agreed with the AR acceptance. Regarding the advantages of AR technology, nine items were provided in the questionnaire, 74.29% of the librarians agreed with the all items. Thus, their views on the benefits of technology in library management were at a desirable level. Eight questions in the category of helping librarians were asked and, the librarians agreed with all the statements (79.48%), showing a desirable level. The librarians were also asked about the specifics of AR technology for library users in four items. Based on the findings, a desirable level of agreement was found with all the statements (79.48%). One question was posed on the limits and challenges of AR technology, with 59.67% agreement, the agreement level was above average. The librarians also mentioned opportunities that AR technology conferred in three areas, 77.77% of them agreed with all of the statements. Conclusion Librarians' attitudes toward launching augmented reality technology were favorable and they agreed with its applicability. According to the results of the present study, the most important components of the use of augmented reality technology in the libraries of medical universities to strengthen user education included the existence of appropriate content, usefulness, providing diverse services, user guidance, location and opportunity to implement augmented reality on a larger scale. The application of AR technology, measured by 12 items from the point of view of librarians, had the highest score compared to other components. The librarians believe in the applicability of AR technology in different sections of the library. The benefits of AR technology for librarians are somewhat clear, and this is due to the nature of any technology and people's expectations of it. Therefore, based on the results, AR technology is potentially useful. According to the librarians, emerging technologies primarily create opportunities and facilitate works due to using new library software, databases, devices, and tools. University libraries must implement new equipment according to the needs of society to retain their users and disseminate information and knowledge to the audience as their main goal. The librarians' attitude toward AR technology was desirable. Practical Implications of Research The results of the study show that librarians acknowledge the applicability of emerging augmented reality technology. Improving the quality of library services, assisting librarians and the community of academic library users is done by librarians due to the acceptance of technology, so the libraries of medical universities can take steps to strengthen the specialized affairs of libraries by launching augmented reality technology in the library.Ethical Considerations In the present study, attention has been paid to all the items that are ethical requirements, including the condition of fidelity and honesty. Completion of the questionnaire did not require entering the name and the necessary assurance in the field of confidentiality had been given to the user. The participants’ consent had also been obtained before they participated in the study. Conflict of Interest There is no conflict of interest among the authors. Acknowledgment The present article is an excerpt from the doctoral dissertation entitled "Study of Augmented Reality Technology in the Libraries of the Ministry of Health and Medical Education of Iran" with the code 1202.8633. The authors of this article are grateful for the support of Payam-e-Noor University in conducting research and publishing this article, and for the esteemed reviewers who promoted the article.

The purpose of this research is to develop an understanding of the factors that support or constrain the individual’s sharing knowledge in the organization. The current study seeks to explore whether personality (self-efficacy and self-esteem) and situational (cognitive appraisal: threat versus challenge) characteristics influence participants’ knowledge sharing in the organization. The research was conducted during the summer semester of the 2009 academic year and encompassed two main groups of Israeli librarians: academic librarians and public librarians. The study used five questionnaires: a personal details questionnaire, perceptions towards knowledge management questionnaire, a cognitive appraisal questionnaire measuring threat versus challenge, a self-efficacy questionnaire, and a self-esteem questionnaire. The results show that personality and situational characteristics influence participants’ knowledge sharing in the organization. The findings may have theoretical as well as practical implications.

Academic librarians have various opinions on the importance of advanced-subject degrees in addition to a master’s in library science (MLS). The authors conducted an online survey to collect opinions from academic librarians on this topic. Arguments in favor of having advanced-subject degrees include development of research skills, credibility, and overall improved job performance. Arguments against it include the fact that the MLS is—and should continue to be—our terminal degree, inadequate salaries, and the validity of developing subject expertise via other means. The need for advanced-subject degrees may vary by many factors, including individual career goals and local institutional culture.

PurposeThe purpose of this paper is to explore whether librarians are familiar with technological innovations and are ready to accept them. The objectives are: to what extent does the Technology Acceptance Model (TAM) explain librarians' perceptions of mobile services (m‐services); and to what extent do differences in gender, age, workplace, role, and smart phone use explain librarians' perceptions of m‐services?Design/methodology/approachThe research was conducted in Israel during the first semester of the 2012 academic year. It encompassed three groups of Israeli librarians: academic, public, and special. Researchers used two questionnaires to gather data: a personal details questionnaire, and a mobile technology questionnaire.FindingsThis study supported the two core variables model (perceived ease of use and usefulness) of TAM that may predict librarians' behavioral intention to use m‐services in the library. However, it added two more components to the model: personal innovativeness and smart phone usage.Practical implicationsLibrary directors may try to implement more m‐services on their web sites. These services should be simple, attractive, and efficient. They should also try to expose librarians to the benefits and ease of use of m‐services.Originality/valueThe findings emphasize the importance of the TAM that may predict librarians' behavioral intention to use m‐services in the library and may lead to further research in this field.

Sex & Sexuality, Module II: Self-Expression, Community, and Identity published by Adam Matthew Digital is a collection of digitized primary sources obtained from archives in the United States, United Kingdom, and Australia with content from the nineteenth to twenty-first centuries “showing the shifting attitudes and varied experiences of sexuality.” While covering the full range of human sexuality, the collection primarily focuses on the LGBTQ+ experience. This module will be a beneficial resource for academic programs studying gender and human sexuality at the undergraduate and graduate levels. Sex and Sexuality makes use of the artificial intelligence capabilities of Handwritten Text Recognition (HTR) to enable keyword searching of handwritten documents. The documents and images in the collection have been meticulously digitized by Adam Matthew Digital making them discoverable, visually appealing, and adjustable. The proprietary interface is intuitive to navigate with the product being compatible with a range of browsers and electronic devices. Contract provisions are standard to the product and permit for use across locations and interlibrary loan sharing. As pricing is primarily determined by size and enrollment, the collection may be affordable for libraries of varying sizes. Users seeking more current, global primary and secondary resources on gender, women's, and LGBTQ+ topics may find ProQuest's GenderWatch a more suitable choice. Those seeking information on sexuality from the sixteenth to mid-twentieth centuries, or a more global perspective from the nineteenth to twenty-first centuries, may prefer modules three and four respectively of Gale's Archives of Sexuality & Gender.

Academic librarians are increasingly expected to advocate for scholarly communications reforms such as open access to scholarly publications, yet librarians do not always practice what they preach. Previous research examined librarian attitudes toward open access, whereas this article presents results of a study of open access publishing and self-archiving behaviors of academic librarians. Following an analysis of open access to library and information science literature in 2008, several strategies to encourage academic librarians to continue to embrace open access behaviors are discussed.

Purpose The aim of this study is to investigate the effect of organizational factors, such as the culture of trust, human resources (HR) practice and top management support on librarians’ attitudes towards knowledge sharing (KS), and the degree to which this attitude affects their perceived readiness to adopt knowledge management (KM). Design/methodology/approach A soft copy of the questionnaire was sent to 217 academic librarians in both public and private universities in Kuwait. A total of 150 valid responses were collected and tested using a structural equation model. Statistical analysis was conducted using SPSS and LISREL software to verify the research hypotheses. Findings The study found that apart from HR practices, all the other factors had significant effects on librarians’ attitudes towards KS. In addition, the attitude of librarians towards KS was found to significantly affect the readiness to adopt KM in academic libraries. Practical implications Findings should help libraries identify opportunities and barriers to adopting KM. Results indicate that strengthening the affecting factors, such as a culture of trust and top management support, lead to a more positive attitude towards KS and ultimately a better chance of success for any KM initiative that will take place in an academic library. Originality/value The primary research contribution is the conceptual model of the effect of the organizational factors of a culture of trust, HR practices and top management support on librarians’ attitudes towards KS, and the degree to which this affects their perceived readiness to adopt KM.

Librarians have the potential to influence the university’s representation of knowledge, making it important to understand the attitudes they bring to work each day. Results of this Q study indicate librarians may believe their profession’s ethos of neutrality renders debate over social justice within the library moot. Only a small number of librarians at this Hispanic-serving institution envision themselves positioned to promote social justice by empowering students to use the resources currently available within the library.

Purpose – The purpose of this paper is to interpret and discuss survey results of a study of academic librarians’ scholarship and creative work outside of library and information science in order to reveal some librarians’ motivations to perform such work as well as their perceptions of administrators’ attitudes toward it. Design/methodology/approach – The authors published a link to a qualitative survey instrument on COLLIB-L and ULS-L, the e-mail lists for the college libraries section and the university libraries section of American Library Association, asking that only academic librarians engaged in scholarship and creative work outside of library and information science participate. This paper is an exploratory analysis of the survey results. Findings – Librarians reported that they produce such work for many reasons, including personal satisfaction, dynamic and successful liaison work, and ongoing commitment to scholarship and creative work. Academic librarians who produce non-LIS work do so with varying levels of support, and the recognition of such work is inconsistent among institutions. Originality/value – The authors are the first to query American academic librarians specifically about their scholarship or creative work outside of library and information science. Managers and administrators will glean much about academic librarians’ attitudes toward such work and how it adds value to the library operation and institution. Findings could affect criteria for reappointment, promotion, and tenure.

This article reports on the development and results of a recent survey of academic librarians about their attitudes, involvement, and perceived capabilities using and engaging in primary research. The purpose of the survey was to inform the development of a continuing education program in research design. It updates earlier studies of academic librarian research; with the introduction of a confidence scale, it also contributes new insights regarding how prepared librarians believe themselves to be with regard to conducting research. The authors found that confidence in one’s ability to perform the discrete steps in the research process is a statistically significant predictor of a librarian conducting research and disseminating the results. The analysis of the responses to the confidence scale and other survey questions suggests several paths for future research about academic librarians and their research agendas.

A new generation of academic librarians, who are a part of the Millennial Generation born between 1982 and 2001 are now of the age to either be in graduate school or embarking on their careers. This paper, as part of a larger study examining Millennial academic librarians, their career selection, their attitudes, and their technology skills, looks specifically at the technology skills and attitudes towards technology among a group of young librarians and library school students. The author initially wanted to learn if the increasingly high tech nature of academic librarianship attracted Millennials to the career, but results showed that they had a much more complex relationship with technology than the author assumed. <br /> <br /> <div></div>

Purpose – The purpose of this study is to identify the nature and extent of the “information gap” in Iraq and explore perspectives on international academic library collaboration using social media that may assist in reducing this gap. The study investigates the information gap in Iraq in the context of the country ' s recent history of political and social upheaval. Design/methodology/approach – The study uses qualitative data collected through interviews with academic library managers, librarians and researchers in both Australia and Iraq. Findings – The findings demonstrate that currently academic librarians in Iraq and Australia use social media differently. The degradation of critical research infrastructure and reliable communication means that Iraqi librarians rely heavily on informal communication channels. The study finds that use of social media offers will enhance collaboration by Iraqi academic librarians and reduce the information gap. Research limitations/implications – There are some limitations in terms of selection sampling, approaching Iraqi participants and average quality of connections. It is suggested that snowballing and chain sampling should be used. Social implications – The ethical challenges that are faced by the Iraqi community with social cultural systems are in the early stages of valuing higher education and a scholarly communication system based on unfamiliar models. Originality/value – This study represents the first attempt to assess the information gap that exists in the wake of recent political and social upheaval, and to explore ways in which Iraqi librarians use social media to redress this gap.

Purpose – The purpose of this research paper is to look at the overall instructional performance of academic librarians in Sri Lanka and shed light on the challenges and potential problems facing the implementation of quality information literacy (IL) in university libraries. Design/methodology/approach – Data were collected by means of a questionnaire, which was sent to all professional academic librarians working in Sri Lankan university libraries. The results were analyzed using frequency and percentage distributions. Findings – The results reveal that the organizational structures of academic libraries do not clearly acknowledge the academic librarians’ role in library instruction. Though most academic libraries had formal instruction policies, the majority had not appointed instruction coordinators. Academic librarians were not satisfied with the assessment of their teaching by library administrators, even though most of them had teaching experience. Most of the user education programs which they practiced were not up-to-date. Academic librarians’ interest and positive attitudes with regard to library instruction, particularly for IL was the other significant factor explored by the study. Research limitations/implications – The study focuses only on academic librarians. The exclusion of other university stakeholders such as teaching staff, students, administrators and others from the study poses a significant limitation. Originality/value – The results of this study can be generalized to academic libraries in Sri Lanka and to academic libraries in other developing countries.

Academic libraries are becoming increasingly involved in scholarly communication through work with institutional repositories and other open access models. While academic librarians are being encouraged to promote these new models, their opinions about open access have not been documented. This article reports on the results of a national survey conducted in the summer of 2006 of academic librarians’ attitudes toward open access principles and related behaviors. While attitude responses were largely positive, there were differences in levels of support related to respondents’ job descriptions and funding of open access activities. Surveyed librarians appear to be more comfortable with tasks that translate traditionally held responsibilities, such as educating others, to the open access environment. Most significant is the discrepancy between stated support of library involvement in open access initiatives and significantly lacking action toward this end. The results offer insight into how open access proponents may better focus their advocacy efforts.

Abstract Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.

Abstract Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.

Purpose – The purpose of this paper is to examine recent literature for a review of the concepts of collaboration in library and information science and related disciplines and to develop a conceptual framework for application in academic contexts globally. Design/methodology/approach – An investigation of literature exploring the multifaceted meanings and dimensions of collaboration and subsequent development of a framework for analysis. To exemplify the use of the framework in analysing collaboration between academics and librarians, and to demonstrate the impact of context on collaboration, the paper explores the situation and educational contexts in two national settings – one a developed country (Australia) and the other a developing country (Vietnam). Findings – Contextual factors have a substantial impact on the nature of collaboration between academics and librarians. The collaboration framework developed is applied to academic settings in two countries, Vietnam and Australia, and dimensions of collaboration are compared and contrasted in the two countries. Insights and implications are drawn concerning the distinctive features of effective collaboration as well as the achievements and challenges of such collaborative partnerships. Research limitations/implications – This literature-based article reports on the first part of a larger research project. Further development and application of the conceptual framework in studying the collaborative relationship between academics and librarians empirically are deemed important. Originality/value – This paper provides insights into the current condition and challenges in developing collaboration between academics and librarians. The proposed framework is beneficial to academics, librarians and universities interested in addressing the issues of this partnership in various academic contexts.

This paper aims to report an investigation into the attitudes of academic librarians towards Internet plagiarism by higher education students, particularly, how they define Internet plagiarism, their perceived role in combating this phenomenon, and the skills and techniques they have or will adopt to achieve this. A Delphi study was undertaken using a sample of 10 respondents. The responses demonstrated that plagiarism is a multifaceted term and not easily definable, however respondents were unanimous in their opinion that the Internet has made it easier to plagiarise. The potential for active collaboration between librarians and academics to jointly address Internet plagiarism was seen as vital by all respondents, although opinion was divided on the role of librarians and academics. A blended approach is recommended, which involves involving policing and prevention; in addition to ensuring that students are achieving information literacy well before they reach the gates of the University.

A Review of: Vega, Robert D. and Ruth S. Connell. “Librarians’ Attitudes Toward Conferences: A Study.” College & Research Libraries 68.6 (2007): 503-15. Objectives – To determine why professional librarians attend or do not attend conferences and to consider their attitudes toward the various conference offerings and whether conference attendance is important to their careers. Design – An electronic mail list survey designed to collect both quantitative and qualitative data through closed and open-ended questions. Setting – Mainly academic and public libraries in the U.S.A. Subjects – A total of 794 librarians participated in the study. Methods – The quantitative and qualitative data gathered from the survey were analyzed using statistical software. The quantitative items on the questionnaire regarded the following: years working as a librarian, age, gender, average number of conferences attended each year, amount of financial support provided, and the importance of attending conferences. For qualitative analysis, the instrument included open-ended questions to gather comments about issues related to conferences. Electronic mail list subscriptions were used to reach approximately 17,000 potential respondents of whom 794 completed the survey. Main Results – The study found the main reason the respondents attended conferences was to achieve professional rejuvenation (56%), and that this finding was associated with age: the older the librarian, the higher he or she would rate the need to stay updated in librarianship. The study also found that men as compared to women ranked rejuvenation as less important. Respondents who visited more conferences tended to rate rejuvenation as more important. Networking was also highly valued (40%), although was not of significant importance among reference librarians. Exhibits were considered to be very useful among older respondents, particularly older public librarians and older administrators from all types of libraries, but were regarded as less valuable among younger academic librarians. . Invited speakers were rated highly by academic librarians, but less highly by public librarians. General sessions primarily attracted newer and younger librarians, and poster sessions primarily appealed to academic librarians. Being able to add conference participation to the curriculum vitae was primarily of interest to younger academic librarians. Academic librarians rated roundtables as important. Conclusion – Respondents primarily attended conferences for professional rejuvenation and networking, though felt these benefits were not necessarily related to conference content. Those who had worked longer as librarians valued exhibits more than those who were new in the field. Based on the results, further investigation is needed to answer the following questions: 1) Why do public librarians find poster sessions of low interest? 2) Why do men compared to women find professional rejuvenation less important? 3) Have more experienced librarians learned to navigate exhibits better? The findings of this study would be useful to conference organizers.

A Review of: Rabina, D. L., & Walczyk, D. J. (2007). Information professionals’ attitude toward the adoption of innovations in everyday life. Information Research, 12(4), 1-15. Objective – This study examined the general characteristics and patterns of librarians in connection with their willingness to adopt information and communication technologies. Design – Online questionnaire. Setting – General distribution to information professionals through online inquiry. More than 70% of responders worked in public or academic libraries. Subjects – Librarians and library staff at mostly public and academic libraries. Methods – The study was conducted during a two week period in April 2006 through an online questionnaire that was sent to library and librarian-related electronic mail lists. The questionnaire was divided into two parts and contained a total of 39 questions. Part one contained eight questions that asked for demographic data and the respondent’s daily attitude toward the adoption of information and communication technologies. Questions regarding age, number of years worked in a library, career, type of library environment worked in, and primary responsibilities within that environment were asked. For one question the respondents were asked to identify which of the categories they fall under when adopting a new technology. The results from part one were used to consider the innovativeness of librarians. The results from part two were used for a study of opinions on innovations and their relative advantage. Main Results – A total of 1,417 responses were received. Of those, 1,128 were fully completed and considered valid and used for inquiry. The majority of respondents worked in public or academic libraries. Nine hundred and twenty-six respondents, or 88%, were from the U.S. and represented more than 300 distinct zip codes. Two hundred and two respondents, or 12%, were international respondents. This study notes that the sociologist, Everett Rogers, identified and defined five adopter categories in 1958. Those categories are: innovators, early adapters, early majority, late majority, and laggards. The findings of this study indicate that regardless of the demographic variables considered, more than 60% of respondents, the majority of librarians surveyed, fall into two contrasting adapter categories: early adopters and early majority. The study suggests that the efficient and effective diffusion of new technologies in library settings may be difficult. Three problematic areas among librarians for the dissemination of innovation were identified: conflicting opinions among multiple opinion leaders, deceleration in the rate of adoption, and improper re-invention. The findings of the study also suggest that “contrary to common beliefs, librarians in academic or special libraries are no more innovative than public or school librarians” (Conclusion, ¶3). Conclusion – The study concludes that librarians’ attitudes are unevenly distributed with most either accepting new innovations or being late adopters. The variables of age, role, tenure, and library type had little impact on the approach of the professional toward innovation. The identification of the three problem areas: opinion leadership, deceleration of adoption, and improper re-invention, represents where more time and effort may need to be spent to make the implementation of new technology a smoother process.

News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students’ attitudes toward reading for pleasure, examine barriers to voluntary reading among college students, and explore academic libraries’ potential role in promoting reading. Our findings suggest that students have a far higher interest in reading than is typically believed and recommend steps academic librarians can take to encourage reading for lifelong learning.

A study was undertaken to analyse the opportunities and challenges that are faced in institutions of higher learning in Zimbabwe when offering information literacy. Institutions of higher learning were purposively selected. Open ended questions were sent to 20 librarians and 13 responded. It was discovered that all the institutions of higher learning which participated in the study teach IL to the students and the librarians are responsible. Librarians teach IL to ensure that the students know how to search, evaluate and use information ethically and legally. This was necessitated by the information explosion leading to the availability of various information sources. The role of the librarian is to design the curriculum, teach IL and monitor and evaluate the course as a way of improving it. It was discovered that librarians face some challenges because of the negative attitudes by students and academic staff. The author recommends that librarians should continuously upgrade themselves and library administrators should provide resources needed to offer IL.

Purpose – This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD. Design/methodology/approach – In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative. Findings – Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers. Research limitations/implications – The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias. Practical implications – Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues. Originality/value – To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

Purpose – This study aims to identify and assess the status and level of motivation of employees working in the Omani academic libraries at Muscat Governorate according to Maslow's hierarchy of needs. Design/methodology/approach – A quantitative approach containing a questionnaire survey was used for collecting data from 111 librarians and library employees in 29 identified academic libraries. Findings – Findings pointed out that the motivation level was modest with varied attitudes for individual motivational needs. The need for security was indicated as the least motivating with an average mean score below agreement. Their lower-order motivational needs are apparently satisfied except for security needs which indicated a level below satisfaction. On the other hand, the upper-level needs of self-esteem were not adequately satisfied. Research limitations/implications – Motivation has the potential to satisfy the five essential needs that Maslow built up in hierarchy. However, library managers are also responsible to determine every individual behavior of employees and accordingly adopt the proper motivational strategy. The study recommends developing and implementing local standards for a motivational system appropriate for all academic libraries in Oman, taking into consideration the respondents' needs for security. The study also recommends conducting further studies on work motivation in other library settings such as learning resource centers and public libraries. Originality/value – The study helps assess the status of motivation in the academic libraries of a developing country. It also helps describe and explain motivation from the perspectives of librarians and other employees. The literature in the region does not indicate similar studies that addressed the issue of motivation in the academic libraries or other library settings. This study, however, is the first to deal with motivation in academic libraries in Oman.

E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy—the skills needed to understand, use, manage, share, work with, and produce data—reflects the confluence of data skills with information literacy competencies. This research assessed perceptions of data information literacy and attitudes on its instruction for graduate students in meteorology. As academic librarians have traditionally provided information literacy instruction, the research determined if they were perceived as having a role in data information literacy instruction. The modified Delphi method was applied to obtain the perspectives of a panel of experts, representing students, librarians, professors, and researchers, for the purpose of forecasting and consensus-making. Through the consideration of the University of Oslo’s Department of Geosciences’ Meteorology Section, the research found that data information literacy skills were relevant to the work of meteorology students. Stakeholders perceived that academic librarians could play a future role in general instruction but that they would have to overcome obstacles to be involved in data information literacy instruction. For librarians to enter this domain, they would need to improve their technical skills, enhance their discipline-specific knowledge, or rely on collaborations. The significance of these findings was limited by the modest target population under examination; as a consequence, the results were strongly linked to the specific setting. Further studies would be necessary to determine their generalizability.

This paper reports on a survey of faculty members at California State University, Northridge (CSUN) in Los Angeles, California, regarding their attitudes about libraries’ and librarians’ roles in the area of fake news. This study is a continuation of a previous paper that reviewed the origins of fake news and faculty perceptions of the concept. The survey results suggest that faculty members have differing views of how libraries and librarians can help them address fake news. Across disciplines, ages, and genders, faculty members’ views show little belief in the use of the library or librarians to help combat fake news. Notably, only lecturers seem to have a strong view of libraries and librarians playing helpful roles in dealing with the fake news phenomenon. These findings may have future implications for librarians who attempt to address fake news with either their faculty or their students. It may be necessary to develop broader outreach and awareness programs to change traditional conceptions of academic librarians and library services, which are often conflated.

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world.

A Review of: Kennedy, M.R., & Brancolini, K.R. (2018). Academic librarian research: An update to a survey of attitudes, involvement, and perceived capabilities. College and Research Libraries, 79(6), 822-851. https://doi.org/10.5860/crl.79.6.822 Abstract Objective – To examine academic librarians’ current attitudes and preparedness to conduct research in order to update the knowledge gained from the authors’ 2010 survey, and to determine if changes were needed in their Institute for Research Design in Librarianship continuing education curriculum. Design – Web based survey. Setting – Institutions that employ academic and/or research librarians. Subjects – 793 academic and research librarians. Methods – The researchers posted a call for participation in their 2015 Librarian Research survey on listservs where academic and research librarians are members. The survey expanded upon the authors’ 2010 survey by adding questions to more fully explore three areas: research self-efficacy; Master’s thesis and statistics courses, and; research mentoring and institutional support. 793 librarians responded to the survey, and 669 of these respondents completed it. All data from incomplete surveys was included in the analysis. Survey results were compared with the results from the 2010 survey as well as with the responses from a survey conducted in 2000 by Powel, Baker, and Mika, which addressed many of the same topics under investigation. Main Results – The authors analyzed the survey results based on four areas: the current research practice of responding academic librarians; a self-evaluation of their confidence in performing the steps in the research process; methods training courses in which they have participated, and; demographics and institutional data related to support of library research. Regarding current research practices, 84% of respondents said it is assumed that they will read research-based literature as part of their job as academic librarians; 80% are allowed time at work for this purpose; 6% did not know if it was assumed that they will read research-based literature as part of their job; and 9% were unsure if they were allowed to use work time to read the literature. 78% scan tables of contents for research-based journals, while 58% regularly read the full content of these articles (this is a significant drop from the 78% who reported that they regularly read full text articles in the 2010 survey). Time was the primary reason cited for not regularly reading research-based literature. 77% of respondents have conducted research since completing their Library Science degree (although 2% did not have a Master’s degree). Respondents rated their confidence on a scale of one to five, with one being “Not at all confident” and five being “Very confident.” Overall, there were 38 components related to the steps in the research process, which were grouped into 8 questions on the survey. For these questions, an average rating of 3.41 was calculated. From statistical analysis, the authors determined that there is a significant correlation between conducting research and librarian confidence in the process. The survey contained seven questions related to methods training. The authors were specifically interested in the correlation between librarians having conducted research since completing their degree and librarians’ belief that their degree adequately prepared them to do so. Statistical analysis revealed that the relationship between these factors was not significant; this result was consistent with the results from the authors’ 2010 survey as well as from the findings of Powell, Baker, and Mika. The authors were also curious as to whether librarians who had written a thesis as part of their Library Science degree were more likely to have conducted research since earning their degree. This relationship between these variables was not significant, however the relationship between writing a thesis for another graduate degree and conducting research was significant. Conclusion – The number of survey responses indicates that research is still a current, important issue for academic and research librarians. The authors will use the information from the surveys to revise their educational curriculum, specifically in the areas of current research practice, librarian confidence, and methods training.

Purpose Librarians are working with telepresence robotics for various uses, particularly as a communication method inhabiting a space between video chat and face-to-face interactions. The library at (Blinded University) partnered with the (Blinded Laboratory) to showcase this emerging technology in a high-traffic setting utilized by students of every level and major. The purpose of this paper is to discuss patron reactions to this technology exhibition in the library, beta testing of a telepresence robot in various public services tasks, and library employee attitudes toward this unfamiliar technology before and after one-on-one training. Design/methodology/approach The project gathered data through three studies. In study 1, feedback forms were filled out by patrons who interacted with or piloted the robot. In study 2, observations by the librarians piloting the robot for various public services activities were recorded in a log. In study 3, employees were invited to complete a pretest designed to solicit perceptions and attitudes regarding the use of the robot, become trained in navigating the robot, and complete a posttest for comparison purposes. Results were analyzed to find trends and highlight perceived uses for the technology. Findings Patrons and library employees gave positive feedback regarding the novelty of the technology and appreciated its remote communication capability. Trialed uses of the technology for public services yielded positive results when the TR was used for public relations, such as at special events or in greeting tours, and yielded less positive results when used for reference purposes. Library employees comfort with and perceived utility of the robot grew consistently across departments, levels of experience and employment types after a personal training session. Originality/value Although libraries in recent years have surveyed users regarding TR technology, this paper captures quantitative and qualitative data from a library employee training study regarding perception of the technology. Exploration of the public services uses and library employee acceptance of TR technology is valuable to those contemplating expending time and resources in similar endeavors.

Purpose The purpose of this paper is to explore the perceptions of Kuwait University students majoring in the social sciences, faculty members and academic librarians toward mobile library applications (apps), which are not currently available. These technologies are highly desirable for students, but many libraries struggle to properly implement them. Design/methodology/approach Quantitative survey questionnaires were distributed to 400 undergraduate students, of which 184 valid and completed questionnaires were collected. In addition, three focus groups were conducted with social sciences graduate students, academics and librarians to further explore attitudes and perspectives toward library apps. Findings A majority of respondents (62 per cent) visited the academic library less than five times per month or never, but a smaller majority (57 per cent) also preferred to use a combination of computers and mobile devices to access library information. The most desirable student uses for library apps involved access to basic information or services such as library hours, book renewal or catalog searches. Most potential barriers to student use of library apps received low scores; only slow internet speed was considered a significant problem. Focus group discussions clarified that major concerns regarding the implementation of library apps included the potential cost, knowledge, training and administrator support for these efforts. Originality/value This study highlights the unique interest in, and barriers to, library app implementation at Kuwait University, while providing an informative structure for similar studies and considerations elsewhere.

In today’s world of digital scholarly publishing, it is increasingly clear that movements such as open access (OA), Open Science, and open peer review (OPR) are increasingly impactful and gaining momentum. The shift towards openness in the academy reveals a transformation of traditional structures that compose scholarly communication as well as changing attitudes about the nature of authority and access within these systems. These new directions in the scholarly information landscape have created a need for academic librarians to realign roles and respond in ways that build resiliency in an era of rapid change. Recognizing that many core elements of scholarly communication are powerful tools for teaching students about information literacy can lead to transformative instructional strategies. This paper explores how academic librarians can leverage the innovative traits of OPR to advance information literacy through experiential student learning opportunities grounded in the ACRL (2016) Framework for Information Literacy for Higher Education.

To better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and nonusers within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.

This paper focuses on the move by some academic libraries to replace subject-based organisational structures with new functional structures, introducing functional specialists instead of subject librarians. It reports 11 in-depth semi-structured interviews with senior managers in UK libraries discussing their attitudes to this change. Key drivers for change included the desire to align the library more closely with institutional strategy and provide enhanced research support. However, there were also major concerns, particularly the loss of close relationships with academic departments. Little consensus emerged apart from agreement that this is a major current debate impacting significantly on the future positioning of libraries in their institutions.

This paper focuses on the move by some academic libraries to replace subject-based organisational structures with new functional structures, introducing functional specialists instead of subject librarians. It reports 11 in-depth semi-structured interviews with senior managers in UK libraries discussing their attitudes to this change. Key drivers for change included the desire to align the library more closely with institutional strategy and provide enhanced research support. However, there were also major concerns, particularly the loss of close relationships with academic departments. Little consensus emerged apart from agreement that this is a major current debate impacting significantly on the future positioning of libraries in their institutions.

Academic librarians are increasingly engaging in data curation by providing infrastructure (e.g., institutional repositories) and offering services (e.g., data management plan consultations) to support the management of research data on their campuses. Efforts to develop these resources may benefit from a greater understanding of disciplinary differences in research data management needs. After conducting a survey of data management practices and perspectives at our research university, we categorized faculty members into four research domains—arts and humanities, social sciences, medical sciences, and basic sciences—and analyzed variations in their patterns of survey responses. We found statistically significant differences among the four research domains for nearly every survey item, revealing important disciplinary distinctions in data management actions, attitudes, and interest in support services. Serious consideration of both the similarities and dissimilarities among disciplines will help guide academic librarians and other data curation professionals in developing a range of data-management services that can be tailored to the unique needs of different scholarly researchers.

A Review of: Miller, F., Partridge, H., Bruce, C., Yates, C., & Howlett, A. (2017). How academic librarians experience evidence-based practice: A grounded theory model. Library & Information Science Research, 39(2), 124-130. http://dx.doi.org/10.1016/j.lisr.2017.04.003 Abstract Objective – To explore and enhance the understanding of how Australian library and information science (LIS) practitioners experience or understand evidence based practice (EBP) within the context of their day-to-day professional work. Design – Constructivist grounded theory methodology. Setting – University libraries in Queensland, Australia. Subjects – 13 academic librarians. Methods – Researchers contacted academic librarians by email and invited each participant to take part in a 30-60 minute, semi-structured interview. They designed interview questions to allow participants to explain their process and experience of EBP. Main results – This study identified six categories of experience of EBP using a constructivist grounded theory analysis process. The categories are: Empowering; Intuiting; Affirming; Connecting; Noticing; and Impacting. Briefly, empowering includes being empowered, or empowering clients, colleagues, and institutions through improved practice or performance. Intuiting includes being intuitive, or using one’s own intuition, wisdom, and understanding, of colleagues and clients’ behaviours to solve problems and redesign services. Affirming includes being affirmed through sharing feedback and using affirmation to strengthen support for action. Connecting includes being connected, and building connections, with clients, colleagues, and institutions. Noticing includes being actively aware of, observing, and reflecting on clients, colleagues, and literature within and outside of one’s own university, and noticing patterns in data to inform decision-making. Impacting includes being impactful, or having a visible impact, on clients, colleagues, and institutions. Together, these categories represent a model that explains the nature of academic librarians’ experiences of EBP. The theory describes academic librarians' experiences as complex and highly contextualized phenomena. There is no clear relationship between these categories, as data analysis did not generate a specific hierarchy of categories. Conclusion – Based on the research findings the authors hypothesize that their study is one of a growing number of studies that has begun to establish an empirical basis for EBP in the LIS profession.

A national survey of information literacy instruction in Canadian academic libraries revealed that trends in teaching objectives, methods, and content have changed little in the past five years. Instructional librarians continue to face numerous challenges, particularly with regard to limited resources and faculty and student attitudes. Although more than half of the libraries believe they are meeting their instructional objectives, only a minority actually record their objectives formally and evaluation of instructional success remains mostly informal. Findings from the survey are compared with an earlier Canadian study and with similar work done in the United States and New Zealand.

Purpose – The purpose of this paper is to examine academics’ awareness of and attitudes towards Wikipedia and Open Access journals for academic publishing to better understand the perceived benefits and challenges of these models. Design/methodology/approach – Bases for analysis include comparison of the models, enumeration of their advantages and disadvantages, and investigation of Wikipedia's web structure in terms of potential for academic publishing. A web survey was administered via department-based invitations and listservs. Findings – The survey results show that: Wikipedia has perceived advantages and challenges in comparison to the Open Access model; the academic researchers’ increased familiarity is associated with increased comfort with these models; and the academic researchers’ attitudes towards these models are associated with their familiarity, academic environment, and professional status. Research limitations/implications – The major limitation of the study is sample size. The result of a power analysis with GPower shows that authors could only detect big effects in this study at statistical power 0.95. The authors call for larger sample studies that look further into this topic. Originality/value – This study contributes to the increasing interest in adjusting methods of creating and disseminating academic knowledge by providing empirical evidence of the academics’ experiences and attitudes towards the Open Access and Wikipedia publishing models. This paper provides a resource for researchers interested in scholarly communication and academic publishing, for research librarians, and for the academic community in general.

Purpose – The purpose of this paper is to describe one example of an academic library using existing internal expertise and targeted events to provide training for liaison librarians in support of new scholarly communication initiatives. Design/methodology/approach – This article presents a case study of how a medium-size academic library without a designated scholarly communications librarian or office presented a series of open access (OA) training opportunities for the liaison librarians in preparation for the official launch of the institutional repository and the campus’ inaugural participation in OA week. Findings – The multiple opportunities to engage with the topics in diverse ways resulted in librarians being more comfortable with discussing OA with their departmental faculty. Opinions of OA were changed as a result of attending the events. Participants found the activities to be useful and were engaged enough with the topic to ask for specific areas where they would like more training opportunities. Look to other colleagues both on campus and in the broader region to tap their expertise or explore professional organizations or free webinars. Taking the initiative to organize events that require minimal effort can have a big impact. Practical implications – Librarians have limited opportunity for in-depth training to gain new competencies and re-tool their skills to match current demands; this article demonstrates that utilizing internal expertise to provide a variety of training can positively impact participants’ attitudes and confidence. Originality/value – This article presents methods and rationale for librarians to facilitate similar professional development opportunities for building new scholarly communication competencies in support of the emerging research and scholarly publishing trends.

Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.

A Review of: Tummon, N., & McKinnon, D. (2018). Attitudes and practices of Canadian academic librarians regarding library and online privacy: A national study. Library and Information Science Research, 40(2), 86-97. https://doi.org/10.1016/j.lisr.2018.05.002 Abstract Objective – To assess attitudes of Canadian academic librarians regarding online privacy issues and to gauge their knowledge of related procedures and policies at their institutions. Design – Attitudinal online survey in English. Setting – English-language academic libraries in 10 Canadian provinces. Subjects – English-speaking academic librarians across Canada. Methods – Survey, based on Zimmer’s 2014 study of librarians in the United States of America, announced via email to 1,317 potential participants, managed using LimeSurvey, and available from April 7 to May 5, 2017. In 28 optional multiple choice or Likert scale questions, the survey prompted participants to express their attitudes regarding online privacy scenarios and privacy-related library practices, including patron data collection. Results were analyzed in Microsoft Excel and SPSS. Main Results – The survey response rate was 13.9% (183 respondents). Job position, age, or geographic location did not appear to influence attitudes towards privacy, with almost all respondents strongly agreeing or agreeing that individuals should control who sees their personal information (96.2%) and that companies collect too much such information (97.8%). Respondents voiced slightly less concern about government information collection, but nearly all respondents agreed that governments should not share personal information with third parties without authorization and that companies should only use information for the purposes they specify. When asked if privacy issues are more important today than five years ago, 69.9% of respondents said they were more concerned and 78.1% noted they knew more than five years before about privacy-related risks. Regarding online behaviour, 53.3% of respondents felt web behaviour tracking is both beneficial and harmful, with 29.1% considering it harmful, and 13.7% finding it neither beneficial nor harmful. Online shopping and identify theft, social media behaviour tracking, search engine policy display, and personal information sharing were also areas of concern for respondents, with the majority noting they were somewhat or very concerned about these issues. In terms of library practices, most respondents strongly agreed that libraries should not share personal information, circulation records, or Internet use records with third parties unless authorized, though 33% of respondents noted they could neither agree nor disagree that libraries are doing all they can to prevent unauthorized access to such information. The majority of respondents strongly agreed or agreed that libraries should play a role in educating patrons about privacy issues. Many respondents (68.9%) did not know if their libraries had practices or procedures for dealing with patron information requests from law enforcement or governmental representatives. The majority of respondents did not know if patrons at their libraries had inquired about privacy issues, 42.3% did not know if their libraries communicate privacy policies to patrons, and 45.4% noted their libraries did not inform patrons about library e-resource privacy policies. Many respondents (55.2%) had attended educational sessions about online privacy and surveillance in the past five years, while 52.2% noted their libraries had not hosted or organized such sessions over the same period. Conclusion – Survey participants showed concern about online and patron privacy, though their lack of knowledge about local procedures and policies highlights a potential need for enhanced privacy education.