Journal articles on the topic 'Academic libraries Australia'
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1
Ito, Megumi. "Academic libraries in Australia and Japan." International Library Review 19, no. 1 (January 1987): 3–14. http://dx.doi.org/10.1016/0020-7837(87)90013-6.
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Haglund, Lotta, and David Herron. "Reference Services in Australian Academic Libraries are Becoming More Multifaceted." Evidence Based Library and Information Practice 4, no. 3 (September 21, 2009): 56. http://dx.doi.org/10.18438/b81905.
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A Review of:
Burke, L. “Models of Reference Services in Australian Academic Libraries.” Journal of Librarianship and Information Science 40.4 (2008): 269-86.
Objective – To investigate the current organizational models for reference work in Australian academic libraries, and how these reference services are staffed.
Design – Mixed methods.
Setting – Academic universities in Australia.
Subjects – Forty Council of Australian University Librarians (CAUL) member libraries.
Methods – A literature study was undertaken to (1) find a definition of reference services and (2) explore the development of reference service models over time. Statistics from the CAUL member libraries were studied for trends in student population and number of academic and library staff. A web-based survey, with questions based on the findings in the literature study, was then distributed to the 40 Australian university libraries in 2006.
Respondents were asked when the library commenced different reference services in five areas: formats in which the library received and responded to reference queries, information literacy, subject specialization, liaison activities, and collection development. Respondents also answered questions about the organization of the reference department, including: whether they had a separate or integrated model; the size of the reference collections; if they had a librarian dedicated to supporting students studying in remote or distant mode; if the interlibrary loans department was part of the suite of reference services; and if they had a mission or statement of purpose for their reference services department.
Main Results – Based on the literature study, the working definition of reference services (1) for the project was “all activities which assist in providing relevant and appropriate information services to patrons” (270), including:
• All interactions with patrons to assist them in their searches for information in all media types.
• All training by librarians of patrons to be able to access information for themselves.
• Activities to help the library stay informed of relevant developments, such as establishing and maintaining relationships with patrons.
The literature study also revealed (2) a shift from the traditional reference service model, focused on the reference desk and the services delivered from that location, to new models involving “consolidation of reference service points, establishment of tiered reference, reference by appointment, reorganization of reference departments, and limiting services to primary users” (271).
The core aspects of reference services have changed little over time, including face-to-face reference work, print collection development, bibliographic instruction, and attending meetings. In some aspects, however, there has been a shift in emphasis, e.g., in bibliographic instruction from the teaching of tools to the teaching of information literacy. In addition, reference work has come to include “going out to users,” or academic liaison work, as well as research consultation as a general way to assist undergraduate student in getting started on assignments and projects.
The Web-based survey (n=40, response rate 87.5%) showed that 32.4% of libraries have an integrated inquiry point which incorporates information queries and other queries that are not necessarily related to traditional library reference services (272, Table 1). This survey result supports the findings of the literature study in showing a trend of library services moving away from the traditional reference desk.
A majority of the responding libraries still retained a separate reference department, but a significant number of libraries have developed departments incorporating reference services with other library services. Those that retained the separate department varied in how they described services to patrons, the most common name being Information Services, a more user-friendly and descriptive name.
In staffing the reference service, the respondents were asked to indicate the classification level of their staff using the Higher Education Worker (HEW) scale (an Australian salary scale, based on competencies, minimum 1 / maximum 10). Staff spans a variety of levels (4-10), the most common level being HEW6, a level where all libraries had staff. This indicates that a large part of reference staff in Australian academic libraries are highly qualified.
The shift in higher education, resulting in greater numbers of students and fewer staff (including librarians), has in many libraries resulted in a more flexible organization of reference services, and the utilization of staff from other sections of the library for manning the reference service point. There is also evidence of how the changing student population leads to changing demands for library facilities and services, e.g. a decrease in the traditional complex reference questions, as well as in over the counter loan transactions, and an increase in more general queries.
Conclusion – Reference services in Australian academic libraries are becoming more flexible and integrated (although the definition for integrated is still unclear), in part as the result of client demand, and in part due to decreased funding. The author sees an emerging role for reference librarians in helping patrons to navigate the increasingly complex information environment, and to assist in developing the skills to critically evaluate the information they access for authoritativeness and appropriateness.
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Tucker, Kay, and Becky Batagol. "Pandemic Pressures in Universities and their Libraries: a View from Australia." Legal Information Management 21, no. 3-4 (December 2021): 129–45. http://dx.doi.org/10.1017/s1472669621000256.
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AbstractThe COVID-19 pandemic has heavily impacted Australian universities and their libraries but has been felt most strongly by students and staff who are already marginalised. This article, written by Kay Tucker and Becky Batagol, draws upon both published literature and the authors’ own experiences as a librarian and academic employed at Monash University, Australia's largest university. Important lessons from the pandemic for universities and university libraries at times of crisis and disaster include: actively recognising and responding to structural inequalities amongst students and staff; organising services so that all can participate to their fullest ability; providing students with opportunities for social connection, enhanced digital capabilities, safe and inclusive spaces and accessible materials; as well as flexible employment practices.
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Clunie, Simone, and Darlene Ann Parrish. "How assessment websites of academic libraries convey information and show value." Performance Measurement and Metrics 19, no. 3 (November 12, 2018): 203–12. http://dx.doi.org/10.1108/pmm-12-2017-0061.
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Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA. Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment. Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors. Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis. Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.
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Hare, Joanna, and Wendy Abbott. "Library Support for Indigenous University Students: Moving from the Periphery to the Mainstream." Evidence Based Library and Information Practice 10, no. 4 (December 13, 2015): 80. http://dx.doi.org/10.18438/b86w3q.
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Abstract
Objective – This research project explored the models of Indigenous support programs in Australian academic libraries, and how they align with the needs of the students they support. The research objective was to gather feedback from Indigenous students and obtain evidence of good practice models from Australian academic libraries to inform the development and enhancement of Indigenous support programs. The research presents the viewpoints of both Indigenous students and librarians.
Methods – The research methods comprised an online survey using SurveyMonkey and a focus group. The survey was conducted nationally in Australia to gather evidence on the different models of Indigenous support provided by academic libraries. The survey explored the nature of support services such as specialized study spaces and resources, information literacy education, and liaison services for Indigenous students. The survey also asked respondents to comment on
the challenges they encountered and improvements they would recommend in
providing Indigenous student support.
To provide a student perspective, a small cohort of Indigenous students at a small university in South East Queensland was interviewed in a focus group about their library experiences. The focus group explored Indigenous students’ perceptions of the library, their frequency of use and where they go for help with their studies.
Results – The survey found that 84% of academic libraries provide some specific support for Indigenous students with 89% of those support services being conducted in a place other than the library. Across the sector, Australian academic libraries have a strong commitment to the success of Indigenous students and considerable engagement with Indigenous issues.
The focus group found that Indigenous students’ needs and concerns about using the library were not differentiated by their cultural background. Rather their concerns were similar to issues being raised in the broader student population.
Conclusion – The survey results indicated that the main areas in which support for Indigenous students might be improved are greater inter-departmental communication and collaboration within the university, increased training of library staff in Indigenous cultural sensitivity, and the employment of Indigenous library staff members. The focus group was valuable in opening the communication channels between Indigenous students and library staff and highlighted the importance of engaging with students using both formal and informal channels.
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O'Connor, Steve. "Leadership for future libraries." Library Management 35, no. 1/2 (January 7, 2014): 78–87. http://dx.doi.org/10.1108/lm-06-2013-0047.
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Purpose – Leadership is always important but is especially important at times of rapid and even fundamental change. The purpose of this paper is to discuss and evidence the changes and decisions facing librarians in our world against the backdrop of international disrupted business models for libraries. The traditional mode of operation for libraries is changing dramatically in order to stay relevant and connected to our library users. This paper will aim to explore future leadership styles which will be required for special librarians. This will be set in the context of the NextGen Leadership program which this author established and conducted across Hong Kong, Singapore and Shanghai. The paper will also seek to draw on the author's experiences seeking new scenario futures for special libraries in Australia. Design/methodology/approach – This paper will explore future leadership styles which will be required for special librarians. This will be set in the context of the NextGen Leadership program which this author established and conducted across Hong Kong, Singapore and Shanghai. It will also draw on the author's experiences seeking new scenario futures for special libraries in Australia. Findings – The evaluation of the Next Gen Leadership program is reviewed in this paper. Research limitations/implications – The implications are that librarians need programs such as Next Gen in order to be able to test new ways of adopting management behaviours. These new ways of operating can be tested through programs such as Next Gen which operate over a lengthy period of time. Practical implications – It is crucial that existing managers of academic libraries establish these leadership programs into the future as a means of ensuring good succession planning. Originality/value – This is a genuinely original program spanning three countries/cities; Hong Kong, Singapore and Shanghai. The opportunity for participants in this course to meet, inter-mingle and network into the future with similar colleagues is unique. The opportunities to test new modes of management in such a course, remote from the work environment, are of value to the management styles of each individual into the future.
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Kennan, Mary Anne, Sheila Corrall, and Waseem Afzal. "“Making space” in practice and education: research support services in academic libraries." Library Management 35, no. 8/9 (November 10, 2014): 666–83. http://dx.doi.org/10.1108/lm-03-2014-0037.
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Purpose – How academic libraries support the research of their parent institutions has changed as a result of forces such as changing scholarly communication practices, technological developments, reduced purchasing power and changes in academic culture. The purpose of this paper is to examine the professional and educational implications of current and emerging research support environments for academic libraries, particularly with regard to research data management and bibliometrics and discuss how do professionals and educators “make space” as new service demands arise? Design/methodology/approach – The present paper uses data from a recent survey of research support provision by academic libraries in Australia, New Zealand, the UK and Ireland, (authors 2013), and provides additional in depth analysis of the textual responses to extend the analysis in the light of forces for change in higher education. The original online questionnaire surveyed current and planned research support in academic libraries, and constraints or support needs related to service developments. It was distributed to 219 institutions in Australia, New Zealand, the UK, and Ireland, and obtained 140 valid responses (response rate of 63.9 percent). Results were analyzed using descriptive statistics with thematic categorization and coding for the textual responses. Findings – Most academic libraries surveyed are already providing or planning services in the focal areas of bibliometrics and data management. There was also increasing demand for other research support services, not the focus of the study, such as eresearch support, journal publishing platforms, and grant writing support. The authors found that while many academic libraries perceive increasing research support services as a “huge opportunity” they were constrained by gaps in staff skills, knowledge, and confidence and resourcing issues. With regard to staff education and training, it was reported they require a broader understanding of the changing research and scholarly landscape, the research cultures of different disciplines, and technological change. There was a near-universal support for development of more comprehensive, specialized, LIS education to prepare professionals for broader research support roles. Originality/value – This further analysis of the implications of our survey in relation to influences such as economics, academic culture, technology, raises questions for both educators and practitioners about the future direction of the profession and how the authors collectively “make space” as new potential services arise.
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Mavroudis, Mary, and April Yasamee. "Trading places, wide open spaces." Art Libraries Journal 33, no. 4 (2008): 17–22. http://dx.doi.org/10.1017/s0307472200015571.
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This article describes a job exchange between April Yasamee, Senior Library Assistant, Design Subject Librarian, Goldsmiths, University of London, UK and Mary Mavroudis, School Liaison Librarian, Applied Communications, RMIT University, Melbourne, Australia. They exchanged jobs for three months between April and July 2007. April arrived in Melbourne just after the start of the academic year. Mary reached London at the beginning of the summer term and the exam period. The article takes the form of email correspondence between them, as they adapt to their new university libraries, noting the differences and similarities between the two institutions.
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Dettman, David. "Approaches to Negotiating Change Through Evolving Library Management Styles in Australian University Libraries." Evidence Based Library and Information Practice 17, no. 4 (December 14, 2022): 177–79. http://dx.doi.org/10.18438/eblip30239.
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A Review of:Gunapala, M., Montague, A., Reynolds, S., & Vo-Tran, H. (2020). Managing change in university libraries in the 21st century: An Australian perspective. Journal of the Australian Library and Information Association, 69(2), 191-214. https://doi.org/10.1080/24750158.2020.1756598 Objective – Investigating current change management practices to create a conceptual management framework for the 21st century. Design – Interviews using a qualitative constructivist approach. Setting – Australian university libraries. Subjects – Chief university librarians of 18 public universities out of 37 in Australia. Methods – Chief university librarians in more than half of the public university libraries in Australia were interviewed. The interviews were completed face-to-face using a semi-structured questioning approach, based on themes and concepts derived from the literature review. Observation data were also gathered through physical visits to the libraries. The data analysis was conducted using two Microsoft Excel matrices, one grouped thematically and the other populated with relevant literature review commentary when it aligned with interviewee commentary. The conceptual framework used to guide the research is made up of six fundamentals of performance improvements to effectively manage change: resources, relevance, stakeholders, strategy, government policy, and university infrastructure. The research focused on current change management practices of chief librarians as they address these issues. Main Results – The research revealed that the influence of, or the relationship between, the factors affecting changing university library environments creates a complex administrative environment where decision making addressing one of the fundamentals can have negative unintended consequences in one or more of the other key areas. The authors note that the literature and views of the informants show a change in the objectives of the future academic library characterized by, but not limited to, initiatives that are designed to meet changing needs of a diverse group of stakeholders. These objectives must be “innovative” and “add value to the university business rather than continue to do what was traditionally done” (Gunapala et al., 2020, p. 203). Conclusion – The authors profess that the study provides theoretical insight to help library leaders address the many challenges currently in place and emerging across the Australian university library landscape. They assert that the research reveals the need to shift focus from a more traditional transactional oriented model to an engagement orientated model, due to the introduction of market forces coupled with declining public funding. They conclude by claiming to provide a theoretical framework that when practically implemented will allow library leaders to successfully navigate and negotiate emerging changes across the spectrum of higher education.
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Lo, Patrick, Bradley Allard, Hermina G. B. Anghelescu, Yawei Xin, Dickson K. W. Chiu, and Andrew J. Stark. "Transformational leadership practice in the world’s leading academic libraries." Journal of Librarianship and Information Science 52, no. 4 (January 12, 2020): 972–99. http://dx.doi.org/10.1177/0961000619897991.
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This article analyzes 12 semi-structured interviews within the framework of transformational leadership, using a set of open-ended questions addressed to 12 directors (six men and six women) of academic libraries in high-ranking universities in four different countries (Australia, New Zealand, the United Kingdom, and the United States of America). It also investigates the interviewees’ approach to managing and leading their library organizations within the context of the opportunities and challenges facing their organizations as well as their parent institutions. The interpretation of the participants’ responses is based on the four ‘I’s, the four dimensions of the concept of transformational leadership: (1) Idealized influence, (2) Inspirational motivation, (3) Intellectual stimulation, and (4) Individualized consideration. The findings indicated that academic library directors who chose to implement transformational leadership noted its significance as a major contributing factor to the enhancement of inner communication and building mutual trust, and respect within the library organization. This, in turn, has fostered a motivated and creative work environment that has ensured personal and collective success and institutional advancement. Transformational leadership contributes to promoting sustained organizational performance based on adaptability to the rapidly changing environment of academic libraries worldwide.
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Cox, Andrew M., Mary Anne Kennan, Liz Lyon, Stephen Pinfield, and Laura Sbaffi. "Maturing research data services and the transformation of academic libraries." Journal of Documentation 75, no. 6 (September 26, 2019): 1432–62. http://dx.doi.org/10.1108/jd-12-2018-0211.
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Purpose A major development in academic libraries in the last decade has been recognition of the need to support research data management (RDM). The purpose of this paper is to capture how library research data services (RDS) have developed and to assess the impact of this on the nature of academic libraries. Design/methodology/approach Questionnaire responses from libraries in Australia, Canada, Germany, Ireland, the Netherlands, New Zealand, the UK and USA from 2018 are compared to a previous data set from 2014. Findings The evidence supports a picture of the spread of RDS, especially advisory ones. However, future ambitions do not seem to have seen much evolution. There is limited evidence of organisational change and skills shortages remain. Most service development can be explained as the extension of traditional library services to research data. Yet there remains the potential for transformational impacts, when combined with the demands implied by other new services such as around text and data mining, bibliometrics and artificial intelligence. A revised maturity model is presented that summarises typical stages of development of services, structures and skills. Research limitations/implications The research models show how RDS are developing. It also reflects on the extent to which RDM represents a transformation of the role of academic libraries. Practical implications Practitioners working in the RDM arena can benchmark their current practices and future plans against wider patterns. Originality/value The study offers a clear picture of the evolution of research data services internationally and proposes a maturity model to capture typical stages of development. It contributes to the wider discussion of how the nature of academic libraries are changing.
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Badia, Giovanna. "Email Reference Transactions Reveal Unique Patterns about End-User Information Seeking Behaviour and Librarians’ Responses in Academic and Public Libraries Outside the U.S. and Canada." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 110. http://dx.doi.org/10.18438/b8tk6b.
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Abstract
Objective – To investigate and compare the nature of e-mail reference services in academic and public libraries outside the United States.
Design – Longitudinal comparative study.
Setting – A total of 23 academic and public libraries in ten countries: Australia, Belgium, France, Germany, Mexico, the Netherlands, Slovenia, South Africa, Sweden, and the United Kingdom.
Subjects – The authors collected reference questions that were e-mailed to the 23 libraries for the weeks of April 3, 2006 and April 7, 2008. Questions were sent from the libraries’ websites to QuestionPoint, a collaborative, online reference service that was used to answer the questions received.
Methods – The authors randomly selected 25 questions for each library for the weeks under investigation. If a library did not receive 25 email reference questions that week, then they collected transactions from subsequent weeks until the quota was met or until the end of the month. The authors examined transactions from a total of 919 questions – 515 questions in 2006 and 476 in 2008. All identifying information about the user was stripped from each transaction collected. Each transaction was labeled according to the following categories:
• Type of institution, i.e., whether the question was sent to an academic or public library
• Language of the question
• Question type, i.e., whether the question was about library policy or access to electronic resources (labeled “access” questions), about library holdings (labeled “bibliographic” questions), or about finding specific information on a topic (labeled “subject” questions)
• Answer type, i.e., whether the response consisted of: a confirmation, clarification, fact, instructions, referral to a pathfinder/bibliography, referral to another library/person/place, or no answer.
• User status, i.e., whether the person asking the question was an undergrad, a graduate student, or a staff/faculty member
• Subject classification of the questions using the Dewey Decimal Classification system
• Response time
Main Results – The e-mail transactions that were examined revealed a wide range of end-user and librarian behaviors. English, followed by Dutch, German, and French, were the languages most frequently used by library users. Countries also varied in terms of the types of questions received. For example, more than 75% of the email queries in Belgium (which only had academic libraries participate in this study) were “access” questions, while Mexico (which also consisted of all academic libraries) only received 6% “access” questions, France (all public libraries) had relatively few access questions, and Sweden (also all public libraries) had none. Public libraries received the most “subject” questions (75%) compared to academic libraries (28%). Public libraries answered “subject” questions with facts over a third of the time, while academic libraries responded with instructions close to half of the time.
Among the academic libraries, graduate students asked slightly more “access” questions than undergraduates (62% versus 56%), and undergraduates asked more “subject” questions than graduate students (26% versus 13%). The “subject” questions submitted to academic libraries were divided almost equally among topics in the humanities (36%), the sciences (32%), and the social sciences (32%). This differed from public libraries; the latter received mostly questions about humanities topics (65%).
The time taken to respond to users’ reference questions ranged from a few minutes to a few weeks between libraries. Some libraries set the response times on their websites. Those libraries that indicated longer response times on their sites met the users’ expectations more often, up to a maximum of 100 percent of the time.
Most of the characteristics of email reference services that are listed above remained consistent from 2006 to 2008. The two areas that changed over two years were the libraries’ response time and the types of questions asked by university students. “Access questions increased (by 14 percent among graduates and by 4 percent among undergraduates), and bibliographic and subject questions decreased in both groups” (p. 364). Response time improved overall from 2006 to 2008.
Conclusion – The authors’ analysis of the 919 transactions of e-mail reference questions revealed unique patterns about end-user information seeking behavior and librarians’ responses in academic and public libraries outside the United States and Canada. One of these patterns is that the public libraries participating in the study received the highest percentage of “subject” questions. The authors state that “the pattern of a much higher percentage of subject-related questions in public libraries contrasts with the general virtual reference trend in academic libraries, which shows a much higher percentage of access questions. Since many of the access questions concerned connection problems or logging on to databases, the relatively fewer number may indicate that the arts and humanities disciplines require less database searching and that the users need specific answers instead” (p. 367).
The data also revealed significant differences between the types of questions asked by undergraduates versus graduate students. Undergraduates asked two thirds of the subject questions submitted to academic libraries and graduate students asked just over a fourth. The authors assume that this finding indicates that graduate students do more of their own research than undergraduates.
The authors were concerned by the increase in the number of access questions posed by undergrads and graduate students from 2006 to 2008. They suggested that websites, databases, and other resources might have become more difficult to use over the years. They also noted that questions in technology almost doubled from 2006 to 2008.
One of the patterns that were revealed contradicted the authors’ assumption that libraries with slow response times in 2006 would improve in 2008 as they became more proficient in providing virtual reference services. The majority of libraries in the study improved their turnaround time from 2006 to 2008, but the two slowest libraries took even longer to respond to their users.
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Gee, David. "Laying the Foundations for Law Library Co-operation around the world." Legal Information Management 3, no. 3-4 (2003): 201–3. http://dx.doi.org/10.1017/s1472669600002164.
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In October 2002 I was lucky enough to spend three stimulating days at the New York University Law School Library participating in the annual Legal Information Transfer Network workshop. The Legal Information Transfer Network (ITN) is funded by a generous grant from The Starr Foundation (established in 1955 by insurance entrepreneur Cornelius Van der Starr) and is headed by the dynamic Director of the NYU Law School Library, Professor Kathie Price. ITN aims to establish a global network of prestigious law libraries which ultimately can offer a 24/7 virtual reference service, both to its own partner libraries in the developed world and to academic legal communities in less developed countries. Previous annual workshops in such cities as Lausanne in Switzerland have given senior librarians from ITN partner libraries the opportunity to meet and make progress on issues such as providing a global virtual reference desk, sharing database access across the libraries, developing interactive legal research guides, and creating imaginative training programmes for local law librarians in China and Southern Africa (http://www.law.nyu.edu/library/itn). Between workshops the exchange of ideas is continued by email discussion. Currently the list of law library partners includes New York University, Washington University in Seattle, Toronto University in Canada, IALS Library in the UK, the Catholic University of Leuven in Belgium, Tilburg University in the Netherlands, Konstanz University in Germany, Cape Town University in South Africa, Melbourne University in Australia, Yerevan State University in Armenia, and Tsinghua University in China.
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Percy, Alisa, and Jo-Anne Kelder. "JUTLP Editorial Issue 15.5." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 2–4. http://dx.doi.org/10.53761/1.15.5.1.
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Welcome to the final issue for the Journal of University Teaching and Learning Practice for 2018. In this issue, we have papers from Australia, the US, and Ireland, covering topics related to information and academic literacy, self-efficacy, the flipped classroom, student engagement and their perceptions of group work. Of the first two papers related to information and academic literacy, Hostetler, Luo and Stefaniak present findings from a systematic literature review exploring approaches to the assessment of students’ metacognition and its potential application in library and information science. Conducted in response to changes in an information literacy competencies framework prepared by the Association of College and Research Libraries (ACRL) in the US, the authors advocate for the incorporation of metacognitive tools, including self-reflection and self-assessment, in the assessment strategies of libraries to encourage higher order thinking.
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Muellenbach, Joanne Marie. "Australian Academic Librarians’ Experience of Evidence Based Practice Involves Empowering, Intuiting, Affirming, Connecting, Noticing, and Impacting." Evidence Based Library and Information Practice 12, no. 4 (December 30, 2017): 268. http://dx.doi.org/10.18438/b86q2m.
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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.
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Roberts, Brynley F. "Book Review: Library for the Nation: National Library of Australia (Special issue of Australian Academic and Research Libraries, 22 (4), December 1991)." Alexandria: The Journal of National and International Library and Information Issues 4, no. 2 (August 1992): 151–52. http://dx.doi.org/10.1177/095574909200400207.
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Rykhtorova, Anna E. "Global Trends in Marketing Technologies to Promote Library Websites." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 2 (July 20, 2020): 135–46. http://dx.doi.org/10.25281/0869-608x-2020-69-2-135-146.
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In recent decades, the scope of library activities has changed. In addition to providing traditional resources and services, today libraries themselves are becoming developers of digital content and providers of access to electronic content. The user base of libraries is also undergoing significant changes: there are changing the user generations, employment trends, areas of interest and habits. Realizing that marketing activities can increase user loyalty, form public opinion about both — a particular institution and libraries in general, increase the visibility of library resources and enlarge market share, the most active specialists are adapting marketing to the conditions of libraries operation. In 2019, there was organized the study on the websites of libraries in Russia, Australia, the United States and Canada, Western and Eastern Europe, Latin America, as well as in a number of countries in South and South-East Asia in order to identify the main trends in the organization of library promotion in the Internet environment. There were considered the websites of public, national, University and academic libraries. Library websites were analysed for the use of 10 most common tools in Internet marketing, such as: the transition to a modern web site design, effective linking with social networks, marketing in social networks (Social Media Marketing, SMM), the use of banner advertising, the availability of subscription to e-mailing, the publication of press and post releases, the presence of a blog in the library domain, the availability of content evaluation and sharing tools in social networks. The study conclusion was the identification of trends in the development of library sites over a large area and the compilation of heat maps, which clearly demonstrate such trends, where the libraries of the countries of North America, Australia and Northern Europe showed greater consistency with the parameters selected for the study; Central and Southern Europe, Russia and part of the countries of Latin America are in the transition zone, and the least compliance are found in the countries of South Asia. The most common means of promotion is the publication of press and post releases. Among the least used marketing technologies are blogs in the library domain, embedded video and Internet broadcasts, as well as work on optimizing sites for an audience from social networks.
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Rochester, Maxine K. "Library and Information Science Research in Australia 1985–1994: A Content Analysis of Research Articles inThe Australian Library JournalandAustralian Academic & Research Libraries." Australian Academic & Research Libraries 26, no. 3 (January 1995): 163–70. http://dx.doi.org/10.1080/00048623.1995.10754930.
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Rochester, Maxine K. "Library and Information Science Research in Australia 1985-1994: A Content Analysis of Research Articles in The Australian Library Journal and Australian Academic & Research Libraries." Australian Academic & Research Libraries 47, no. 4 (October 2016): 207–14. http://dx.doi.org/10.1080/00048623.2016.1253424.
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Alsuhaibani, Reham Ali. "One hundred tweets from library land: A case study of RMIT University Library (academic library) and State Library of Victoria (public state library) in Australia." Journal of Librarianship and Information Science 52, no. 1 (August 23, 2018): 197–207. http://dx.doi.org/10.1177/0961000618792367.
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Twitter is used by different library types to communicate and engage with their community. This case study focuses on content choices in tweets and the level of engagement generated, in the context of two different types of library. The current study attempts to examine the contents of Library Twitter account of two libraries (academic and public) with the aim of evaluating in a comparative mode, their themes and levels of user engagement. This research used a mixed method research approach. For quantitative approach, this study analyzed 100 Tweets from each library, i.e. RMIT University Library and State Library of Victoria. Also, the study analyzed a number of tweets and levels of engagement by recording numbers of likes, replies and retweets. The qualitative aspect analyzed each Tweet to determine engagement level and type of content shared by each library. The results demonstrate that the public and academic libraries publish different types of content. The varied nature, audience and mandate of each library appear to influence the focus of their tweets. Also, the results show that the level of engagement is a factor of the numbers of tweets in any theme. The limitation of this study is the data set contained only 100 tweets for each library. Moreover, the number of users and registered library accounts had probably increased since the study was conducted.
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Jilovsky, Cathie, and Paul Genoni. "Shared collections to shared storage: the CARM1 and CARM2 print repositories." Library Management 35, no. 1/2 (January 7, 2014): 2–14. http://dx.doi.org/10.1108/lm-04-2013-0034.
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Purpose – This paper aims to provide a case study of the CARM (CAVAL Archival and Research Materials Centre) Centre, a print repository owned and managed by CAVAL, an Australian consortium of academic libraries, based in Melbourne, Australia. The history, business models and operations of the initial module, CARM1, which commenced operations in 1996 and the recently completed module, CARM2 are described. This is preceded by a review of literature addressing the issue of retained or ceded ownership of stored items, and is followed by a discussion of the trend from a shared collection to shared storage within a shared facility. Design/methodology/approach – The approach is descriptive and explanatory. CARM1 was designed for both operations and space utilisation to be managed as economically as possible. This was achieved by storing items in a high density configuration and the collection, now known as the CARM Shared Collection, being owned by the CAVAL consortium. In exploring options for an expanded facility in 2007, a shared storage facility was determined to best meet the qualitative needs of member libraries. This option minimised the set-up and operational costs and required the lowest initial capital. CAVAL constructed a second storage facility, CARM2 which began operations in late 2010. Findings – The CARM Centre demonstrates that variant models for storage configurations and collection ownership can co-exist and meet the differing needs of member libraries within one facility. The need for off-site storage and the terms and conditions under which member libraries are willing to accept it differ widely. CAVAL's approach has been, and continues to be, that each member library makes its own decision and that CAVAL's role to facilitate those decisions while retaining an approach that supports broad-based solutions, be this in the form of a fully integrated shared collection, or a co-ordinated and carefully managed shared storage facility. Originality/value – This paper will be of interest and value to other organisations or consortia with an interest in the development, business models, implementation and management of shared print repositories that respond to the needs and circumstances of their member libraries.
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Truelson, Judith A. "Partnering on Virtual Reference Using Question Point: Guidelines for Collaboration between Academic Libraries in Australia/New Zealand and the US." Australian Academic & Research Libraries 35, no. 4 (January 2004): 301–8. http://dx.doi.org/10.1080/00048623.2004.10755280.
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Miller, Kimberly. "Reference Management Practices of Postgraduate Students and Academic Researchers are Highly Individualized." Evidence Based Library and Information Practice 11, no. 3 (September 26, 2016): 105. http://dx.doi.org/10.18438/b8s91c.
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A Review of:
Melles, A., & Unsworth, K. (2015). Examining the reference management practices of humanities and social science postgraduate students and academics. Australian Academic & Research Libraries, 46(4), 250-276. http://dx.doi.org/10.1080/00048623.2015.1104790
Objective – To understand patterns in reference management practices of postgraduate students and faculty members at one institution.
Design – Mixed methods online survey and semi-structured interviews.
Setting – Public research university in Australia.
Subjects – The survey included responses from 81 postgraduate students. Semi-structured interviews were conducted with 8 postgraduate students and 13 faculty members.
Methods – The researchers distributed an 18-item survey via email to approximately 800 people who previously registered for EndNote training sessions. Survey participants were also recruited via a website advertisement. The researchers recruited postgraduate student interview participants from the list of survey respondents. Librarians invited faculty members to participate in the semi-structured interviews. Interview audio recordings were transcribed and coded for data analysis.
Main Results – The survey found that 71.4% (n=55) of respondents used reference management software (RMS) and 29% (n=22) did not. Over half of the students who did not use an RMS described other ad hoc or “manual” (p. 255) methods for organizing and tracking references. The majority of participants reported using EndNote (67.53%, n=52), while few respondents reported using other RMS tools like Zotero (1.3%, n=1) or Mendeley (1.3%, n = 1). Software awareness (49.32%, n=36), recommendations from faculty members (30.14%, n=22), and University support (47.95%, n=35) were the primary motivations for choosing a specific RMS. Other important factors included ease of use (32.88%, n=24) and integration with Microsoft Word (46.58%, n=34). Students preferred RMS features that support the process of accessing and using references in a paper, and reported that technical problems were the most common frustrations. The researchers found that student interview respondents were more likely to use RMS (75%, n=6) than were faculty member respondents (31%, n=4). Interview respondents varied in which RMS features they used, like importing references, PDF management, or “Cite While You Write” plug-ins (p. 258). Few interviewees used the RMS’s full functionality, either due to variations in workflow preferences or lack of awareness. Similar to survey respondents, interviewees who did not use an RMS reported their own personal practices for managing references. The time and learning curve necessary to become proficient with a particular RMS, as well as how the RMS fit into a particular task or workflow, influenced respondents’ decisions about software selection and use. Faculty members were split with their advice to students about using an RMS, with some respondents advocating that an RMS can save time and trouble later in their writing processes, while others took a more cautious or hands-off approach.
Conclusion – The authors conclude that measuring RMS use or non-use does not reflect the real world complexity behind student and faculty member reference management practices. They suggest that librarians may want to rethink focusing on RMS as the sole reference management solution. Librarians should also recognize that institutional availability and support may influence users’ RMS choices. A user-centred approach would account for RMS and non-RMS users alike, and librarians should “develop a more flexible perspective of reference management as part of an approach to researchers that aims to understand their practices rather than normatively prescribe solutions” (Melles & Unsworth, 2015, p. 265). Instruction workshops should help students and faculty members select features or systems that match their existing research processes, rather than exclusively demonstrate the mechanics of a particular RMS.
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Miller, Robin Elizabeth. "Graduate Students May Need Information Literacy Instruction as Much as Undergraduates." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 104. http://dx.doi.org/10.18438/b8bg7b.
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A Review of:
Conway, Kate. (2011). How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2), 121-135.
Abstract
Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills.
Design – Online, multiple choice questionnaire to test basic information literacy skills.
Setting – Information studies program at a large university in Western Australia.
Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates.
Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL) (Bundy, 2004), an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000). In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables.
Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience in a library achieved average scores of 79%, in contrast to 69% among those who had not worked in a library. Average scores for undergraduates in the 20-30 age group were 81%, while those in the 30-40 age group averaged 65%. Among both undergraduate and postgraduate students, scores may indicate deficiencies in information literacy skills in several areas, including parsing citations, strategies for locating specific content, and defining an information need.
Conclusion – The study concludes that postgraduate students’ information literacy skills may be marginally better than the skills of undergraduates. Age was found to be associated with higher performance among undergraduate students, and a variety of “basic” information literacy skills may elude many respondents. These findings might prompt librarians and instructors to look closely at gaps in information literacy knowledge among students at both the undergraduate and postgraduate level.
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Lowe, Bronwyn Margaret. "The Historical-Cultural Value of the Juvenile Collection: The McLaren Collection at the University of Melbourne and its Girls’ Books." Papers: Explorations into Children's Literature 22, no. 1 (January 1, 2012): 56–67. http://dx.doi.org/10.21153/pecl2012vol22no1art1126.
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In the last fifty years special collections of children’s books have received increasing attention from scholars who have started to realise the value of these books as literary and historical documents. Collections of children’s books in academic libraries across the world1 provide a sampling of the types of books children would have read in a particular period or country. The McLaren Collection of children’s books, held in the Baillieu Library at the University of Melbourne, is valuable for its varied range of children’s books. This important collection was assembled by Ian McLaren (1912- 2000), a chartered accountant and Member of Parliament who also took a particular interest in book collecting during his long and varied career. His collection comprises over 50,000 items on Australian politics, history and literature. While the majority of his collection is held by the Baillieu Library, the National Library of Australia holds his collection of local histories, church histories, business histories and organizational histories. Approximately 5000 books in the McLaren collection were classified by him as children’s books, and they are all held at the Baillieu Library. This article will consider the importance of collections of children’s books in the university library generally, and why they can be of use to scholars. It will then address the McLaren collection specifically, creating a small sampling of girls’ books from the collection to discuss the sort of books Australian girls would have been reading in the first half of the twentieth century, and the views and values that authors of this period wanted to pass on to girls. These will be used to address a broader discussion of the historical-cultural value of girls’ books in the collection.
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.
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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries.
Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered.
Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes.
Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 57. http://dx.doi.org/10.18438/b8b62p.
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A review of:
Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
Design – Systematic review of existing studies (randomised controlled trials and controlled trials).
Setting - College and university libraries
Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.
Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis.
The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns.
Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence.
It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity.
The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction.
Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.
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O’Connor, Steve, Ian Smith, and Waseem Afzal. "Disruption be my guide." Library Hi Tech 35, no. 1 (March 20, 2017): 71–80. http://dx.doi.org/10.1108/lht-11-2016-0137.
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Purpose The skill set required to be a professional in any profession is inherent in the qualifications required for entrance to that profession. The ability to demonstrate leadership in the middle to upper echelons of that profession is demonstrably different. The School of Information Studies at the Charles Sturt University in Wagga Wagga Australia sought to explore what a postgraduate qualification in the leadership of the profession might look like and what the demand for such a qualification might be. The purpose of this paper is to detail that research effort and the outcomes. Design/methodology/approach The study undertook a number of different approaches including engaging in networks of professional colleagues globally and a series of focus groups in Brisbane, Sydney and Melbourne. The outcomes were analyzed in terms of the expectations of what a new degree might contain as well as the enrollment prospects for such a degree. Findings There was a strong ground-swell of support for a new degree of Masters of Information Leadership. The combination of subjects from the LIS environment together with subjects from a MBA environment was strongly endorsed. These areas of interest were documented in the paper along with recommendations. Research limitations/implications There is a fertile ground for research here in two ways. First, there is much scope for the examination of the course requirements and how they sit in a future work environment. This is especially the case where there is a convergence of the interests of the galleries, libraries, archives and museums sectors. Second, there is much to be done as the authors look at leadership skills sets for future information environments which are highly speculative. Practical implications This study has produced a set of requirements for a new Masters of Information Leadership. It is a very useful set of requirements to base future studies. There was also a very strong requirement for real life aspects to such a course rather than theoretical exercises as has been the current academic practice. Originality/value This study is quite original as it sought to engage practitioners in different areas and sectors in Australia aiming to ensure that the resulting academic program was closely aligned with practitioner need.
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Halverson, Aniko L., and Joye Volker. "The integration of computer services with academic arts libraries: new strategies for the hybrid professional." Art Libraries Journal 26, no. 3 (2001): 8–13. http://dx.doi.org/10.1017/s0307472200012268.
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Two libraries, the National Institute of the Arts at the Australian National University and California Institute of the Arts in Southern California, describe how each has an interdependent relationship with the information technology or network services units in their respective institutions. Major considerations for both are the introduction of electronic full-text art information on the Web and its pedagogical implications, issues faced by arts libraries in the integration of computer services with library services in universities and colleges, and the changing roles of arts librarians and libraries.
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Salisbury, Fiona, and Jennifer Peasley. "Measuring the academic library." Information and Learning Science 119, no. 1/2 (January 8, 2018): 109–20. http://dx.doi.org/10.1108/ils-07-2017-0068.
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Purpose The purpose of this paper is to provide an Australian perspective of impact and value by examining how the broader international and national perspectives play out in practice in the Australian context and where adaption for local requirements is necessary. Design/methodology/approach This paper will explore the assessment of impact and value in academic libraries and the tools available to translate today’s inputs into future impact and value. It will focus on a range of methods and procedures, including international and national standards, frameworks and benchmarks. Findings The La Trobe University Library is presented as a case study to examine the challenges of leveraging tools to assess impact and communicate the value of the library across the university community. Originality/value Assessing the impact and demonstrating the value of the academic library in a digital environment is a constant challenge. While usage and service data are plentiful, traditional metrics no longer sufficiently demonstrate the academic library’s contribution to university learning, teaching and research outcomes.
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Pham, Hue Thi, and Kerry Tanner. "Collaboration between academics and librarians." Library Review 63, no. 1/2 (May 2, 2014): 15–45. http://dx.doi.org/10.1108/lr-06-2013-0064.
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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.
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Leonard, Barbara G. "Collection management in Australian academic libraries." Library Acquisitions: Practice & Theory 18, no. 2 (June 1994): 147–56. http://dx.doi.org/10.1016/0364-6408(94)90022-1.
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Oh, Denise, and Graham Woods. "The Future of Australian Academic Libraries." Australian Academic & Research Libraries 25, no. 3 (January 1994): 149–58. http://dx.doi.org/10.1080/00048623.1994.10754887.
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Behrend, Dawn. "Sex & Sexuality Module II: Self-Expression, Community and Identity." Charleston Advisor 23, no. 1 (July 1, 2021): 53–57. http://dx.doi.org/10.5260/chara.23.1.53.
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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.
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Robertson, Margaret, and Isabella Trahn. "Benchmarking Academic Libraries: An Australian Case Study." Australian Academic & Research Libraries 28, no. 2 (January 1997): 126–41. http://dx.doi.org/10.1080/00048623.1997.10755004.
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Burke, Liz. "Models of reference services in Australian academic libraries." Journal of Librarianship and Information Science 40, no. 4 (December 2008): 269–86. http://dx.doi.org/10.1177/0961000608096716.
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Naun, Chew Chiat. "AARNet access and cataloguing procedures in Australian academic libraries." Australian Library Journal 43, no. 1 (January 1994): 9–15. http://dx.doi.org/10.1080/00049670.1994.10755665.
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Genoni, Paul. "Current and Future Print Storage for Australian Academic Libraries." Library Collections, Acquisitions, & Technical Services 32, no. 1 (January 2008): 31–41. http://dx.doi.org/10.1080/14649055.2008.10766190.
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Butters, Alan. "RFID in Australian Academic Libraries: Exploring the Barriers to Implementation." Australian Academic & Research Libraries 39, no. 3 (September 2008): 198–206. http://dx.doi.org/10.1080/00048623.2008.10721350.
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Haddow, Gaby, and Jayshree Mamtora. "Research Support in Australian Academic Libraries: Services, Resources, and Relationships." New Review of Academic Librarianship 23, no. 2-3 (April 17, 2017): 89–109. http://dx.doi.org/10.1080/13614533.2017.1318765.
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Saleem, Maysoon, Anne Aly, and Paul Genoni. "Use of social media by academic librarians in Iraq." New Library World 116, no. 11/12 (November 9, 2015): 781–95. http://dx.doi.org/10.1108/nlw-03-2015-0018.
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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.
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Moorcroft, Heather. "The Perfect Place to Work? Australian Academic Libraries and Unacceptable Behaviour." Australian Academic & Research Libraries 40, no. 3 (September 2009): 206–22. http://dx.doi.org/10.1080/00048623.2009.10721405.
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Gillespie, Ann, Faye Miller, Helen Partridge, Christine Bruce, and Alisa Howlett. "What Do Australian Library and Information Professionals Experience as Evidence?" Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 97. http://dx.doi.org/10.18438/b8r645.
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Abstract
Objective – This article presents the findings of a project which established an empirical basis for evidence based library and information practice (EBLIP). More specifically, the paper explores what library and information professionals experienced as evidence in the context of their professional practice.
Methods – The project consisted of two sub-studies. The public library sub-study was conducted using ethnography. Over a 5-month period, a member of the research team travelled to a regional public library on 15 occasions, staying between 3 and 4 days on each visit. The researcher observed, interacted, and became involved in the day-to-day activities of this library. These activities were recorded in a journal and added to the researcher’s insights and thoughts. Additionally, 13 face-to-face interviews with staff in positions ranging from the operational to the executive were conducted. The academic sub-study was conducted using Constructivist Grounded Theory. Semi-structured interviews were conducted either in person or via Skype, with 13 librarians from Australian universities. Interviewees were in a diverse array of roles, from liaison librarian to manager and library director.
Results – The project found that the Australian academic librarians and the public librarians who participated in the project experienced six elements as evidence: observation, feedback, professional colleagues, research literature, statistics, and intuition. Each of these will be described and highlighted with examples from each of the two studies.
Conclusions – The findings of this study revealed many similarities in the way that library professionals from both studies experienced evidence. Evidence was not hierarchical, with evidence from many sources being valued equally. In contextualizing evidence and applying to the local environment, library professionals were able to draw upon more than one source of evidence and apply their professional knowledge and experiences. In this way evidence was more nuanced.
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Manuell, Romany. "The Education and Training Role of Australian Academic Librarians." Journal of the Australian Library and Information Association 68, no. 1 (December 6, 2018): 86–87. http://dx.doi.org/10.1080/24750158.2018.1552389.
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Yi, Zhixian, Damian Lodge, and Sigrid McCausland. "Australian academic librarians' perceptions of marketing services and resources." Library Management 34, no. 8/9 (November 18, 2013): 585–602. http://dx.doi.org/10.1108/lm-01-2013-0002.
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Ciccone, Adriana, and Liz Hounslow. "Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA Online." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 156–75. http://dx.doi.org/10.53761/1.16.1.11.
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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.
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Stephens, Michael, and Warren Cheetham. "The Impact and Effect of Learning 2.0 Programs in Australian Academic Libraries." New Review of Academic Librarianship 17, no. 1 (March 25, 2011): 31–63. http://dx.doi.org/10.1080/13614533.2011.547414.
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Bundy, Alan. "Investing for a future: client-focussed Australian academic libraries in the 1990s." Australian Library Journal 46, no. 4 (January 1997): 354–69. http://dx.doi.org/10.1080/00049670.1997.10755816.
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Genoni, Paul, and Eva Varga. "Assessing the Potential for a National Print Repository: Results of an Australian Overlap Study." College & Research Libraries 70, no. 6 (November 1, 2009): 555–67. http://dx.doi.org/10.5860/0700555.
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This paper reports on research assessing the potential space savings that can be made if Australian academic libraries implement a national repository for the storage of legacy print collections. The paper includes data derived from a collection overlap study based on members of the CARM (CAVAL Archival and Research Materials) Centre to estimate the impact of a fully implemented national repository. It includes a calculation of the shelf and floor space that libraries might potentially retrieve for other purposes.
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Leong, Julia. "Academic reference librarians prepare for change: an Australian case study." Library Management 29, no. 1/2 (January 10, 2008): 77–86. http://dx.doi.org/10.1108/01435120810844667.
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