Journal articles: 'Librarians United States Attitudes'

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Julien, Heidi. "Information Literacy Instruction in Canadian Academic Libraries: Longitudinal Trends and International Comparisons." College & Research Libraries 61, no. 6 (November 1, 2000): 510–23. http://dx.doi.org/10.5860/crl.61.6.510.

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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.

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Costello, Laura. "Survey Confirms Strong Support for Intellectual Freedom in Public Collection Development Librarians." Evidence Based Library and Information Practice 14, no. 3 (September 12, 2019): 135–37. http://dx.doi.org/10.18438/eblip29577.

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A Review of: Oltmann, S. M. (2019). Important Factors in Midwestern Public Librarians’ Views on Intellectual Freedom and Collection Development: Part 1. The Library Quarterly, 89(1), 2-15. https://doi.org/10.1086/700659 Abstract Objective – The article sought to explore whether librarian attitudes regarding intellectual freedom conform to the stance of the American Library Association (ALA). Design – Electronic survey. Setting – Public libraries in the Midwestern United States. Subjects – Subjects were 645 collection development library professionals employed in public libraries. Methods – An electronic survey was distributed to public library directors in nine Midwestern states and was completed by the library professional primarily responsible for collection development. The survey focused on community information and probed the participants for their stances on several intellectual freedom topics. Main Results – The survey was sent to 3,018 participants via each state’s librarian and had a response rate of 21.37%. The first section of the survey focused on broad strokes statements representing the ALA’s stance on intellectual freedom for public libraries. The results revealed widespread agreement on these issues. More than 88% of participants agreed with statements like “public libraries should provide their clients with access to information from a variety of sources.” Despite strong agreement among participants, particular demographic characteristics were more likely to lead to disagreement with all statements including working in rural communities and not holding a master’s degree in library science. The next section of the survey focused on how strongly participants’ personal beliefs conformed to the intellectual freedom statements in the ALA’s Library Code of Ethics. Again, there was widespread agreement, with 94.9% of participants indicating that they agreed with the statement “we uphold the principles of intellectual freedom and resist all efforts to censor library materials.” Only one participant disagreed with the statement “it is the right of every individual to both seek and receive information from all points of view without restriction.” When asked whether the ALA’s stance on intellectual freedom ever conflicted with their personal beliefs, 39.8% of participants indicated that it did, 22% were unsure, and 40% had never experienced conflict. Participants holding a master's degree in library science and librarians in large cities were less likely to experience conflict between their personal beliefs and the ALA’s stance on intellectual freedom. In the free text comments, several participants indicated that they experienced conflict when the ALA’s stance did not reflect their personal beliefs or community values. Conclusion – While the overwhelming majority of respondents indicated that they agreed with the ALA’s stance on intellectual freedom, a minority of participants experienced some conflict. Respondents indicated that personal belief could create conflict when librarians committed to intellectual freedom were required to make choices in their professional work that conflicted with their own views. Conflict could also arise when collection choices made to support intellectual freedom were not supported by patrons in the community.

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Krueger, Stephanie. "Academic Librarians in Canada Concerned About Online and Patron Privacy but Lack Knowledge About Institutional Procedures and Policies." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 116–18. http://dx.doi.org/10.18438/eblip29555.

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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.

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Sonke, Jill, Kelley Sams, Jane Morgan-Daniel, Nancy Schaefer, Virginia Pesata, Tasha Golden, and Heather Stuckey. "Health Communication and the Arts in the United States: A Scoping Review." American Journal of Health Promotion 35, no. 1 (June 18, 2020): 106–15. http://dx.doi.org/10.1177/0890117120931710.

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Objectives: Guided by the hypothesis that the arts can play a role in changing attitudes, beliefs, and health behaviors, the objectives of the study were to (1) overview artistic practices, interventions, and research being conducted at the intersection of the arts and health communication and (2) identify desired and observed outcomes and variables measured in these studies. Data Source: The search strategy was developed iteratively with 2 health science librarians and conducted using 8 databases (Applied Social Sciences Index and Abstracts, Art and Architecture Source, CINAHL, Communication and Mass Media Complete, ERIC, PsycINFO, PubMed, and Web of Science) and hand searching. Articles included were published between 2014 and 2018. Study Inclusion and Exclusion Criteria: Inclusion criteria include US nonclinical setting and use of the arts (broadly defined) to change health knowledge, beliefs, behaviors, or awareness. Any articles not meeting inclusion criteria were excluded. Data Extraction: Covidence’s data extraction tool exported to MS Excel. Data Synthesis: This final set of results was analyzed and synthesized by research design, population, sample size, health issue, purpose, variables measured, and findings. Results: In all, 78 articles met inclusion criteria. Number of participants ranged from 4 to 2140 (mean = 179); 61 (78.2%) outcome studies, including 8 experimental studies; 17 (21.79%) formative research or reports. Many different health topics were addressed and different art forms used. Conclusion: The arts can help build knowledge and awareness of health issues. The authors highlight the need to build an evidence base for arts and public health.

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Muellenbach, Joanne M. "A Pilot to Initiate Research Data Management Services Within Academic Libraries Helps Librarians to Learn About, Engage With, and Enhance Skills Within Their Research Communities." Evidence Based Library and Information Practice 16, no. 1 (March 16, 2021): 104–6. http://dx.doi.org/10.18438/eblip29879.

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A Review of: Read, K. B, Koos, J., Miller, R. S., Miller, C. F., Phillips, G. A., Scheinfeld, L., & Surkis, A. (2019). A model for initiating research data management services at academic libraries. Journal of the Medical Library Association, 107(3), 432–441. https://doi.org/10.5195/jmla.2019.545 Abstract Objectives – To initiate or expand research data management (RDM) services within the participating libraries serving health sciences populations. Design – Case report. Setting – Six institutions consisting of three academic health sciences and three university libraries within the National Network of Libraries of Medicine Middle Atlantic Region in the United States of America. Subjects – Between two and eight librarians participated from each institution, for a total of twenty-six librarian participants. Methods – Pre-pilot phone interviews were conducted and included open-ended questions about RDM services, the library’s motivation for participating, and their degree of institutional commitment. To deepen their understanding of RDM, the participants were required to complete eight educational modules that included text, videos, and quizzes. The participating institutions received data interview questions to connect with their research community to be better informed about their attitudes, language, and practices. The participants also received a Teaching Toolkit, complete with slides, a script, and an attendee evaluation form. The participants were provided with a data series, consisting of branded classes for teaching over a designated period with instructors from within and outside of the library. Collaboration with library partners was encouraged as was the use of a focused marketing plan. In fact, a major component of the pilot was the expert support, provided through biweekly meetings that included marketing tips and presentations on such topics as clinical research data management and data visualization. Finally, post-pilot program interviews were conducted, and the open-ended questions covered the pilot program as a whole and its individual components. Main Results – Of the six participating institutions, five institutions rated the RDM educational modules very positively. Conducting data interviews was valuable for all six institutions because it allowed the librarians to meet with researchers, build relationships, and use what they learned to develop RDM services for the future. The Teaching Toolkit was rated positively by the six institutions, especially for its adaptability, the time saved over developing the content from scratch, and its usability. Finally, the two institutions that held the data series courses stated that the series succeeded in further marketing the RDM services developed by the library. Conclusion – The pilot project met its objectives: the librarians at the participating institutions completed the educational modules, administered the data interviews, and taught an RDM foundations class based on the Teaching Toolkit. In addition, a data series was hosted at two institutions. The components of the pilot project had the intended results at each institution, and the classes were reviewed favorably. Based on the pilot participants’ positive outcomes, the authors are certain that the freely available program materials would achieve success elsewhere.

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Costello, Laura. "Survey Applies Public Collection Development Librarians' Support for Intellectual Freedom to Collection Process." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 245–47. http://dx.doi.org/10.18438/eblip29686.

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A Review of: Oltmann, S. M. (2019). Important factors in Midwestern public librarians’ views on intellectual freedom and collection development: Part 2. The Library Quarterly, 89(2), 156-172. https://doi.org/10.1086/702203 Abstract Objective – To explore how librarian attitudes regarding intellectual freedom and demographic factors influence collection development decisions. Design – Online survey. Setting – Public libraries in the Midwestern United States. Subjects – 645 collection development library professionals employed in public libraries. Methods – An electronic survey was distributed to 3,018 public library directors in nine Midwestern states and completed by the library professional primarily responsible for collection development (Oltmann, 2019, p. 6). The survey had a 21.37% response rate. The survey focused on intellectual freedom in the management of collections and probed the participants for their experiences and influences in making collection development decisions. The survey also asked participants to make hypothetical purchasing and holdings decisions for library materials based on a short description of the material. Main Results – Participants indicated that they used a variety of different tools for the selection of materials including patron requests. Of the participants, 45.7% indicated that their library had a policy, practice, or metric to assess the balance of their collections, while 54.3% indicated that their libraries did not have policy or method in place for ensuring that their collection was balanced. Of the respondents, 73.4% felt that local community values should be considered in collection development decision, but 62.3% said that this should not be the most important factor in decisions. Overall, the political leaning of the community did not have an impact on participants’ alignment with the ALA's stances on intellectual freedom. Most respondents (73.4%) felt that government library funding bodies should have an influence over collection development decisions. Some respondents indicated they felt internal pressure from other library staff or the library board to purchase particular materials (28.1%) or relocate materials (14.1%). Respondents also indicated that they felt external pressure from their communities to purchase (32%) or restrict or withdraw (19.1%) materials. In the hypothetical purchasing scenario, most librarians indicated that they would purchase the majority of items. Some participants (39.8%) felt tension between their personal and professional views on intellectual freedom. Conclusion – The first part of this article found that holding an MLS degree had a significant impact on participants' stance on intellectual freedom and alignment with the American Library Association (ALA) principles. This part indicated that they also felt greater pressure to withdraw, acquire, and manage particular materials in their collections and felt more tension between their personal and professional stances on intellectual freedom. Age, gender, duration of work, and community political affiliations significantly impacted only some of the participants' responses. Overall, there was general support for intellectual freedom and alignment with the ALA principles; however, 40% of respondents indicated tension between their personal and professional beliefs about intellectual freedom.

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Badia, Giovanna. "Faculty Knowledge of Information Literacy Standards Has an Impact in the Classroom." Evidence Based Library and Information Practice 8, no. 2 (June 10, 2013): 242. http://dx.doi.org/10.18438/b8w03z.

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Objective – To discover how faculty perceives information literacy and examine whether professors in different disciplines view and approach information literacy differently. Particularly, the study seeks to address the following questions: • “How do faculty members define or understand information literacy? Are they familiar with existing standards such as [those from the Association of College and Research Libraries] ACRL? Does the development of a local definition of information literacy impact faculty understanding? • How important do instructors believe information literacy to be for their students? How do they address information literacy, or expect it to be addressed within the curriculum? • Are there disciplinary differences in faculty attitudes toward and approaches to information literacy?” (p. 227) Design – Survey, i.e., an online questionnaire followed by interviews. Setting – Colleges and universities in the United States. Subjects – 834 faculty members in anthropology, the natural sciences, computer science, English literature, psychology, and political science from a sample of 50 American colleges and universities with undergraduate degree programs. Methods – An email, containing a link to a brief online survey, was sent to 834 professors from academic institutions across the United States. Three faculty members from each department in six different disciplines from each institution were contacted. The survey contained a mix of closed and open-ended questions and could be completed in less than 10 minutes. Respondents were asked to supply their contact information if they agreed to be phoned for a follow-up interview. The interview consisted of six questions that were posed to all participants, with some changes depending on the answers given. Main Results – Regardless of discipline, the majority of faculty members who responded to the survey thought that information literacy competencies were important for their students to master. The majority also rated their students as only “somewhat strong” in “identifying scholarly materials, identifying reliable/authoritative information, finding relevant information, citing sources properly, synthesizing information, and searching databases” (p. 229). Professors’ answers differed within different disciplines when it came to showing their own knowledge of information literacy standards, such as those of ACRL, and assessing the abilities of their students. For example, biology students’ web searching skills were rated higher than students in English literature and anthropology. When faculty were asked their opinions about who should be responsible for information literacy instruction, there was no straight answer. Many professors agreed that it is the responsibility of both faculty and librarians. Those faculty members who were knowledgeable about information literacy standards were also among the ones who included information literacy instruction in their courses and thought it was important for their students to learn. Conclusion – According to the author, the study results show that possibilities continue to exist for librarians to be part of information literacy endeavours, but it is still up to the librarians to start and maintain conversations with faculty on this topic. Because faculty members have not yet found systematic methods for integrating information literacy into the curriculum, they might be open to librarians’ suggestions and ideas on this topic. “Perhaps the most important finding of this study is that knowledge of and familiarity with information literacy standards is more closely associated with whether faculty address information literacy in their courses than any other variable including disciplinary area” (p. 232). Therefore, it is the librarian’s responsibility to engage in discussions with faculty about information literacy.

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Rosen, Hannah, Celeste Feather, Jill E. Grogg, and Sharla Lair. "LYRASIS Research and an Inclusive Approach to Open Access in the United States." LIBER Quarterly: The Journal of the Association of European Research Libraries 32, no. 1 (February 9, 2022): 1–18. http://dx.doi.org/10.53377/lq.11078.

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In 2020, LYRASIS Research conducted a member survey of predominantly United States (U.S.) higher education libraries to understand the spectrum of attitudes and actions related to Open Access (OA). The results indicated that the U.S. approach to OA is decentralised, lacking the focused trends that are apparent in other areas of the world. The diversity among types of colleges and universities in the U.S. is revealed through discussions about support or lack thereof for APCs, crowdfunding models, preprint repositories, the Subscribe to Open approach, and more. The array of OA approaches that garner support in the U.S. may appear confusing as we strive for scale in our efforts. LYRASIS has used its research findings, in combination with our deep understanding of U.S. higher education libraries, to develop a collaborative approach towards OA that provides multiple incentives and opportunities for libraries serving all types of institutions to engage. This article, expanding on the LIBER 2021 Conference Presentation of the same name, will outline the results of the survey, the conclusions LYRASIS has drawn, and our work to develop an inclusive approach to a variety of OA initiatives. Our understanding of the landscape of U.S. higher education has led us to develop or support several significant recent OA initiatives, including a fund for OA ebooks focused on United Nations Sustainable Development Goals topics and the establishment of the LYRASIS Open Access Community Investment Program (OACIP).

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McNicol, Sarah. "The shape and state of gaming in UK libraries." Library and Information Research 35, no. 110 (August 7, 2011): 50–64. http://dx.doi.org/10.29173/lirg262.

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This article describes the results of a survey to ascertain the current state of gaming provision in UK libraries. The online survey was completed by a self-selecting sample of libraries from mainly public and school libraries. The questions were based on similar surveys carried out by the Library Game Lab at Syracuse in the United States. The results show that, despite little mention of gaming in library policy documents, there is evidence considerable support for gaming in UK public and school libraries. A number of benefits for libraries and gamers are identified, but there are barriers to greater involvement in gaming such as resources and negative attitudes within the profession

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Miller, Robin E. "Public Library Users are Challenged by Digital Information Preservation." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 94. http://dx.doi.org/10.18438/b8gk67.

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A review of: Copeland, A. J. (2011). Analysis of public library users’ digital preservation practices. Journal of the American Society for Information Science and Technology, 62(7), 1288-1300. doi:10.1002/asi.21553 Objective – To discover the factors that influence digital information preservation practices and attitudes of adult public library users. Design – Mixed methodology combining matrix questionnaires, interviews, and visual mapping. Setting – Urban public library on the East Coast of the United States. Subjects – 26 adult members of a public library’s Friends group. Methods – The researcher conducted semi-structured interviews with 26 participants. All participants drew maps to indicate the types of information they value and why, and their preferences for information storage and maintenance. Qualitative data were supplemented by a matrix questionnaire on which 22 participants identified the types of digital information they maintain, and modes of storage. Main Results – Some public library users may store and organize information inconsistently, utilizing a variety of digital devices. Technical, social, and emotional context influences choices about organization, sharing of information, and short- and long-term preservation. Users reported placing a higher value on born digital information, and information that they had shared with others. Conclusion – Public librarians may have a role in facilitating growth of patron knowledge about creation, storage, preservation, and sharing of personal digital information.

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Kaari, Jennifer. "Faculty in the Applied and Pure Sciences May Have Limited Experience with E-books." Evidence Based Library and Information Practice 16, no. 3 (September 15, 2021): 152–53. http://dx.doi.org/10.18438/eblip29939.

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

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Carpenter, Kenneth E. "Government Publications and the Development of Libraries." Alexandria: The Journal of National and International Library and Information Issues 15, no. 1 (April 2003): 49–62. http://dx.doi.org/10.1177/095574900301500106.

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This paper examines the history of statistical publishing by governments, looks at other kinds of government publishing, and provides brief case studies of the collecting of government documents by libraries in Europe and the United States. These are revealing of attitudes toward government documents and in some cases show a relationship between government-document collecting and the goals of the library. The author argues that collecting and disseminating statistical information was a conscious decision made by governments on the grounds that information would lead to public support. It is arguable that the budget increases for national libraries in Britain and France, which occurred as well in the 1830s, derived from the value those governments placed on disseminating information. A connection in one era between library support and what is considered to be knowledge and the value placed on it suggests a way of looking at libraries in other periods. Indeed, for all libraries, policies and practices in collecting government documents may be indicative of a library's goals.

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Ubbes, Valerie A., and Abby Witter. "Parental Influences on Children’s Oral Health Behaviors, Reading Behaviors, and Reading Attitudes Associated with the Sharing of a Digital Story from the eBook for Oral Health Literacy© Curriculum." Children and Teenagers 4, no. 3 (August 22, 2021): p26. http://dx.doi.org/10.22158/ct.v4n3p26.

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This study investigated the relationships between parents and their children on oral health behaviors, reading behaviors, reading attitudes, and liking perceptions of one chapter from an eBook curriculum intervention. A Qualtrics platform was used to survey 316 parent-child dyads across the United States before and after the shared reading of one chapter from the eBook for Oral Health Literacy© entitled “Setting Goals for Going to the Dentist”. Participants answered 75 questions about their teeth brushing and flossing behaviors, number of cavities, how often they visited libraries and bookstores, enjoyment of reading, and perceptions (liking) of the words and pictures of the chapter that they read and heard. Statistically significant relationships were found between parents and their children on oral health behaviors (?2 = 49.12, p < 0.001); reading behaviors (?2 = 10.4, p < 0.01), reading attitudes (?2 = 8.773, p < 0.01), and perception (liking) of the eBook chapter that they read and heard (?2 = 113.813, p < 0.01). Results from 301 parent-child dyads point to the importance of social modeling that parents play in the development of their children’s oral health behaviors, reading behaviors, and reading attitudes. Testing of additional chapters from the eBook intervention is warranted.

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Babaee, Ruzbeh. "Realities of Graphic Novels: An Interview with Frederick Aldama." International Journal of Comparative Literature and Translation Studies 5, no. 3 (July 31, 2017): 1. http://dx.doi.org/10.7575/aiac.ijclts.v.5n.3p.1.

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The trend about producing and reading graphic novels has grown since the late twentieth century. These books with comic backgrounds seem to have a miraculous energy. They have been even appealing to unenthusiastic readers. They tempt people of different age groups, races and genders. They are also used for teaching ESL courses, e-learning activities, designing reality games, and teaching creative writing. If you talk to its followers, you may get the feedback that graphic novels can fulfil your demands and dreams from writing your assignments to taking you to the moon. Although many researchers have investigated the benefits of graphic novels, many faculties and librarians are still reluctant to include graphic novels in their curricula. Perhaps it is simply the attitude of many teachers and librarians that graphic novels look like a comic book, and simply are not “real” books. They have too few words, too many pictures, and lack quality to be seriously considered as literature. In the following, I, Ruzbeh Babaee, did an interview with Distinguished Professor Frederick Luis Aldama on realities of graphic novels.Aldama is a distinguished scholar and Professor of English at The Ohio State University, United States. In the departments of English and Spanish & Portuguese he is involved in teaching courses on US Latino and Latin American cultural phenomena, literature, film, music, video games, and comic books. He has founded and directed the White House Hispanic Bright Spot awarded LASER/Latino and Latin American Space for Enrichment Research. Professor Aldama won the Ohio Education Summit Award for Founding & Directing LASER in 2016. In April 2017, Aldama was awarded OSU’s Alumni Award for Distinguished Teaching and inducted into the Academy of Teaching. He is the author, co-author, and editor of 30 books, including his first book of fiction/graphic fiction, Long Stories Cut Short: Fictions from the Borderlands.

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Schulte, Stephanie. "Teachers in the UK Prefer Research Evidence that is Synthesized, Practical, and Locally Available." Evidence Based Library and Information Practice 3, no. 4 (December 3, 2008): 72. http://dx.doi.org/10.18438/b8r62d.

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A Review of: Williams, Dorothy and Louisa Coles. “Evidence-Based Practice in Teaching: An Information Perspective.” Journal of Documentation 63.6 (2007): 812-35. Objective – The objective of the study was to explore how teachers in the United Kingdom use research literature to inform their practice. Special emphasis was given to the effect of the teachers’ information literacy and their level of ready access to research information. Design – This study was primarily a qualitative study utilizing mixed methods, including individual interviews, focus groups (“literature review groups”), and an online discussion forum. Qualitative data was supplemented by a questionnaire survey. Setting – The qualitative portions of the study took place in the United Kingdom across five education authorities; however, it is unclear where these authorities were geographically. The survey was distributed across Scotland, England, and Wales. The study was conducted during 2002 to 2003. Subjects – Nursery, primary, and secondary teachers, school librarians, school library systems, and education authority advisors (EA) in the United Kingdom. Methods – The 28 interviews (54% primary teachers, 39% secondary teachers, 7% special education) and four focus groups (each with three to five participants; 15 participants in total, including teachers at various levels from primary, secondary, and nursery schools) were conducted with volunteers from a random sample across five education authorities. Recruitment was done by sending written materials to schools. Those interviewed represented five authorities. Focus groups were conducted in just four authorities. It is not clear when the individual and group interviews were conducted (time of day and year). Volunteers were given the option to receive funding for a substitute teacher in order to participate, though none took advantage of this offer. The interview process used a vignette technique to elicit teachers’ attitudes to a situation in a non-threatening way. Interviewees were asked to comment on two situations that might make them seek information. One was adding a new subject or new aspect of an existing subject into the classroom. The second dealt with a “new pedagogical challenge.” Though the topics of the vignettes were provided, the exact way the topics were presented was not. They were asked how they would advise another teacher in these situations then relate their thoughts to a real situation they had faced. Interviews were about one hour in length. Twenty-five of the 28 interviews were taped and transcribed verbatim. Extensive notes were made for the other three. Transcripts and notes were analyzed using QSR N4 Classic content analysis software. Themes related to information literacy and information seeking, including barriers, were noted. Four literature response groups were given examples of research information (journal articles, reports, etc) related to information computer technology (ICT) and class size. Each topic had information from various evidence levels and included both print and electronic format. Again, the discussion topics were provided in the article, but the exact way the topics were presented was not. Over 2 to 2.5 hours, teachers read the materials, made notes, and discussed the information as a group. For the ICT information, groups were asked to discuss presentation of the information. For the class size information, groups were asked to discuss content of the materials. Discussions were transcribed verbatim and analyzed with the content analysis software. A total of 3899 questionnaire surveys were distributed to teachers (3000), head teachers (500), school librarians (250), education authority advisors (100), and school library systems (49). Response rate was exceptionally low in the teacher and head teacher categories, with only 10.9% of teachers and 15.6% of head teachers responding. Response rates in other categories ranged from 31.2% to 55%, with the highest response rates from education authorities and school library systems. The survey served to gain an understanding of attitudes about using research in practice across a broad spectrum of stakeholders. The survey instrument itself, which was not provided in the article, was piloted prior to the study, but there is no mention of reliability or validity analysis. To supplement study data, participants who had stated they would be interested in participating in an online discussion were sent preliminary findings and asked to comment on themes using the online discussion forum. Only 21 posts were gathered using this method. Overall, the methods used in this study are appropriate for the questions that were posed in the article. Qualitative studies are useful for gathering data where little is known and where more data would help identify possibly hypotheses for further study. Main Results – Teachers in this study relied on a small set of resources and preferred what was readily available at their own school. These teachers most frequently used colleagues, in-service events, the Internet, newspapers, and reports typically found in schools as sources of information. Sources that information professionals would consider quality evidence were rarely mentioned. These teachers also tended to prefer sources that present information in a practical context. Not surprisingly, time was identified as a major barrier to accessing research information in addition to limited access to resources. The Internet was identified as the preferred point of access, citing ease of use, speed, and convenience as the reasons for this preference. Comments suggested a preference for synthesized information sources. Teachers indicated they felt the responsibility for disseminating research information fell on head teachers and EA. They also noted that access to information from their own school library was a problem. They felt librarians and libraries in schools were meant for students, not for teachers, and also expressed that school libraries typically did not provide access to research. Comments suggested that the structure of teaching in a classroom itself does not allow teachers to use information as is needed for evidence-based practice. There were concerns expressed about lack of school library funding available to supply research evidence needed by teachers. School librarians and school library services respondents did indicate that they provide a broad range of services aimed at teachers, such as alerts to literature, information skills training, and advice on resources. However, their sources of research for teachers were limited in nature. Librarians indicated that teachers did not ask for research information, but if demand were there, they could respond accordingly. Teacher comments suggest that librarians might want to consider being more proactive in distributing information. Though teachers expressed high confidence in their abilities to find information, comments about search habits and practices contradicted this. Most remarks suggested searching techniques that were not sophisticated or showing higher levels of information literacy competency. The respondents were concerned with evaluating the quality of information sources but found this appraisal to be more difficult if the authors did not explain the impact or change in practice that should come from the findings. The participants in this study were likely biased toward using research information more than other teachers. This is an important limitation that the authors do address. Additionally, the response rate for the survey was quite low for the teacher subset. Despite this limitation, data from the questionnaire was used appropriately to confirm and clarify data from the qualitative portions of the study. Conclusion – In order for teachers to appreciate the value of quality research evidence enough to regularly seek it out and place it into practice, a culture of evidence based practice must be embraced and supported by their school authorities. This study indicates significant potential for school librarians and systems to support this culture through proactive dissemination of research, provision of local access to materials, and education related to information literacy. School librarians must evolve from their typical student-centric role to accomplish this.

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Wendo, Dickens Rodrigues, and Arnold Mwanzu. "Importance of e-Books in improving access to scholarly materials by university students in Kenya." Library Hi Tech News 33, no. 8 (October 3, 2016): 1–4. http://dx.doi.org/10.1108/lhtn-04-2016-0022.

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Purpose The purpose of this research is to investigate the significance of e-Books in universities, by looking for critical issues and practices which contribute enormously to enhancing its effectiveness. Design/methodology/approach The study adopted a descriptive research study design. The use of survey was efficient for this study because it was possible to obtain answers to different variables such as attitudes, personal characteristics and behaviors on usage of e-Books. Survey questionnaires were used on a student sample population at United States International University-A. The study was guided by three independent variables: technological factors, individual factors and institutional support factors. The dependent variable was the usage of e-Books. Findings The findings established that a majority of the student are computer literate as a whole and have a clear understanding of e-Books. The results further established that students encounter problems when carrying out searches in e-Books and that there is lack of knowledge of the e-Books subscribed by the university library. Support from the university management on the introduction of e-Books by financing its subscription was one of the factors enhancing the access and use of e-Books. Originality/value Knowledge of the significance of e-Books can assist libraries restructure their e-Books policies and hence hasten the adoption and implementation of e-Books usage in academic libraries in Kenya.

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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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McKenna, Julie. "Best Reference Practices are Not Observed in Telephone Ready Reference Services." Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 32. http://dx.doi.org/10.18438/b89k59.

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A review of: Agosto, Denise A. and Holly Anderton. “Whatever Happened to ‘Always Cite the Source?’” Reference & User Services Quarterly 47.1 (2007): 44-54. Objective – To study source citing practice in telephone reference service in large public libraries in the United States and Canada. Design – Field simulation (unobtrusive testing). Setting – Large public libraries in the United States and Canada. Subjects – Telephone reference staff of the 25 largest public libraries in the United States and Canada. Methods – The 2005 World Book Almanac was used to select the 25 largest (in terms of population served) public libraries in Canada and the United States. Each system’s Web site was checked to locate the telephone number for reference service. For some systems it was necessary to call the general telephone number for the main library or the first branch listed on the Web site. Five ready reference test questions were developed from a list of questions that students in a graduate library and information science course had previously asked of public library telephone reference services. The selected questions in the order that they were asked were: 1. Can you tell me when Valentine’s Day is? 2. Who is the current governor/premier (of the state/province where the library is located)? 3. What is the population of Montana? 4. In which state is the Southern Poverty Law Center (SPLC) located? 5. What is the French word for “chiropractor”? The authors called each of the 25 libraries during five consecutive weeks at different times of the business day. Each week, one question was asked; once an answer was received, no clarification was requested and the call was ended. The study reports the results of 125 reference transactions. For this study, the following definitions were used to assess complete citation for each type of information resource: • For a Web site – the complete URL (title and sponsor of the site not required). • For a digital database – the database title and the title and year of the specific item (author, publisher, page number not required). • For a print resource – the title and year (author, edition, page number, publisher and place of publication not required). Each reference transaction was noted to record whether the answer was correct and to define the nature of source citing that occurred. Other notes were kept to describe other respondent behaviors and attitudes demonstrated during the transaction. Main Results – 93.6% of the answers to the 125 reference questions were correct. Complete citations were provided seven times (5.6%) and partial citations were provided an additional thirty-one times (24.8%). In 68% of the 125 transactions, no source citation information was provided. There was a corresponding relationship between the difficulty of the reference question and the respondent’s provision of any citation source (either a complete or incomplete citation source). Sources were generally not provided for simple questions even though the practice of citing is expected for all levels of questions. The practice of citing in order to reveal the path to the answer so that the user may become independent in the future was not observed. In addition, five “negative closure” techniques were employed by respondents. These included unmonitored referral; immediate referral away from the service; articulating that the encounter would not be successful at the start; shutting down the transaction either by tone of voice or by use of phrase that precluded any further interaction with the user; or claiming that the information did not exist or was not available. A reliance on digital formats rather than print sources was found. Conclusion – The accuracy rate of the answers to the questions was very high (93.6%), but other aspects of the service were considered to be less than satisfactory. The Reference and User Services Association (RUSA) Guidelines, considered the best practices for reference service, were not observed and in particular, the source citation rule was not followed.

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Goertzen, Melissa. "Longitudinal Analysis of Undergraduate E-book Use Finds that Knowledge of Local Communities Drives Format Selection and Collection Development Activities." Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 112. http://dx.doi.org/10.18438/b8bw5q.

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A Review of: Hobbs, K., & Klare, D. (2016). Are we there yet?: A longitudinal look at e-books through students’ eyes. Journal of Electronic Resources Librarianship, 28(1), 9-24. http://dx.doi.org/10.1080/1941126X.2016.1130451 Abstract Objective – To determine undergraduate students’ opinions of, use of, and facility with e-books. Design – A qualitative study that incorporated annual interview and usability sessions over a period of four years. The protocol was informed by interview techniques used in prior studies at Wesleyan University. To supplement the body of qualitative data, the 2014 Measuring Information Service Outcomes (MISO) survey was distributed; the researchers built five campus-specific e-book questions into the survey. Setting – A small university in the Northeastern United States of America. Subjects – 28 undergraduate students (7 per year) who attended summer session between the years of 2011-2014 recruited for interview and usability sessions; 700 full-time undergraduate students recruited for the 2014 MISO survey. Methods – The method was designed by a library consortium in the Northeastern United States of America. The study itself was conducted by two librarians based at the single university. To recruit students for interview and usability sessions, librarians sent invitations via email to a random list of students enrolled in the university’s summer sessions. Recruitment for the 2014 MISO survey was also conducted via email; the survey was sent to a stratified, random sample of undergraduate students in February 2014. Interview sessions were structured around five open-ended questions that examined students’ familiarity with e-books and whether the format supports academic work. These sessions were followed by the students’ evaluation of specific book titles available on MyiLibrary and ebrary, platforms accessible to all libraries in the CTW Consortium. Participants were asked to locate e-books on given topics, answer two research questions using preselected e-books, explain their research process using the above mentioned platforms, and comment on the overall usability experience. Instead of taking notes during interview and usability sessions, the researchers recorded interviews and captured screen activity. Following sessions, they watched recordings, took notes independently, and compared notes to ensure salient points were captured. Due to concerns that a small pool of interview and usability candidates might not capture the overall attitude of students towards e-books, the researchers distributed the 2014 MISO survey between the third and fourth interview years. Five additional campus-specific e-book questions were included. The final response rate was 33%. Main Results – The results of the interviews, usability studies, and MISO survey suggest that although students use print and electronic formats for complementary functions, 86% would still select print if they had to choose between the formats. Findings indicate that e-books promote discovery and convenient access to information, but print supports established and successful study habits, such as adding sticky notes to pages or creating annotations in margins. With that being said, most students do not attempt to locate one specific format over another. Rather, their two central concerns are that content is relevant to search terms and the full-text is readily available. Study findings also suggest that students approach content through the lens of a particular assignment. Regardless of format, they want to get in, locate specific information, and move on to the next source. Also, students want all sources – regardless of format – readily at hand and arranged in personal organization systems. PDF files were the preferred electronic format because they best support this research behaviour; content can be arranged in filing systems on personal devices or printed when necessary. Because of these research habits, digital rights management (DRM) restrictions created extreme frustration and were said to impede work. In some cases, students created workarounds for the purpose of accessing information in a usable form. This included visiting file sharing sites like Pirate Bay in order to locate DRM free content. Findings demonstrated a significant increase in student e-book use over the course of four years. However, this trend did not correspond to increased levels of sophistication in e-book use or facility with build-in functions on e-book platforms. The researchers discovered that students create workarounds instead of seeking out menu options that save time in the long run. This behaviour was consistent across the study group regardless of individual levels of experience working with e-books. Students commented that additional features slow down work rather than creating efficiency. For instance, when keyboard shortcuts used to copy and paste text did not function, students preferred to type out a passage rather than spend time searching for copy functions available on the e-book platform. Conclusion – Academic e-books continue to evolve in a fluid and dynamic environment. While the researchers saw improvements over the course of four years (e.g., fewer DRM restrictions) access barriers remain, such as required authentication to access platform content. They also identified areas where training sessions lead by librarians could demonstrate how e-books support student research and learning activities. The researchers also found that user experiences are local in nature and specific to campus cultures and expectations. They concluded that knowledge of local user communities should drive book format selection. Whenever possible, libraries should provide access to multiple formats to support a variety of learning needs and research behaviours.

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Matarazzo, James, and Toby Pearlstein. "Salaries of special librarians in the United States." IFLA Journal 40, no. 2 (June 2014): 116–19. http://dx.doi.org/10.1177/0340035214529736.

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Alcock, Lindsay J. "Low Level Evidence Suggests That Librarian-Led Instruction in Evidence Based Practice is Effective Regardless of Instructional Model." Evidence Based Library and Information Practice 12, no. 2 (June 29, 2017): 163. http://dx.doi.org/10.18438/b8xh3f.

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A Review of: Swanberg, S. M., Dennison, C. C., Farrell, A., Machel, V., Marton, C., O'Brien, K. K., … & Holyoke, A. N. (2016). Instructional methods used by health sciences librarians to teach evidence-based practice (EBP): a systematic review. Journal of the Medical Library Association: JMLA, 104(3), 197-208. http://dx.doi.org/10.3163/1536-5050.104.3.004 Abstract Objective – To determine both the instructional methods and their effectiveness in teaching evidence based practice (EBP) by librarians in health sciences curricula. Design – Systematic review. Setting – A total of 16 databases, Google Scholar, and MLA Annual Meeting abstracts. Subjects – There were 27 studies identified through a systematic literature search. Methods – An exhaustive list of potential articles was gathered through searching 16 online databases, Google Scholar, and MLA Annual Conference abstracts. Inclusion and exclusion criteria were identified to inform the literature search and determine article eligibility. Duplicates were removed and the remaining search results were divided into sets and assigned to two reviewers who screened first by title/abstract and then by full-text. A third reviewer addressed disagreement in article inclusion. Data extraction, using a validated method described by Koufogiannakis and Wiebe (2006), and critical appraisal, using the Glasgow checklist (1999), were performed concurrently. Main Results – After removal of duplicates 30,043 articles were identified for initial title/abstract screening. Of the 637 articles assessed for full-text screening 26 articles and 1 conference proceeding ultimately met all eligibility criteria. There was no meta-analysis included in the synthesis. There were 16 articles published in library and information science journals and 10 in health sciences journals. Of those studies, 22 were conducted in the United States. A wide range of user groups was identified as participants in the studies with medical students and residents representing the highest percentage and nursing and other allied health professional programs also included. While there was variation in sample size and group allocation, the authors estimate an average of 50 participants per instructional session. Included studies represented research undertaken since the 1990s. All studies addressed at least one of the standard EBP steps including obtaining the best evidence through a literature search (27 studies), developing a clinical question (22 studies), and critical appraisal (12 studies). There were 11 studies which addressed applying evidence to clinical scenarios, and 1 study which addressed the efficacy and efficiency of the EBP process. The majority of studies indicated that literature searching was the primary focus of EBP instruction with MEDLINE being the most utilized database and Cochrane second. Other resources include databases and clinical decision support tools. Teaching methods, including lecture, small group, computer lab, and online instruction, varied amongst the studies. There were 7 studies which employed 1 instructional method while 20 employed a combination of teaching methods. Only one study compared instructional methods and found that students obtained better scores when they received online instruction as compared with face-to-face instruction. The difference, however, was not statistically significant. Skills assessments were conducted in most of the studies utilizing various measurements both validated and not validated. Given the variation in measurement tools a cross-study analysis was not possible. The most common assessment methods included self-reporting and pre- and post-surveys of participants’ attitudes and confidence in EBP skills. Randomization was utilized in 10 studies, and an additional 3 studies had a “clearly defined intervention group.” There were 10 blinded studies and 15 studies utilized cohorts with pre- and post- intervention assessments. There were 25 studies which included descriptive statistics and many also included inferential statistics intended to show significance. Differences between groups were assessed with parametric measures in 9 studies and non-parametric measures in 15 studies. Good to high statistical significance on at least 1 measurement was achieved in 23 studies. Given the absence of effect sizes, the level of differences between study groups could not be determined. Conclusion – Numerous pedagogical methods are used in librarian-led instruction in evidence based practice. However, there is a paucity of high level evidence and the literature suggests that no instructional method is demonstrated to be more effective than another.

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Lee, Jongwook, Sanghee Oh, and Gary Burnett. "Organizational Socialization of Academic Librarians in the United States." Journal of Academic Librarianship 42, no. 4 (July 2016): 382–89. http://dx.doi.org/10.1016/j.acalib.2016.04.011.

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Turner, Frederick C., and Marita Carballo de Cilley. "ARGENTINE ATTITUDES TOWARD THE UNITED STATES." International Journal of Public Opinion Research 1, no. 4 (1989): 279–93. http://dx.doi.org/10.1093/ijpor/1.4.279.

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THAYER, NATHANIEL B. "Japanese Attitudes Toward the United States." ANNALS of the American Academy of Political and Social Science 497, no. 1 (May 1988): 89–104. http://dx.doi.org/10.1177/0002716288497001008.

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Opuda, Eugenia. "Relationship Between Academic Library Workers’ Outlooks on Life, Personality, and Goal-Setting Behavior and Achievement." Evidence Based Library and Information Practice 16, no. 4 (December 15, 2021): 150–52. http://dx.doi.org/10.18438/eblip30024.

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A Review of: Lo, L.S. & Anderson, A.M. (2020). Personal goal setting behavior and professional outlooks of academic library employees. Journal of New Librarianship, 5, 204-236. https://doi.org/10.33011/newlibs/9/21 Abstract Objective – To identify a correlation between academic library employees who set New Year’s resolutions and goal-setting behavior in professional contexts, and to explore practices, personal attitudes, and outlooks that influence goal-setting and goal-achievement Design – Non-experimental multiple choice questionnaire Setting – Online Subjects – 308 adult participants (over 21 years old) who work in academic library settings including staff, librarians, and administration Methods – The authors designed an online, non-experimental multiple choice questionnaire through Qualtrics. The authors distributed study invitations to multiple professional library listservs, though it is unclear which listservs were included and what geographic location was covered. The survey was available for roughly a month from February 1-26, 2016. The survey screened participant demographics to omit those under 21 years of age and all identifying information was removed in order to protect participant privacy. All participation was voluntary and participants who were interested in contributing to a follow-up research study were asked to share their contact emails. Main Results – Most participants (n=182, 59%) set no New Year's resolutions in 2015 and half (n=155, 50%) set no resolutions in 2016. When asked to explain, 23% noted that they hadn't considered setting resolutions in 2016, 9% did not prioritize setting goals, and 5% felt that they could not achieve their goals. Additionally, over 50% articulated other reasons including not prioritizing goal-setting for New Year’s, noting that setting goals around the academic year was timelier, and that some participants already had enough goals to achieve. In 2016, half of participants (n=153, 50%) set New Year’s resolutions. By far the most common resolution was physical fitness and healthy eating (n=64, 42%). About 19% set occupational goals including skill building, and 15% set emotional goals including cultivating optimism and mindfulness. When asked about goal-setting practices, 36% of the 2016 resolution setters described writing or typing out their goals, 59% shared their goals with others, and nearly 90% enacted changes in their daily routines in order to achieve their goals. 26 participants used all of the goal setting practices above. This group prioritized their top goals and felt confident about reaching those goals. Four participants did not practice goal-setting techniques, and also felt less confident about achieving their goals. 49% of 2016 resolution setters had somewhat optimistic outlooks, and 24% had very optimistic life outlooks. Of those with pessimistic life outlooks, nearly all believed it would be difficult to accomplish goals. Respondents who claimed to be very ambitious were likely to set occupational goals as their top goal. 81% of those in dean and director positions reported being very ambitious and 85% also reported being optimistic. All deans and directors felt confident about accomplishing their goals. For middle managers, 75% felt ambitious and 72% felt optimistic. Professional librarians were 66% ambitious and 72% optimistic. Conclusions – This study's findings align closely with United States national averages about the percentage of Americans who set New Year’s resolutions and achieve their goals. Data suggests some relationship between academic library workers’ outlooks on life and confidence in achieving their goals, as well as a correlation between goal setting strategies and achieving goals. The authors express optimism that 20% of participants who set New Year's resolutions chose to list occupational goals as their top goals, especially considering that resolution-setting comprises an incredibly broad array of options. The authors suggest that data can be used by academic library administrators to increase worker job performance, improve worker wellness, establish mentorship programs, and train workers to set attainable goals.

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Kozlowska, Anna, and Jung Scoulas. "International Scholarly Activity among Academic Librarians in the United States." College & Research Libraries 81, no. 6 (2020): 1021–42. http://dx.doi.org/10.5860/crl.81.6.1021.

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Adamich, Tom. "Veterans (Librarians) Helping Veterans." DttP: Documents to the People 46, no. 3 (October 8, 2018): 15. http://dx.doi.org/10.5860/dttp.v46i3.6827.

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Libraries serving veterans and veterans’ needs is not a new concept. More than 120,000 libraries across the United States support veterans by providing “safe places where people care and want to help, and where core professional values of respect and confidentiality are upheld.” This role defines not only the inherent service mission of libraries in general, but also the democratic and inclusive qualities that library workers strive to uphold daily.

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Colon-Aguirre, Monica, and Katy Kavanagh Webb. "An exploratory survey measuring burnout among academic librarians in the southeast of the United States." Library Management 41, no. 8/9 (August 11, 2020): 703–15. http://dx.doi.org/10.1108/lm-02-2020-0032.

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PurposeThe main purpose of this work is to uncover and identify the issues that academic librarians consider important in the attainment of work–life balance. This work will focus on exploring their experiences with different dimensions of burnout.Design/methodology/approachThe topic of burnout is explored by analyzing the results of a survey based on the Maslach Burnout Inventory (MBI), which was distributed among librarians at a group academic institutions that are members of the Association of Southeastern Research Libraries (ASERL).FindingsThe findings of this study do not demonstrate evidence of burnout among the sample population. However, the results do present plenty of opportunities for further exploration such as the relationship between burnout and personal factors, including LGBTQA + status and race or ethnic minority status.Research limitations/implicationsFurther exploration of the topic of burnout should be followed up with more qualitative studies, especially those employing interviews.Practical implicationsImprovement of human resource practices, which reduces the incidence of burnout among academic librarians, is something that can only be accomplished at the organizational level. Human resource practices can create a work environment that enhances productivity by improving the quality of life of employees.Originality/valueThis work explores and assesses academic librarian burnout, among those working in academic institutions in the southeastern United States. To date, no study has been undertaken that looks at burnout across broad types of work performed by academic librarians and librarians at different institutions.

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Faulkner, Ashley E. "Financial literacy education in the United States: Exploring popular personal finance literature." Journal of Librarianship and Information Science 49, no. 3 (November 20, 2015): 287–98. http://dx.doi.org/10.1177/0961000615616106.

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As libraries work to define their roles within the global financial literacy education movement, it will serve them well to understand the popular literary component to this movement: the personal finance self-help genre. In this literature study, the author read 12 of the most popular books of this genre, as determined by simulations of likely Google searches, and conveys herein some of the beliefs and strategies these books may have imparted to library patrons. This study will benefit librarians by enhancing their understanding of the personal finance genre, conveying the genre’s interrelation to the current financial literacy movement, and even prompting librarians to question their own understanding regarding certain financial literacy components.

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Koropeckyj-Cox, Tanya, and Gretchen Pendell. "Attitudes About Childlessness in the United States." Journal of Family Issues 28, no. 8 (August 2007): 1054–82. http://dx.doi.org/10.1177/0192513x07301940.

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Merga, Margaret K., and Catherine Ferguson. "School librarians supporting students’ reading for pleasure: A job description analysis." Australian Journal of Education 65, no. 2 (February 15, 2021): 153–72. http://dx.doi.org/10.1177/0004944121991275.

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Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed that reading for pleasure is positioned as a valued aspect of the school librarians’ educative role in the United States and Australia, given factors such as evolving demands placed on the profession. Through hybrid content analysis of job description documents, this article explores which aspects of the current school librarian role are related to supporting reading for pleasure, comparing expectations between nations. While there are some similarities in the nature of the reading for pleasure role in the United States and Australia, Australian school librarians are far more likely to be expected to foster reading for pleasure.

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Lee, Jootaek. "True Values and Justification of Law Libraries: Application of U.S. Law Library Values to Law Libraries in Korea." International Journal of Legal Information 48, no. 2 (2020): 72–84. http://dx.doi.org/10.1017/jli.2020.18.

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U.S. law librarians are formal sources of information to information-seekers in the United States. U.S. law librarians are approachable and visible assets of law libraries within institutions. They also act as gatekeepers of legal information, preventing information corruption and spearheading research into new frontiers of information.

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Mirfakhrai, Mohammad H. "Correlates of Job Satisfaction Among Academic Librarians in the United States." Journal of Library Administration 14, no. 1 (March 31, 1991): 117–31. http://dx.doi.org/10.1300/j111v14n01_08.

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Dufour, Chloe. "An Uphill Battle: Academic Librarians and the Barriers to Scholarship." Pennsylvania Libraries: Research & Practice 9, no. 2 (December 6, 2021): 79–82. http://dx.doi.org/10.5195/palrap.2021.261.

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Some academic librarians within Pennsylvania and across the United States have been granted faculty status by their institutions. With this status comes the expectation that librarians will contribute scholarship to their discipline. However, with many librarians holding only a master’s degree, there is the likelihood that they lack the requisite skills to engage in research. On top of this, multiple studies have shown that librarians feel they lack the time to pursue scholarship on top of their typical job duties. This commentary discusses how these barriers create stress for librarians, hurts their scholarly pursuits, and how the current culture in academia may play a role in it.

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Rodriguez Class, José F. "Librarians Across Institutions: Establishing Outreach Programs." Journal of Library Outreach and Engagement 1, no. 1 (October 26, 2020): 83–103. http://dx.doi.org/10.21900/j.jloe.v1i1.467.

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The data used for this study was collected from Librarians Across Institutions: Establishing Outreach Programs, a study to gather data from academic outreach librarians across the United States to find what factors contribute to effective outreach programs. Conversely, the study also collects data on factors that hinder outreach programs. This study examines support for the most effective and least effective outreach programs carried out by outreach librarians in five support areas: support from other librarians, support from staff, support from faculty, support from students, and support from volunteers. The results collected from the survey contains data from 75 outreach librarians across the United States in 2020.The analysis was completed using dependent sample (t-tests) using Stata software V.16.1. The target group was identified by the creation of a comprehensive list from LinkedIn profiles of academic librarians whose profiles contained outreach in their job title or had outreach experience listed on their profiles. The data shows there is a difference in support levels for library outreach programs of the most effective in contrast with the least effective programs. In the most effective programs’ category, (80%) of the respondents had librarian support and (60%) from the least effective programs had librarian support. The results also revealed that there were significant statistical differences in librarian, staff, and student support groups. In conclusion, results from the study suggest that outreach librarians are innovative and use communication and collaboration techniques to outsource support from librarians, staff, faculty, students, and volunteers to create effective outreach programs.

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Diamond, Jeff. "African-American Attitudes towards United States Immigration Policy." International Migration Review 32, no. 2 (1998): 451. http://dx.doi.org/10.2307/2547191.

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Pye, Lucian W., and David I. Steinberg. "Korean Attitudes toward the United States: Changing Dynamics." Foreign Affairs 84, no. 3 (2005): 150. http://dx.doi.org/10.2307/20034402.

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Domino, George, and Luisa Perrone. "Attitudes toward Suicide: Italian and United States Physicians." OMEGA - Journal of Death and Dying 27, no. 3 (November 1993): 195–206. http://dx.doi.org/10.2190/xng2-nmwe-tn9v-dtlg.

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The Suicide Opinion Questionnaire was administered to 100 Italian and 100 United States physicians, comparable in age, gender, and medical field. Significant differences were obtained on seven of the eight SOQ scales, with Italian physicians showing greater agreement on the mental illness, right to die, religion, impulsivity, normality, aggression, and moral evil scales. Gender differences were obtained in both samples, with males scoring higher. These results are discussed in terms of cultural differences, especially the role of Catholicism.

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RICE, TOM W., and DIANE L. COATES. "GENDER ROLE ATTITUDES IN THE SOUTHERN UNITED STATES." Gender & Society 9, no. 6 (December 1995): 744–56. http://dx.doi.org/10.1177/089124395009006007.

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Gibson, James L., Gregory A. Caldeira, and Lester Kenyatta Spence. "Measuring Attitudes toward the United States Supreme Court." American Journal of Political Science 47, no. 2 (April 2003): 354–67. http://dx.doi.org/10.1111/1540-5907.00025.

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Ward, Carley, Geoffrey Maruyama, Lara Jessen, Wei Song, Lori Kratchmer, and Rob Zeaske. "Attitudes toward Food Insecurity in the United States." Analyses of Social Issues and Public Policy 18, no. 1 (September 30, 2018): 400–424. http://dx.doi.org/10.1111/asap.12168.

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Diamond, Jeff. "African-American Attitudes towards United States Immigration Policy." International Migration Review 32, no. 2 (June 1998): 451–70. http://dx.doi.org/10.1177/019791839803200207.

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Webb, Clive, and Robert Cook. "British attitudes towards the United States since 1941." Journal of Transatlantic Studies 18, no. 3 (June 29, 2020): 277–82. http://dx.doi.org/10.1057/s42738-020-00048-9.

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Connell, Ruth Sara. "Maternity and Paternity Policies Available to Academic Librarians." College & Research Libraries 74, no. 3 (May 1, 2013): 262–71. http://dx.doi.org/10.5860/crl-339.

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This study examines how frequently parental leave and other related childcare policies are available to academic librarians across the United States. It also looks at the relationships between policies offered and types of academic libraries that offer those policies. The author surveyed administrators at academic libraries serving baccalaureate, master’s, and research institutions and discovered that benefits available to academic librarians are not as generous as those available to faculty, and that tenured and tenure-track librarians fare better than counterparts who are not eligible for tenure.

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SUWABE, Naoko, and Yukiko SAKAI. "Credentialing Programs for Health Sciences Librarians in the United States and Japan." Igaku Toshokan 55, no. 2 (2008): 112–20. http://dx.doi.org/10.7142/igakutoshokan.55.112.

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Tang, Yingqi. "Distance Education Librarians in the United States: A Study of Job Announcements." Journal of Academic Librarianship 39, no. 6 (November 2013): 500–505. http://dx.doi.org/10.1016/j.acalib.2013.08.012.

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Detweiler, Brian, Kimberly Mattioli, and Mike Martinez. "Reaching and Teaching Millennials: Designing the Future of Student Services." Legal Information Management 18, no. 4 (December 2018): 219–26. http://dx.doi.org/10.1017/s1472669618000464.

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AbstractToday's students have come to expect library services that are quite different from their predecessors and law librarians must evolve to meet their needs. As law libraries in the United States face the realities of declining enrolment and decreasing budgets, it is imperative that we find new and creative ways to build positive relationships with our students while also preparing them for the realities of practicing law in an environment driven by rapid technological change. Three law librarians from the United States, Brian Detweiler, Kimberly Mattioli, and Mike Martinez, Jr., discuss their successes and failures in reaching out to their student populations, creating and evaluating various student-centred instructional programmes, and in establishing a strategic plan to meet the needs of millennial law students.

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Moeller, Robin A., and Kim E. Becnel. "Recommended Reading: Comparing Elementary/Middle School Graphic Novel Collections to Recommended Reading Lists." Children and Libraries 19, no. 2 (June 4, 2021): 6. http://dx.doi.org/10.5860/cal.19.2.6.

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Booklists created by library and education professionals can be valuable tools for librarians as they develop collections. Based upon the perceived discomfort felt by many school librarians in selecting graphic novels, this research analyzes the extent to which a population of elementary and middle school libraries’ collections in the Southeastern United States reflects the lists of recommended graphic novels annually produced by the Association for Library Service to Children (ALSC).

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Guan, Yichen, Dustin Tingley, David Romney, Amaney Jamal, and Robert Keohane. "Chinese views of the United States: evidence from Weibo." International Relations of the Asia-Pacific 20, no. 1 (August 10, 2018): 1–30. http://dx.doi.org/10.1093/irap/lcy021.

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Abstract We study Chinese attitudes toward the United States, and secondarily toward Japan, Russia, and Vietnam, by analyzing social media discourse on the Chinese social media site, Weibo. We focus separately on a general analysis of attitudes and on Chinese responses to specific international events involving the United States. In general, we find that Chinese netizens are much more interested in US politics than US society. Their views of the United States are characterized by deep ambivalence; they have remarkably favorable attitudes toward many aspects of US influence, whether economic, political, intellectual, or cultural. Attitudes toward the United States become negative when the focus turns to US foreign policy – actions that Chinese netizens view as antithetical to Chinese interests. On the contrary, attitudes toward Japan, Russia, and Vietnam vary a great deal from one another. The contrast between these differentiated Chinese views toward the United States and other countries, on the one hand, and the predominant anti-Americanism in the Middle East, on the other, is striking.

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Dougan, Kirstin. "“YouTube Has Changed Everything”? Music Faculty, Librarians, and Their Use and Perceptions of YouTube." College & Research Libraries 75, no. 4 (July 1, 2014): 575–89. http://dx.doi.org/10.5860/crl.75.4.575.

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YouTube’s accessibility, ease of use, and depth of content are strong lures for music students. But do music teaching faculty and librarians encourage this and do they use it in their own research, teaching, and work? This study surveyed over 9,000 music faculty and over 300 music librarians in the United States. It discovered that faculty rank is at times a factor in faculty use of YouTube for teaching and research—but not always in expected ways. It also found that faculty and librarians do not entirely share perspectives concerning the quality of YouTube’s content, metadata, or copyright concerns.

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Journal articles on the topic 'Librarians United States Attitudes'

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