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Journal articles on the topic 'Educational librarian'
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1
Lubetski, Edith. "Educating the Educators." Judaica Librarianship 11, no. 1 (2003): 76–77. http://dx.doi.org/10.14263/2330-2976.1127.
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Research has confirmed that strong school libraries are linked to academic achievement. Yet, school librarians often confront significant difficulties in obtaining support from administrators. Thoughtful and informative programs to educate administrators demonstrate the vital educational role of the library and librarian in building a strong academic environment.
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Crumpton, Breanne Erin, and Emily Porter-Fyke. "The special library: applicability and usefulness of the MLIS in non-traditional library settings." Bottom Line 29, no. 3 (2016): 151–65. http://dx.doi.org/10.1108/bl-04-2016-0017.
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Purpose The aim of this paper is to examine the versatility of the MLIS degree through the lens of special libraries in terms of education, core competencies and benefits. Special libraries show the value of the Master of Library and Information Science (MLIS) degree in preparing professionals to work across institutional boundaries in non-library and non-educational organizations and bring their services to the populace in sometimes unexpected places. Design/methodology/approach The authors first conducted a literature review of special librarians and their skillsets, as well as how to properly define “special library”. They then examined different MLIS programs geared toward special libraries and how library schools prepare special librarians to benefit their organizations. Findings The conclusion drawn is that possession of an MLIS degree lends a special librarian more credence in the execution of their duties because they have been educated in how to best benefit their institution. While additional subject expertise is an advantage to the special librarian, the skills learned in MLIS degree programs provide an essential foundation. Originality/value This is a collaborative view that brings together outside research regarding various types of special libraries and the librarians that work in them in an effort to illustrate the value of the MLIS degree in an original way.
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Noh, Younghee. "Digital library user privacy: changing librarian viewpoints through education." Library Hi Tech 32, no. 2 (2014): 300–317. http://dx.doi.org/10.1108/lht-08-2013-0103.
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Purpose – The purpose of this paper is to research attempts to educate public librarians in the importance of user privacy issues and assist in reducing privacy violations by providing librarians with an educational program on the subject and measuring its effects. Design/methodology/approach – Research was conducted to examine the influence of education on library user privacy. An education program on the topic was developed and effects of the training were measured with pre- and post-seminar surveys. Findings – Concern for the protection of user privacy increased after the training, and its importance was rated higher as participating librarians became aware of the current likelihood of privacy violations, given the amount of user data libraries collect regularly. The demand for user privacy education also significantly increased after the librarian training course had been completed. Originality/value – This research verified that user privacy awareness can be greatly improved by educating librarians. The awareness change in librarians could greatly contribute to user protection and the basic mission of the library while controversial issues about privacy violation and filter bubbles are seriously discussed.
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Eldredge, Jonathan. "Do Clinical Librarians Matter? The First Randomized Controlled Trial in Librarianship." Evidence Based Library and Information Practice 2, no. 4 (2007): 84. http://dx.doi.org/10.18438/b8rg8f.
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A review of:
 Marshall, Joanne Gard, and Victor R. Neufeld. “A Randomized Controlled Trial of Librarian Educational Participation in Clinical Settings.” Journal of Medical Education 56.5 (1981): 409-16.
 
 Objectives – To determine whether clinical librarian services cause healthcare providers to change their information seeking behaviors. To evaluate librarians’ educational roles for clinicians, patients, and patients’ families.
 
 Design – Randomized controlled trial.
 
 Setting – An academic, health-sciences-center, teaching hospital in Canada.
 
 Subjects – A total of eight teams, each consisting of at least eight members who represented at least three different types of health professionals. Four teams (rheumatology, obstetrics, neurology, and pediatrics) were randomized into the intervention group to receive clinical librarian services for a six-month period, and four teams (hematology, diabetic day care, pain clinic, and community psychiatry) were randomized into the control group that did not receive clinical librarian services.
 
 Methods – Two half-time clinical librarians attended the intervention groups’ rounds, clinics, and conferences identified as having educational components or where questions would likely arise related to patient care. The two clinical librarians handled 600 perceived or actual information requests, delivered 1,200 documents, and provided over 3,000 references during the twelve-month study period of September 1978 to August 1979. The typical service consisted of the clinical librarian securing one or two articles relevant to the question raised along with pertinent references placed in a “hot topics” ring binder located in the clinical wards. Healthcare providers were alerted to or reminded about the clinical librarian service through a brochure and an exhibit. The brochure also advertised the clinical librarian service to patients or their families. Approximately 24% of all information requests fielded by the clinical librarians originated from patients or their families. The remaining information requests originated from physicians (40%), allied health professionals (21%), and nurses (15%) belonging to these interdisciplinary intervention group teams.
 
 Main Results – Trained impartial interviewers conducted in-depth interviews with members of both the intervention group teams and the control group teams immediately following the first six-month study period and then again three months after the end of the study period. Following the initial six months of the study period, 67% of the members of the intervention group compared to 37% of the members of the study group used the library’s reference services. Three months after the study period had ended, 76% of the members of the intervention group compared to 49% of the members of the study group had used the reference services. The authors reported in a one-sentence page note that these findings were statistically significant beyond the .05 level as measured by chi-square and analysis of variance tests. Three months after the study period had ended, 60% of the members of the intervention group compared to 38% of the members of the study group reported rating highly the use of library resources. In addition, three months after the study period had ended, 36% of the members of the intervention group compared to 27% of the members of the study group reported rating highly the use of reference librarians. Although patients or their families were generally positive in rating the clinical librarians’ services, they proved to be a difficult population upon which to conduct a comprehensive follow-up evaluation study once patients had left the hospital.
 
 Conclusion – The authors conclude that the clinical librarian services to the four intervention groups had changed the group members’ information seeking behavior.
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Feldman, Devin, and Susan Sciammarella. "Both Sides of the Looking Glass: Librarian and Teaching Faculty Perceptions of Librarianship at Six Community Colleges." College & Research Libraries 61, no. 6 (2000): 491–97. http://dx.doi.org/10.5860/crl.61.6.491.
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Librarians and teaching faculty often have different perceptions of the roles of the library and the librarian in undergraduate education. A study surveying six community colleges reveals that there is much room for improvement in the interrelationship between librarians and teaching faculty. More effective communication and mutual respect would enhance the educational experience for students and provide a richer learning environment.
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Taranenko, L. G. "The educational-methodological support evolution of library local history courses." Bibliosphere, no. 4 (December 30, 2016): 51–58. http://dx.doi.org/10.20913/1815-3186-2016-4-51-58.
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Regional library local history is a comprehensive library activity requiring special professional training. The author reveals the issue of teaching library local history at library higher schools; searched educational publications on local history in the electronic catalogues of libraries and bibliographic indices. It was revealed 48 academic publications on library local history for 1930-2014. The study objective is to trace the evolution of educational publications on the problems of teaching librarian local history in a library higher school. It was presented the analysis of textbooks on the following features: types of educational publications, authors, scientific schools and content. The study revealed expanding diversity of educational publications on library local history, from single programs, lectures to textbooks, educational-methodical complexes and electronic textbooks. At the same time, it was found out a lack of new integrated textbooks, «fragmentation» in teaching and representing certain aspects of local librarian history in educational work, insufficient number of electronic textbooks and absence of interactive electronic educational materials for universities. The fundamentals of teaching local librarian history were started by two scientific schools in St. Petersburg State Institute of Culture and Moscow State Institute of Culture. The formation of the library local history as an educational course is associated with the name of N. V. Zdobnov. The largest contribution to the development of educational-methodological support for library local history was made by A. V. Mamontov and N. N. Shcherba. The substantive aspect of educational-methodological support for library local history can be divided into three stages. The first stage (1930-1970) is related to the study of local history bibliography only. The second period (1980-1990) is characterized by creating a number of editions covering general problems of regional studies of library local history and library activities on local history study. In 1990s preconditions appeared to expand study of various aspects of library local history. IIt was connected with changes in the state policy of regional development, as well as a growing interest in regional/local history information. The third stage (2000-2010s) of the evolution of educational publications is related, on the one hand, to a more expanded study of some specific aspects of library local librarian (bibliographic processing of local history documents, local history fund or management of local history activities, etc.), on the other hand, to a complex representation of regional studies in cooperation of libraries, archives, museums and other institutions dealing with issues of local history in the region.
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Grabowska, Dorota. "Ewolucja zadań nauczycieli bibliotekarzy w dydaktyce szkolnej." Studia o Książce i Informacji (dawniej: Bibliotekoznawstwo) 37 (June 26, 2019): 93–105. http://dx.doi.org/10.19195/2300-7729.37.7.
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Evolution of tasks of librarian teachers in school didacticsThe article presents changes in tasks faced by teacher-librarians in their pedagogical activities. The following documents were analyzed: teaching principles, reading instructions, educational paths, and core curricula. They reveal the competencies and attitudes that children are to be taught by teacher-librarians. Teacher-librarians support curricula implementation, their tasks change along with the curricula. Nowadays development of not only reading motivation, but also information competencies is being emphasized.
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Sokolov, V. Y. "Valeological support of library-information activities in school libraries." Bibliosphere, no. 4 (December 30, 2017): 71–78. http://dx.doi.org/10.20913/1815-3186-2017-4-71-78.
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The article outlines general characteristics of the originality of forming valeological functions in a school library. The paper objective is to study peculiarities of the valeological support of library-information activities in school libraries, as well as the specifics analysis of their library and cultural-educational work aimed at developing the health culture of this activity subjects The author consistently reveals the peculiarities of forming the valeological function of school libraries under conditions of the information society development and dissemination of information-telecommunication technologies in libraries. The article describes cultural-educational activities of libraries directed to develop the health culture not only in readers (schoolchildren, their parents, teachers), but in librarians themselves. The author applies both general scientific methods of research (analysis, synthesis, deduction, induction, generalization, abstraction, comparative, structural-functional methods, method of system analysis, etc.) and special ones (method of analysis of analog objects, information processing, grouping). While researching the author concludes about necessity of the the following: to equip educational libraries technically; to update and strengthen the information base and book stocks of school libraries; to ensure the access of libraries to information resources, in particular the Internet; to form a unified electronic database of school library collections; to develop a form of resource integration with other educational libraries; to create a standing order on the status of libraries in basic schools; to develop a system for improving the skills of school library staff; to organize special training for school librarians to master their knowledge and skills of a healthy lifestyle. Therefore, the school librarian must be trained according to a separate professional specialization. The social life development requires librarians to know not only the valeology bases, but the ability to navigate in information technologies, school curricula and training courses diversitys. Modern problems of information education and forming a high level of valeological culture can be solved only by combining the efforts of general education institutions and school libraries, teachers and librarians. Pedagogical experience shows that knowledge on the health formation and preservation is a necessary and insufficient factor in students' personality development. To influence the behavior, informative methods should be combined with life skills of effective work and rest, physical activity, rational nutrition, an ability to analyze health issues and make appropriate decisions. Thus, forming health culture through library-information activities provides arming school readers and librarians with knowledge on social and individual health and applying certain information technologies in their activities.
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Piotrowska, Renata. "Wykorzystanie oferty edukacyjnej biblioteki szkolnej przez nauczycieli przedmiotowych — wyniki sondażu." Roczniki Biblioteczne 60 (June 8, 2017): 345–56. http://dx.doi.org/10.19195/0080-3626.60.16.
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USE OF EDUCATIONAL RES OURCES OF SCHOOL LIBRARIES BY TEACHERS OF VARIOUS SUBJECTS — RESULTS OF A SURVEYThe author of the paper discusses cooperation between teachers of various subjects and school librarians. She stresses that from the point of view of developing information literacy, such cooperation translates into development of the pupils’ skills. She points to the recommendations of American librarian societies in this respect Information Power. Guidelines for School Library Media Programs and Information Power. Building partnerships for learning as well as Polish ministerial recommendations annex to Rozporządzenie Ministra Edukacji Narodowej z 27 sierpnia 2012 r. w sprawie podstawy programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół [Regulation of the Minister of National Education of 27 August 2012 on the core curriculum for kindergartens and general education in various types of schools]. At the same time the author’s analysis of the curricula for various subjects in Poland in the second half of the 20th century demonstrates that the problem was marginalised with the exception of Polish language curricula. The aim of the author’s study was to establish whether teachers of selected subjects used the potential of school libraries in line with the ministerial recommendations. In addition, the author was looking for a link between the type of the subject taught at school and use of educational resources of the school library. The author discusses the results of her diagnostic survey N=244. The statistical conclusions are based on the results of chisquared tests. The results show unequivocally that teachers of Polish are statistically more likely, than teachers of other subjects included in the study, to use the educational resources of the school library, to suggest that they should be expanded and to collaborate with the librarian.
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Nurhayati, Anna. "STRATEGI PUSTAKAWAN DALAM MENYUKSESKAN AKREDITASI PERPUSTAKAAN SEKOLAH (STUDI KASUS PERPUSTAKAAN SD MUHAMMADIYAH SAPEN SDIT LUKMAN AL-HAKIM YOGYAKARTA)." LIBRARIA: Jurnal Perpustakaan 4, no. 2 (2017): 289. http://dx.doi.org/10.21043/libraria.v4i2.1834.
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This study will describe: the role of librarians in the successful accreditation of the school library. The approach qualitative research conducted with the type of case studies and research subjects SD Muhammadiyah Sapen and SDIT Lukman Al-Hakim. Informants involved is the librarian at the sites.The results of this study indicate that the library accreditation results are influenced by librarians competency managerial competencies; Information management competence, educational competence, personal competence; social competence, and competence of professional development.
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Damber, Ulla. "Library and school partnership on the move - a study of second language learners’ early literacy development." Journal of Language and Cultural Education 3, no. 2 (2015): 14–21. http://dx.doi.org/10.1515/jolace-2015-0010.
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Abstract A study of eight multicultural suburban Swedish classes forms the backdrop of an analysis of the role of the library in students’ development towards becoming skilled readers. In-depth interviews with five teachers and one librarian involved in the classes provide empirical data, even though background information was collected with mixed research methods. The librarian’s narrative is the primary source of data in this article. The children′s educational trajectory from the preschool class to third grade is in focus. The present meta-analysis highlights the role of the library and the librarian, with respect to linkages made to the children’s overall literacy development. As a tool for analysis critical literacy theory was used, thus extending the influence of the librarian′s participation beyond the actual literacy practice, to the surrounding society. The results indicate that the library played a vital role in several ways, for teachers and students as well as for the parents. The collaboration between the librarian and the teachers started with the librarian having book talks with the children. However, she became a participant in the team’s planning and follow-up activities, linking the worlds in and out of school.
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Tillotson, Calantha. "Book Review: Learner-Centered Pedagogy: Principles and Practice." Reference & User Services Quarterly 57, no. 3 (2018): 219. http://dx.doi.org/10.5860/rusq.57.3.6614.
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In Learner-Centered Pedagogy, Klipfel and Cook fuse philosophy and learner theory to provide the instruction librarian community with the pedagogical foundation it requires. This foundation is especially vital given that many employers today require applicants for even entry-level reference and instruction positions to be well versed in both theoretical and practical educational methodologies, and the “library school curriculum has been slow to catch up” (p. xii). As Klipfel and Cook point out, despite the “professional transition toward librarians as educators,” most ALA-accredited library programs do not require or even provide adequate “courses in instructional pedagogy or user education” (xii). Although this curricular inadequacy can be debilitating to recent graduates seeking employment as instruction librarian, books such as this one can provide the theoretical base necessary for applicants to gain a foothold in the profession and for current instructional librarians to improve and expand their information literacy programs.
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Gilbert, Cecily, Kathleen Gray, Kerryn Butler-Henderson, and Ann Ritchie. "Digital Health and Professional Identity in Australian Health Libraries: Evidence from the 2018 Australian Health Information Workforce Census." Evidence Based Library and Information Practice 15, no. 1 (2020): 38–58. http://dx.doi.org/10.18438/eblip29640.
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Abstract
 Objective – This research aimed to examine the characteristics of the current health library professional workforce in Australia. The study also sought to explore the areas of health library competency domains and job functions that may reflect progress toward a specialized digital health information capability.
 Methods – Health librarians’ responses to the May 2018 Australian Health Information Workforce Census were analysed and compared with results obtained in earlier census counts. The health librarian characteristics were also compared with other health information occupations included in the Census.
 Results – There were 238 usable health librarian responses. These indicate that the health librarian workforce continues to be a comparatively mature population, with substantial experience, increasing involvement in data- and technology-intensive functions, high levels of professional association membership, and participation in continuing education activities. Notably there are emerging role titles and job functions which point to a greater digital health focus in the changing work realm.
 Conclusion – The health librarian workforce has adapted its skills, in line with the increased digital emphasis in health information work. However, as with other health information occupational groups, it is possible that health system planners and funders are not aware of librarians’ current functions and skills. This mature workforce may undergo significant attrition and consequent loss of expertise in the next decade. Continued advocacy and strategic planning around these factors with workforce, healthcare quality, and educational organizations will be required.
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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 (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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Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.
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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.
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Seago, Brenda L. "School of Medicine CBIL librarian: an educational informationist model." Reference Services Review 32, no. 1 (2004): 35–39. http://dx.doi.org/10.1108/00907320410519379.
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Hertzberg, Scott, and Lawrence Rudner. "Quality of Researchers' Searches of the ERIC Database." education policy analysis archives 7 (August 25, 1999): 25. http://dx.doi.org/10.14507/epaa.v7n25.1999.
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During the last ten years, end-users of electronic databases have become progressively less dependent on librarians and other intermediaries. This is certainly the case with the Educational Resources Information Center (ERIC) Database, a resource once accessed by passing a paper query form to a librarian and now increasingly searched directly by end-users. This article empirically examines the search strategies currently being used by researchers and other groups. College professors and educational researchers appear to be doing a better job searching the database than other ERIC patrons. However, the study suggests that most end-users should be using much better search strategies.
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Herron, David, and Lotta Haglund. "Students and Graduates Learn Library Educational Content from Interactive Multimedia Tutorials." Evidence Based Library and Information Practice 1, no. 4 (2006): 64. http://dx.doi.org/10.18438/b84k5r.
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A review of:
 
 Markey, Karen, Annie Armstrong, Sandy De Groote, Michael Fosmire, Laura Fuderer, Kelly Garrett, Helen Georgas, Linda Sharp, Cheri Smith, Michael Spaly, and JoniE. Warner. “Testing the Effectiveness of Interactive Multimedia for Library-User Education.” portal: Libraries & the Academy 5.4 (Oct. 2005): 527-54.
 
 Objective –To demonstrate the effectiveness of interactive multimedia tutorials in delivering library educational content, and to evaluate librarian experiences of developing multimedia tutorials, both as part of the LUMENS (Drabenstott) project.
 
 Design – User study (questionnaire and interviews) using pretest-posttest design.
 
 Setting – Four academic libraries in the United States. One library dropped out during the course of the project.
 
 Subjects – Ninety university students from the University of Illinois Chicago (UIC), Purdue University, and the University of Notre Dame participated in the main study to evaluate three of the tutorials: “Doing research an introduction to the concepts of online searching,” “How to read a scientific paper,” and “Hungry for information?” Another group of 15 subjects from UIC, consisting of 10 graduate students, 2 faculty, 2 librarians, and one fellow, assessed a fourth tutorial “Keeping current in your field.” Librarians were interviewed about their experiences producing the interactive multimedia tutorials.
 
 Methods – The 90 students were given a pretest containing questions about library educational content and five demographic questions. The students used the multimedia tutorial for 15-30 minutes and immediately afterward were given a posttest containing comparable questions to the pretest in terms of content and difficulty. The students were also asked to rate their experiences of using the tutorials in various ways on a scale from 0-10. At UIC, the experiences of the subjects using the multimedia tutorial were assessed by personal interviews. Librarians producing the multimedia tutorials were asked about their experiences of developing multimedia tutorials through e-mail, listserv discussion, phone calls, and face-to-face personal and group interviews.
 
 Main results – All three libraries measured a significant increase (using a one sample t-test, p75%) of students were familiar with tutorial content before start. Despite this, most of the students found the tutorials useful and enjoyable, and the majority were fairly likely to recommend the tutorial to a friend. Interviews with subjects at UIC revealed similar experiences, except that the subjects were less familiar with the tutorial content at the beginning, and they were more likely to return to the tutorial for a refresher. The tutorial with the highest amount of interactivity was the most popular. The librarians found it difficult to find time to learn Macromedia Flash and to work within the LUMENS project generally. Eight out of 15 librarians remained with the project over the entire period. 
 
 Conclusion – Students learned library educational content by using multimedia tutorials and seemed to enjoy the experience, and educational librarians should lead multi-expert project teams in tutorial production. Finally, the educational value of multimedia tutorials must be offset from the time and effort needed to produce them.
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Douglas, Veronica Arellano, and Celia E. Rabinowitz. "Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students’ Information Literacy Abilities." College & Research Libraries 77, no. 2 (2016): 144–63. http://dx.doi.org/10.5860/crl.77.2.144.
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Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary’s College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students’ demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.
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Restanti, Anisa Sri. "Challenges and Strategies to Develop a Positive Image of the Library." Record and Library Journal 1, no. 2 (2018): 94. http://dx.doi.org/10.20473/rlj.v1-i2.2015.94-104.
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Information technology has been used in the management of the library. There are several libraries have been integrated with the internet to provide services. But the library still image as an institution or an old building that contains the bookshelves and librarian profession under other professions. This article is presented to determine some of the challenges and strategies that can be done in fostering a positive image of the library. Based on the literature study and observation, it’s known, that the challenges are differences in educational background librarians, foster a positive image has not been planned, the development of information technology, the implementation of the code of ethics of librarians is not maximal. In the face of the challenges in creating a positive image, there are strategies that can be done that in terms of internal and external libraries. Thus, it can be concluded that, to foster a positive image of the library is needed strategies and synergies as well as the responsibility of all aspects of the library. Recommendation for librarians are important to develop personal branding. Furthermore, for the library after successfully building a positive image should be able to maintain and restore the image when a crisis.
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Restanti, Anisa Sri. "Challenges and Strategies to Develop a Positive Image of the Library." Record and Library Journal 1, no. 2 (2017): 94. http://dx.doi.org/10.20473/rlj.v1i2.1163.
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Information technology has been used in the management of the library. There are several libraries have been integrated with the internet to provide services. But the library still image as an institution or an old building that contains the bookshelves and librarian profession under other professions. This article is presented to determine some of the challenges and strategies that can be done in fostering a positive image of the library. Based on the literature study and observation, its known, that the challenges are differences in educational background librarians, foster a positive image has not been planned, the development of information technology, the implementation of the code of ethics of librarians is not maximal. In the face of the challenges in creating a positive image, there are strategies that can be done that in terms of internal and external libraries. Thus, it can be concluded that, to foster a positive image of the library is needed strategies and synergies as well as the responsibility of all aspects of the library. Recommendation for librarians are important to develop personal branding. Furthermore, for the library after successfully building a positive image should be able to maintain and restore the image when a crisis.
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Vassilakaki, Evgenia, and Valentini Moniarou-Papaconstantinou. "Beyond preservation: investigating the roles of archivist." Library Review 66, no. 3 (2017): 110–26. http://dx.doi.org/10.1108/lr-09-2016-0077.
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Purpose This paper aims to identify through a systematic review the roles that archivists adopt in a changing archival landscape and to illustrate any similarities between the roles of archivist and librarians. Design/methodology/approach The systematic literature review approach was adopted for the purposes of this research. Specifically, peer-reviewed literature published in English between 2000 and 2015 was considered. The relevant papers were retrieved based on specific search terms run on related databases. Findings The analysis showed that the traditional roles of record-keeper and collection manager were still relevant, whereas new ones, namely, digital archivist, archivist as educator and dual archivist/librarian, started to prevail. The technological developments as well as the social and educational changes seemed to have affected the emergence of these new roles, whereas the need for collaboration and communication among archivists, librarians and researchers was evident in many roles, namely, archivist as educator, dual archivist/librarian and archivist as researcher. Originality/value This literature review explored the different roles that archivists adopt within their work context and not the archivists’ skills, duties and responsibilities.
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Lyon, Colleen, Gina Bastone, and Sarah Brandt. "Opening up to OER: Creating Open Education Awareness on a large campus." College & Research Libraries News 81, no. 6 (2020): 294. http://dx.doi.org/10.5860/crln.81.6.294.
Full textAbstract:
ike many academic libraries, the University of Texas Libraries (UT) at UT-Austin is looking for ways to increase awareness of open educational resources (OER) on our campus. Our university does not have an OER mandate from our central campus administration, so the path towards greater awareness hasn’t been straightforward. We hope that sharing our nascent attempts to start this conversation on our campus, which have included starting a working group, offering faculty workshops, and fundraising for an OER librarian position, will help others begin to champion OER on their campuses.
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McGeary, Bryan, Christopher Guder, and Ashwini Ganeshan. "Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (2021): 1–27. http://dx.doi.org/10.21083/partnership.v16i1.6149.
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This article presents a case study for transitioning library-led open-educational resources (OER) initiatives away from labor-intensive activities to a model where library personnel focus on project management responsibilities. This shift from labour-intensive activities, such as workshops and training sessions, led to more collaborative partnerships with faculty and students to produce OER projects. In particular, we focus on labour implications for the various stakeholders involved and the sustainability of these initiatives. We describe several initiatives undertaken by the Ohio University Libraries to encourage open educational resource adoptions and projects, including a grant-funded initiative to provide support services for faculty creating OER. That funding, which was awarded to enhance undergraduate education, has been used to support the development of five OER projects that have directly involved students in the creation of those materials. We provide an overview of the various ways in which students have become involved in OER creation in partnership with faculty and librarians and discuss the impact these partnerships have had on student-faculty-librarian relationships and student engagement. Among these projects are an Hispanic linguistics open textbook created using only student-authored texts, student-generated test banks to accompany existing OER materials for a large-enrollment art history course, and several other projects in which hired student assistants are helping faculty to develop content for open textbooks. This article helps to address a gap in the literature by providing transparency regarding the personnel, costs, and workflow for Ohio University Libraries’ OER initiatives and addressing potential areas of concern surrounding student labour.
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McKie, Annamarie. "Postcards from the edge: a journey of transition from art librarian to educational developer." Art Libraries Journal 42, no. 2 (2017): 63–65. http://dx.doi.org/10.1017/alj.2017.4.
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In reflecting upon my own transition from art librarian to academic developer, I can strongly relate to my library colleague's frustration in terms of espousing ‘what works’, with ‘earning the right to be heard’. We know we need to move beyond deficit models of learning support which are not practically, pedagogically or ethically supportable. But, we are compromised in this quest by traditional perceptions of the librarian and academic developer role, which do not always position us as equal with our academic partners or as a key partner in the student learning process.
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N., Lazarus, Jinadu I., Eddy-Ugorji C., and Imam Abayomi. "Institutional support for professional competence of librarians to improve the codification and preservation of traditional knowledge in the libraries." Tropical Journal of Education 2, no. 1/2 (2021): 22–44. http://dx.doi.org/10.47524/tje.v2i1.5.
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Codification and preservation of traditional knowledge is of great importance, more so by professionals from the library and information science. Acquisition and management of traditional knowledge in academic libraries is one of the evolving areas of research and this is why this paper examined the impact of institutional support for professional competence of librarians to improve the codification and preservation of traditional knowledge in Lagos State, Nigeria. It provides a perspective from which institutional support can be viewed as an important element for codification and preservation of traditional knowledge in the libraries. In addition, the paper identified institutional support as funding, motivation, staff training/development, facilitative policy; including the inadequacies. The paper discussed the concept of professional competence and the competences required of professional librarian for codification and preservation of traditional knowledge in the library. This include: educational qualification, understanding the source of traditional knowledge, ability to locate traditional resources, possession of knowledge of traditional knowledge codification and preservation, Information and Communication Technology (ICT) skills. In conclusion, the paper reiterated that there is need to include other librarians apart from the library management staff in the formulation of institutional policy for improvements in codification and preservation of traditional knowledge in Lagos State. Moreover, the library management should make adequate provision for regular training and retraining of librarians to improve the codification and preservation of traditional knowledge in Lagos State.
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Flierl, Michael, and Clarence Maybee. "Refining information literacy practice:: Examining the foundations of information literacy theory." IFLA Journal 46, no. 2 (2020): 124–32. http://dx.doi.org/10.1177/0340035219886615.
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There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.
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Mccutcheon, Sevim. "School Libraries in Istanbul, Turkey." Bilgi Dünyası 11, no. 2 (2010): 459–70. http://dx.doi.org/10.15612/bd.2010.247.
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Libraries are important in supporting the curriculum and educational mission of schools. The purpose of this study was to describe and evaluate the current status of a private primary school’s library in Istanbul, Turkey, and to formulate recommendations for improvement. This case study was accomplished through a mixed method involving questionnaires and observation. A survey with semi-structured questions was administered to students, teachers, and the librarian regarding their perceptions of the school library and their desires for the school library. Questionnaires administered to teachers and the librarian of its sister school provide a counterpoint. Observations provided information about the current functional level and nature of usage of the library. The survey was administered in 2007 with a follow-up visit in 2008. The research achieved the specific, practical purpose of identifying areas for development and potential challenges to that development in the school’s library, taking into account the input of its constituents. It also provides suggestions for those who might pursue broader research about the needs and future possibilities for school libraries in Turkey.
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Ryblova, Alla Nikolaevna, and Qiongqiong Kang. "Technological process of extracurricular individualization of foreign masters training in education management." Samara Journal of Science 8, no. 4 (2019): 291–97. http://dx.doi.org/10.17816/snv201984313.
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The paper poses and solves the problem of the technological organization of extracurricular individual activities of foreign undergraduates. The technological effectiveness of the individualized educational process during graduate studies, developing on the basis of the implementation of the capabilities of information and telecommunication technologies, provides faster and better mastery of knowledge, skills and abilities by foreign undergraduates. Information library resources play a significant role in their development, offer great didactic opportunities for individualized training of foreign Masters in education management who do not speak Russian well and, as a result, need tutorial support outside the classroom to process professionally significant scientific information. The authors present a theoretical and methodological substantiation and the results of modeling and testing the technology of extracurricular individualization of foreign Masters training in education management under the guidance of a librarian using a set of information library resources. This technology provides for the interconnected educational and research activities of a foreign undergraduate and the advisory activities of a librarian, implemented during extracurricular times and aimed at the individual processing of professionally significant scientific information in professionally defined situations using a set of information library resources used as means of pedagogical communication to achieve professional goals. The complex of information library resources includes: print collections, electronic catalogs, search platforms and electronic databases and takes into account the direction of training of foreign undergraduates. The technological process of extracurricular individualization provides an algorithm for the interrelated actions of a librarian and a foreign undergraduate in the design, organization, implementation, monitoring, evaluation and diagnosis of educational results and difficulties of extracurricular individual scientific activity. The organizational and pedagogical conditions for the effective implementation of the authors technology are determined and diagnostic tools are developed, including tests and diagnostic criteria for the level of mastery of complex of information library resources. The simulated technology provides individual informational, methodological support to each foreign undergraduate and improves the quality of their research activities, implemented in the virtual educational space of libraries.
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Leng, Chew Bee, Kamsiah Mohd Ali, and Ch’ng Eng Hoo. "Open access repositories on open educational resources." Asian Association of Open Universities Journal 11, no. 1 (2016): 35–49. http://dx.doi.org/10.1108/aaouj-06-2016-0005.
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Purpose Triggered by the advancement of information and communications technology, open access repositories (a variant of digital libraries) is one of the important changes impacting library services. In the context of openness to a wider community to access free resources, Wawasan Open University Library initiated a research project to build open access repositories on open educational resources. Open educational resources (OER) is an area of a multifaceted open movement in education. The purpose of this paper is to show how two web portal repositories on OER materials were developed adopting a Japanese open source software, called WEKO. Design/methodology/approach The design approach is based on a pull to push strategy whereby metadata of scholarly open access materials kept within the institution and network communities’ digital databases were harvested using the Open Archives Initiatives Protocol for Metadata Harvesting method into another open knowledge platform for discovery by other users. Findings Positive results emanating from the university open access repositories development showed how it strengthen the role of the librarian as manager of institutional assets and successfully making the content freely available from this open knowledge platform for reuse in learning and teaching. Research limitations/implications Developing further programmes to encourage, influence faculty members and prospective stakeholders to use and contribute content to the valuable repositories is indeed a challenging task. Originality/value This paper provides insight for academic libraries on how open access repositories development and metadata analysis can enhance new professional challenges for information professionals in the field of data management, data quality and intricacies of supporting data repositories and build new open models of collaboration across institutions and libraries. This paper also describes future collaboration work with institutions in sharing their open access resources.
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James Afebuameh, Aiyebelehin, and Iboi Catherine (CLN). "School Library Services for Educational Rebirth: The Case of Lumen Christi International High School, Uromi, Edo State, Nigeria." Indian Journal of Information Sources and Services 10, no. 1 (2020): 36–39. http://dx.doi.org/10.51983/ijiss.2020.10.1.480.
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The paper explores the roles of school libraries in the rebirth of Nigerian Education system with particular focus on Edo state. The strategies employed at Lumen Christi International High School were carefully examined. The paper employed the document analysis and exploratory approach to gather facts for making conclusions. Very prominent among facts gathered from literature were that: there is a decay in the Nigerian Education system; and that school libraries have crucial roles to play in the rebirth of the education system. The paper concluded that for there to be meaningful development in the education system, the school library must be positioned to contribute to the process, and the school librarian must devise strategies to effect a change in the orientation of the students in the primary and secondary schools.
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Rahyudi, Muhammad Zeinuri, Mulyani Mulyani, and Yulianti Yulianti. "Analisis faktor memilih karier jabatan fungsional pustakawan di Perpustakaan Pusat Universitas Padjadjaran." Jurnal Kajian Informasi & Perpustakaan 7, no. 2 (2019): 205. http://dx.doi.org/10.24198/jkip.v7i2.23445.
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Choosing the type of job for a civil servant is the first step to establishing a career. A civil servant can opt for several careers. One of which is the functional librarian, through the librarian at the skill level and the librarian at the expertise level. Many factors are the background of career selection for civil servants who choose the functional librarian so that the librarian profession can develop both in quantity and quality. This study aimed to determine the civil servant's factors choosing the functional librarian at Universitas Padjadjaran in Bandung. This research used a descriptive method through a qualitative approach, by distributing questionnaires conducted from December 7, 2017, to December 15, 2017. The total number of population sampel was 100 people. Based on the study results, the conclusions are that many of the a civil servant choose the functional librarian due leadership encouragement, to the opportunity to move up the rank/class faster and the expectation of increased income. The job for a civil servant choose the functional librarian because of the opportunity to move up the rank faster to increase income. In addition, educational staff as functional positions to get a level or a career that is better than the job previous condition. Meanwhile, the job for a civil servant basically already have expertise in the field of library science in the different degrees.
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Carlson, Jake, Lisa Johnston, Brian Westra, and Mason Nichols. "Developing an Approach for Data Management Education: A Report from the Data Information Literacy Project." International Journal of Digital Curation 8, no. 1 (2013): 204–17. http://dx.doi.org/10.2218/ijdc.v8i1.254.
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This paper describes the initial results from the Data Information Literacy (DIL) project designed to identify the educational needs of graduate students across a variety of science disciplines and respond with effective educational interventions to meet those needs. The DIL project consists of five teams in disparate disciplines from four academic institutions in the United States. The project teams include a data librarian, a subject-specialist or information literacy librarian, and a faculty member representing a disciplinary group of students. Interviews with the students and faculty members present a detailed snapshot of graduate student needs in data management education. Following our study, educational programs addressing identified needs will be delivered in the fall of 2012 and spring of 2013. Our findings from the project interviews are analyzed here, with a preview of the training approaches that will be taken by the five teams.
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Artemyeva, E. B., and I. G. Lakizo. "Information and methodological support of activities in the field of continuing library education." Bibliosphere, no. 4 (December 30, 2018): 39–47. http://dx.doi.org/10.20913/1815-3186-2018-4-39-47.
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Both the library education system and Russian education system as a whole undergo a period of large-scale transformations: changing concepts and technologies; revising educational standards of higher and secondary vocational education; developing the system of additional vocational training; forming the electronic educational environment in the practice of teaching students and listeners of the supplementary education system; searching ways for educational institutions and libraries joint development. It is advisable to create information and methodological support of activities in the field of continuous library education in such conditions. The database «Library Education Institutions» generated by SPSTL SB RAS is regarded to be a base of the unified information-educational space in the field of continuous library education, which information should be used to support the educational process of specialized institutions of all levels of education training and forms in the country. It represents the system of library education in the form of a hierarchy of different levels of education, a network of specialized educational institutions in the regions, different types of educational institutions, standard and individual educational curricula, etc. The database main objectives are the following: cumulating information; searching educational institutions, programs; providing statistical information on issues related to education in Russia. A user can create a model of continuous library education in a specific region and organize the work of educational institutions and libraries to improve the librarian professionalism applying the information provided by the database «Library Education Institutions» according to a complex query.
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Fischer, Lane, Olga Belikov, Tarah K. Ikahihifo, John Hilton III, David Wiley, and M. Troy Martin. "Academic Librarians Examination of University Students’ and Faculty’s Perceptions of Open Educational Resources." Open Praxis 12, no. 3 (2020): 399. http://dx.doi.org/10.5944/openpraxis.12.3.1081.
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A survey of 2,574 students and 1,157 faculty members across ten institutions of postsecondary education in the state of Utah was conducted by the Utah Academic Libraries Consortium. Survey items were created to understand the influence of textbook costs on student academic behavior and the viability of faculty adopting open educational resources (OER) as a solution to the cost of textbooks and the possible need for librarian support of OER. Two-year and four-year institutions were compared to identify differences that might exist between them. Most students felt that their academic success was negatively impacted by textbook cost, particularly at two-year institutions where students registered for fewer courses because of associated textbook costs. Faculty survey findings showed that adjunct professors were more likely to require a traditionally copyright-restricted textbook. Approximately 90% of participants indicated they would be willing to use suitable OER for their course, and almost half of survey participants expressed a desire for help finding these resources.
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Tieman, Andria L., and Megan E. Black. "Exploration of Library Outreach to Nontraditional Students." Reference & User Services Quarterly 56, no. 3 (2017): 198. http://dx.doi.org/10.5860/rusq.56n3.198.
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In 1976, Malcolm Knowles, known for his research on adult education and learning, predicted that the library would become, “the most rapidly expanding educational institution of all in [the United States],”1 regarding working with nontraditional students. His prediction has not come to fruition. In fact, there was little published regarding librarians supporting adult students from the mid-1980s until 2000, when librarian Dorothy S. Ingram published “The Andragogical Librarian,” and 2010, with the publication of researcher Nicole Cooke’s article, “Becoming an Andragogical Librarian: Using Library Instruction to Combat Library Anxiety and Empower Adult Learners,” published in 2010. The literature consulted includes research focused on adult education in academia, library anxiety, and library literacy for nontraditional students, spanning from the mid-1970s through the present day. Nontraditional students at Providence College range in age from their twenties through eighties; therefore we did not include research that exclusively looks at library instruction for students who are age fifty-five and older returning to higher education. Providence College’s School for Continuing Education works with students who meet in a traditional classroom or blended online and classroom settings, and the library currently works exclusively with face-to-face classes, so research that focuses on online students or distance students was not included in the literature scan. We also excluded research that focuses on outreach to graduate students as they have different needs and experiences than students seeking bachelor’s degrees.
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Van Kessel, Karla. "Gertrude Lamb’s Pioneering Concept of the Clinical Medical Librarian." Evidence Based Library and Information Practice 7, no. 1 (2012): 125. http://dx.doi.org/10.18438/b8ns5g.
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Abstract
 
 Objective – To determine if “the medical librarian with special skills and training in tested methods for approaching medical literature serve a valuable interface between the professional who is taking care of patients and the knowledge explosion in medicine wherein lies the key to better patient care” (p. 78).
 
 Design – Qualitative study involving the participant librarians keeping a reflective journal of all interactions with the subjects involved in the first 6 months of the study (September 1974 – March 1975).
 
 Setting – Hartford Hospital, Connecticut.
 
 Subjects – Teaching physicians, house staff, and medical students at Hartford Hospital.
 
 Methods – This pilot project, funded by a two-year grant from the U.S. Public Health service and the National Library of Medicine, placed three medical librarians (two full-time and one part-time) on rounds with pediatrics, medicine, and surgery teams.
 The librarians kept diaries to record “critical incidents” (p. 86), including the “acceptance of the program, its impact on patient care, its potential for changing the information seeking behavior of health professionals, and its usefulness for developing a core collection of clinical readings” (p. 86).
 
 Main Results – Despite a few physicians’ initial apprehension, each of the three clinical librarians recorded indications of acceptance by clinical staff, including a dramatic increase in literature search requests; increased phone calls, drop-ins, pages, and requests for research assistance; and gestures of acceptance from house staff and students.
 
 More broadly, the literature searches in Lamb’s report identifies direct patient care (including to “resolve a debate” (p. 84)), medical teaching/education, and searching techniques for clinicians. It is implied that these interactions resulted in a higher profile of the resources and services offered through the library; as one patron queried, “Would you show me how to find articles and where everything is in the library sometime?” (p. 83).
 
 Conclusions – The authors state that while their conclusions are only preliminary and no firm conclusions can be drawn, there are four observations of note:
 
 1. The clinical librarian can be accepted as part of a patient care teaching team by contributing to educational activities.
 2. The clinical librarian provides quick and useful information to assist in the decisions and management of patient problems.
 3. There is an opportunity to strengthen and modify the information seeking behavior of the health professional.
 4. As patient care questions recur, there is a need for a “patient care information system” which can be initiated and supported through the provision of photocopied articles (p. 86).
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Lei Hsieh, Ma, Susan McManimon, and Sharon Yang. "Faculty‐librarian collaboration in improving information literacy of educational opportunity program students." Reference Services Review 41, no. 2 (2013): 313–35. http://dx.doi.org/10.1108/00907321311326246.
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Balagopal, Matty. "Managerial Skill for Library Professionals in the Digital Library Environment." Indian Journal of Information Sources and Services 9, S1 (2019): 37–40. http://dx.doi.org/10.51983/ijiss.2019.9.s1.568.
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This article throws light to the Skills which should be acquired by the Library Staff in the Future Library Environment. The functional areas of library is diversified to vast service areas including Research, Educational Support, Social Activities, Women Empowerment, Cultural and heritage protection, Information Technology support to clientele, Effective administration of library Resources, Utilization Staff Man Power, Preservation of national Integrity, Support to senior citizens etc. In such a situation there arise the skill sharpening process in a modern and technology based context. Librarians are the connecting point between the actual user and the information sources. In order to satisfy the user’s information thrust for knowledge, the librarian should cope with new innovations in the technology and work.
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Sullo, Elaine. "Updated Survey Information About Librarian-Researchers Prompts Authors to Consider Revising the Curriculum for Their Institute for Research Design in Librarianship Course." Evidence Based Library and Information Practice 14, no. 2 (2019): 113–15. http://dx.doi.org/10.18438/eblip29562.
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A Review of:
 Kennedy, M.R., & Brancolini, K.R. (2018). Academic librarian research: An update to a survey of attitudes, involvement, and perceived capabilities. College and Research Libraries, 79(6), 822-851. https://doi.org/10.5860/crl.79.6.822
 Abstract
 Objective – To examine academic librarians’ current attitudes and preparedness to conduct research in order to update the knowledge gained from the authors’ 2010 survey, and to determine if changes were needed in their Institute for Research Design in Librarianship continuing education curriculum.
 Design – Web based survey.
 Setting – Institutions that employ academic and/or research librarians.
 Subjects – 793 academic and research librarians.
 Methods – The researchers posted a call for participation in their 2015 Librarian Research survey on listservs where academic and research librarians are members. The survey expanded upon the authors’ 2010 survey by adding questions to more fully explore three areas: research self-efficacy; Master’s thesis and statistics courses, and; research mentoring and institutional support. 793 librarians responded to the survey, and 669 of these respondents completed it. All data from incomplete surveys was included in the analysis. Survey results were compared with the results from the 2010 survey as well as with the responses from a survey conducted in 2000 by Powel, Baker, and Mika, which addressed many of the same topics under investigation.
 Main Results – The authors analyzed the survey results based on four areas: the current research practice of responding academic librarians; a self-evaluation of their confidence in performing the steps in the research process; methods training courses in which they have participated, and; demographics and institutional data related to support of library research. 
 Regarding current research practices, 84% of respondents said it is assumed that they will read research-based literature as part of their job as academic librarians; 80% are allowed time at work for this purpose; 6% did not know if it was assumed that they will read research-based literature as part of their job; and 9% were unsure if they were allowed to use work time to read the literature. 78% scan tables of contents for research-based journals, while 58% regularly read the full content of these articles (this is a significant drop from the 78% who reported that they regularly read full text articles in the 2010 survey).
 Time was the primary reason cited for not regularly reading research-based literature. 77% of respondents have conducted research since completing their Library Science degree (although 2% did not have a Master’s degree). 
 Respondents rated their confidence on a scale of one to five, with one being “Not at all confident” and five being “Very confident.” Overall, there were 38 components related to the steps in the research process, which were grouped into 8 questions on the survey. For these questions, an average rating of 3.41 was calculated. From statistical analysis, the authors determined that there is a significant correlation between conducting research and librarian confidence in the process.
 The survey contained seven questions related to methods training. The authors were specifically interested in the correlation between librarians having conducted research since completing their degree and librarians’ belief that their degree adequately prepared them to do so. Statistical analysis revealed that the relationship between these factors was not significant; this result was consistent with the results from the authors’ 2010 survey as well as from the findings of Powell, Baker, and Mika. The authors were also curious as to whether librarians who had written a thesis as part of their Library Science degree were more likely to have conducted research since earning their degree. This relationship between these variables was not significant, however the relationship between writing a thesis for another graduate degree and conducting research was significant.
 Conclusion – The number of survey responses indicates that research is still a current, important issue for academic and research librarians. The authors will use the information from the surveys to revise their educational curriculum, specifically in the areas of current research practice, librarian confidence, and methods training.
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King, S., H. Murray, and K. MacDonald. "Evolving a collaborative matrix for teaching informatics online to health sciences students at the Massachusetts College of Pharmacy and Health Sciences." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 31, no. 3 (2014): 109. http://dx.doi.org/10.5596/c10-029.
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Introduction – The study of informatics is multidisciplinary in nature. The informatics course, HSC 310: Health Care Informatics (HSC 310), for undergraduate health sciences students at the Massachusetts College of Pharmacy and Health Sciences (MCPHS) is an example of a librarian-led, multidisciplinary team functioning within a totally online environment. Description – The development and design of the course HSC 310 is reviewed. Issues and challenges are discussed, as well as the benefits of interdisciplinary expertise in the learning environment. Outcomes – Because informatics is fundamentally interdisciplinary in nature, librarians, instructional designers, statisticians, nurses, pharmacists, and other professionals can learn from each other and strengthen the learning experience of students. The “matrix” of informatics explains how diverse types of information interact with, and impact on, each other. This knowledge is crucial to the understanding of information and its role in one's professional life. There was a journey taken in the design of the course, its evolution cumulating in its final online form. Our unique design was an informatics exercise in itself. Student feedback confirmed that, in addition to the course content, the online environment was a positive educational experience. Discussion – Librarian involvement in teaching informatics at MCPHS began with a National Library of Medicine (NLM) fellowship in informatics at Woods Hole, Massachusetts. This resulted in the library's first for-credit course offered totally in-class and included the participation of faculty from other disciplines. Successful collaboration with the College instructional designer was essential in moving this librarian-led course to a totally virtual environment. In addition, the teaming of librarians with other faculty resulted in two nursing-led, hybrid courses on our Boston and Manchester campuses. During the past two years, interdisciplinary teams have provided informatics instruction to the Boston campus within a totally online environment. This paper discusses one of those courses, HSC 310: Health Care Informatics. The topics discussed in the course and the virtual platform have both provided a valuable learning experience for faculty and students. Informatics is an area where varied disciplines can join to achieve common goals.
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Boston, Arthur Jason. "Copyright, Fair Use, and Creative Commons." Journal of Copyright in Education & Librarianship 3, no. 3 (2020): 1–12. http://dx.doi.org/10.17161/jcel.v3i3.8193.
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This article describes an active-learning exercise intended to help teach copyright, fair use, and Creative Commons licenses. In the exercise students use a worksheet to draw original pictures, create derivative pictures on tracing paper, select Creative Commons licenses, and explore commercial usage, fair use, and copyright infringement. Librarian-instructors may find the completed worksheets to be useful aids to supplement copyright lectures; student perspectives will be integral because they are generating the examples used in discussion. Although a scholarly communication librarian developed this exercise to help introduce some basic copyright information to an undergraduate studio art and design class, the exercise can be performed in a general educational setting.
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Rumberger, Alyson. "The elementary school library: Tensions between access and censorship." Contemporary Issues in Early Childhood 20, no. 4 (2019): 409–21. http://dx.doi.org/10.1177/1463949119888491.
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Children’s news media offers access points for students to learn about the complex and evolving world around them, and school libraries are spaces where students develop the skills and knowledge necessary to interact with media. Yet despite the potential of children’s news media, school libraries often become regulatory spaces where children are directed away from texts (both digital and printed) that are deemed inappropriate due to sophisticated content (Heins, 2007) or in some cases, are encouraged to read on their “level” (Kontovourki, 2012). This constructs children as vulnerable and in need of protection (Robinson, 2013). Instead, I seek to position the focal children as active, critical agents at the center of their own lives. In this article, I analyze conceptions of childhood innocence (James and Prout, 1997), arguing that both childhood and literacy are fluid and permeable constructions. I ask: What are the ways in which texts and literacy practices are censored in one elementary school library? To investigate this, I followed one school librarian, Deborah, and three first-grade students in their school library at City Partnership School as they navigated texts, learned about the world around them through multimedia platforms, and constructed their own identities as readers in a system with clear expectations for what a “readerly” identity looks like.
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Lyapkova, Anna А. "CURRENT SITUATION OF GRAMMAR SCHOOLS’ LIBRARIES (ON THE EXAMPLE OF EDUCATIONAL INSTITUTIONS OF TOMSK)." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 39 (2020): 279–85. http://dx.doi.org/10.17223/22220836/39/26.
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The paper examines the current situation of grammar school’ libraries, which are being trans-formed into library-informational centers. The composition of the library fund is analyzed. The article considers the features of the activity of libraries of General education institutions on the example of libraries of grammar schools in Tomsk. The main areas of activity are defined, such as library lessons, organization of exhibitions, etc. The paper considers the formats of libraries' participa-tion in the educational process and extracurricular activities (organization of events). The representation of grammar school libraries in the virtual spaceis analyzed. The document analysis method was used as the leading method. In general, the representation of libraries on the websites of educational institutions is usually very limited. On some sites, information about libraries is limited to providing brief information about the library or even to having a provision about the library (or library-informational center) as a structural division of the grammar school. The main source of statistical information was the regulations on libraries, open analytical re-ports and reports on self-examination of educational institutions. These documents are presented on the websites of grammar schools. Basic statistical information is provided in open analytical reports and self-research reports. The-se documents determine the current composition of library collections, the volume of the fund of edu-cational and methodical literature, as well as the equipment and capacity of libraries. Open reports, in addition to this information, also contain information about the activities of li-braries: the subject of exhibitions and librarian events. The websites of some grammar schools have provided library work plans, which have also be-come a valuable source of information, since they provide the greatest coverage of the topics and types of events that are held by the library. The regulations on libraries and library and information centers of grammar schools have be-come a source for defining the libraries main tasks, which can be different. The main conclusion to which the author of the article comes: despite the fact that most educa-tional institutions are focused on creating library-informational centers aimed at creating a common information environment, there is a lack of representation of the activities of high school libraries in the virtual space, which is modern and promising.
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Sasmita, Surya Adi. "Librarian E-Readiness in the Disruption 4.0 Era." IKOMIK: Jurnal Ilmu Komunikasi dan Informasi 1, no. 1 (2021): 28–34. http://dx.doi.org/10.33830/ikomik.v1i1.1884.
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In the era of disruption of the industrial revolution 4.0 as it is today, there are almost no difficulties in meeting information needs. Both information that is educational or information that is entertainment. A librarian is a profession whose job is to provide and present information to its users. how is the level of readiness of higher education librarians in the era of disruption including what factors affect the readiness of librarians and how librarians adjust to the era of disruption 4.0. In this study using the method of Quantitative Research. This method was chosen by the author because the author wanted to know the level of readiness to implement the development of information technology with the basis or tools on the model developed by Mutula and Brakel. E Readiness, shows a value of 3.393. The value can mean “Ready”. This average calculation is obtained from the average results for each sub-indicator which then becomes the value for each segment or indicator and then is averaged again to find the value of readiness information for the era of disruption 4.0.
 
 Pada era disrupsi revolusi industri 4.0 seperti saat ini, hampir tidak ada kesulitan dalam hal pemenuhan kebutuhan informasi. Baik informasi yang bersifat pendidikan ataupun informasi yang bersifat hiburan. Pustakawan salah satu profesi yang bertugas menyediakan dan menyajikan informasi bagi penggunanya. bagaimana tingkat kesiapan pustakawan peguruan tinggi dalam era disrupsi termasuk faktor apa saja yang mempengaruhi kesiapan dari pustakawan dan bagaimana pustakawan dalam menyesuaikan diri dalam era disrupsi 4.0. Dalam penelitian ini menggunakan metode Quantitative Research. Metode ini dipilih penulis karena penulis ingin mengetahui tingkat kesiapan implementasi perkembangan teknologi informasi dengan dasar atau tool pada model yang dikembangkan mutula dan brakel. E Readiness, menunjukan nilai 3,393. Nilai tersebut dapat berarti “Siap”. Perhitungan rata – rata ini didapatkan dari hasil rata – rata pada setiap sub indikator yang kemudian menjadi nilai pada setiap segmen atau indikator dan kemudian di rata – rata kembali untuk menemukan nilai keterangan kesiapan terhadap era disrupsi 4.0.
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Ossom Williamson, Peace. "Health Centre Staff Are Satisfied with Librarian-Mediated Search Services, Especially When Librarians Follow Up." Evidence Based Library and Information Practice 13, no. 1 (2018): 43–46. http://dx.doi.org/10.18438/eblip29387.
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A Review of: McKeown, S., Konrad, S.-L., McTavish, J., & Boyce, E. (2017). Evaluation of hospital staff’s perceived quality of librarian-mediated literature searching services. Journal of the Medical Library Association, 105(2), 120-131. http://dx.doi.org/10.5195/jmla.2017.201
 Abstract
 Objective – To determine the effects of the professional designation and communication method on clinical, educational, and research activities and related users’ reported satisfaction with and perceived quality of a librarian-mediated literature searching service.
 Design – Online survey.
 Setting – A large teaching hospital in Ontario, Canada. Subjects – 237 health sciences centre staff who were requesting librarian-mediated literature searching over a one-year period.
 Methods – From February 1, 2014 to January 31, 2015, one-third of the health centre staff members requesting searching services, representing a systematic sample of the user group, were invited to participate in the survey. The survey centred on questioning participants on a critical incident, which, according to the critical incident technique, is an actual event upon which recollections are made, rather than hypothetical situations. In the case of this study, the critical incident was the service they received upon requesting literature searching by a librarian who was blinded concerning the originator of the request. With a 71% response rate, the researchers received 137 responses to the survey by health sciences staff. Participants were asked how many literature searches they had requested in the previous year, the reason they requested the service, how they submitted the request, and whether the librarian followed up for further clarification of their need. They also reported on the relevance of the results and their method of delivery, along with their perceptions of the overall quality of the service.
 Main Results – The results came from 137 completed surveys, for a 71% response rate. Physicians, nurses, and allied health professionals comprised 85% of the responses, at 35%, 27%, and 23% respectively. Scientists, researchers, research coordinators, and other staff made up the remainder of responses. Responses indicated frequent search requests, with the average number of searches being five, and 68% of respondents reported searching for the information themselves before contacting the library for assistance. Most searches were for research/publishing (34%) and teaching/training (20%). Requests were submitted via email (44%), online form (32%), in person (17.5%), and phone (6.5%), and most respondents rated themselves extremely satisfied (54%) or very satisfied (42%). Most respondents (72%) reported that the librarian followed up for further clarification of the request, and staff who received follow-up rated themselves extremely satisfied at a significantly higher rate than those who did not (p=0.002). Respondents whose request was submitted verbally (i.e., by phone or in person), in comparison with those whose request was submitted by email or online form, rated themselves extremely satisfied at a significantly higher rate (p=0.004) and rated the quality of results as excellent at a significantly higher rate (p=0.005).
 Conclusion – The need for comprehensive and expert searching when publishing or completing research and the availability of easy to use point-of-care resources may be why librarian-mediated literature searching was used for research and publishing at a rate much higher than for patient care. In addition, the fact that the institution was also engaged in efforts toward evidence-based standardization of care and electronic health records during that year may have also affected results. While satisfaction with the service was higher for those communicating verbally with a librarian, it is unclear whether this was caused by other factors or differences between staff members who engage in phone or in-person communication and those who submit forms and online requests. Because following up was correlated with higher satisfaction, adjustments in service encouraging librarians to follow up are recommended. Following up in person and via phone may help further.
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Liapina, O. "«FORGOTTEN DIRECTOR» (O. NAZAREVSKYI AND THE LIBRARY OF KYIV UNIVERSITY DURING 1920’S – AT THE BEGINNING OF 1930’S)." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 138 (2018): 40–46. http://dx.doi.org/10.17721/1728-2640.2018.138.9.
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The history of Kyiv university library of the educational experiments period (from 1920 to beginning 1930th) is presented in this article. The research is based on archived materials. The author described structures, the main directions of work and ways of library funds refill. The basic obstacles of the normal functioning of library are found out in an indicated period. Information about the chief librarians of the 1920s – 1930s was specified. The term of work of V. Kordt in the Kiev Institute of Public Education was specified, his successors are indicated. Main attention is paid to the difficult period of 1925-1929, related to the library reorganization, allocation of a significant part of funds and transfer of them to the National Library of Ukraine and other educational and scientific institutions of Ukraine. The activity of О. Nazarevskyi on the post of library director has been analyzed. It was accentuated the efforts that had been made by the administration of institute and Nazarevskyi as a senior librarian for the purpose of decreasing the negative consequences of library funds distribution during the second half of 1920th.
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Zemengue, J. "Educational technologies in the professional training of librarian specialists of the Republic of Cameroon." Bibliosphere, no. 2 (June 30, 2018): 9–16. http://dx.doi.org/10.20913/1815-3186-2018-2-9-16.
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To improve the library education in the Republic of Cameroon, the author analyzes current pedagogical technologies, which are considered as a kind of social technologies, and included various aspects and levels. In the absence of a generally accepted classification of educational technologies, nevertheless, five main groups are revealed by a type of training: contextual, problematic, project, game, interactive ones. The paper shows technologies used for each kind, as well as the possibility of using different groups of pedagogical technologies in the library staff training in the Republic of Cameroon. A separate group of education technologies is distance learning such as multimedia technologies, electronic textbooks, teleconferences and webinars. The author emphasizes that the movement forward the innovative culture development, forming pedagogical skills and professional and personal competencies of library workers in Cameroon today is associated with innovative educational technologies. They open up new opportunities for the manifestation of creative initiative both teachers and students, give a chance to see a unique collective result, which together stimulates the process of professional training.
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Letnikova, Galina, and Na Xu. "Academic library innovation through 3D printing services." Library Management 38, no. 4/5 (2017): 208–18. http://dx.doi.org/10.1108/lm-12-2016-0094.
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Purpose One of the most innovative library services recently introduced by public and academic libraries, the technology of 3D printing, has the potential to be used in multiple educational settings. The purpose of this paper is to examine how this novel library digital service motivates students’ learning, and to investigate managerial issues related to the introduction of 3D printing services at a medium-size urban community college library with restricted funding. Design/methodology/approach Since Fall 2014, the LaGuardia Library Media Resources Center has been offering a portable consumer-end 3D printer for classroom use. This paper provides historical context for the implementation of 3D printing as a service offered by librarians and discusses how the community college library managed 3D printing services to support class curriculum. At the end of the three-semester-long project students were asked to volunteer to take a survey conducted by the librarian and the class instructor. Findings The results of the student survey demonstrated that library 3D printing services significantly promoted students’ motivation to learn. The conceptual model of a makerspace should be an essential part of the twenty-first century academic library. To help make that possible this paper examines certain challenges and limitations faced by librarians when introducing 3D printing, including dedicated space management, professional education, and personnel availability. Originality/value During the project described students were able to use library services to print out and study complex engineering and biology models in 3D. The proper planning and management of this innovative service allows academic librarians to enhance class curriculum by providing the means of transforming theory into physical reality.
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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 (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.