This study examines the factors influencing the adoption of mobile services, their advantages, and the barriers academic librarians face in Islamabad, Pakistan. The study used survey method of research using quantitative approach. After an extensive literature review, a structured questionnaire was developed to collect data from academic librarians of Islamabad, Pakistan. The findings show that most librarians perceived mobile services as a good omen for academic libraries and showed great interest. However, factors like data security measures, individual attitudes, librarians' resistance, the bombardment of extensive information, and the level of digital literacy and technical skills are a few factors influencing mobile services in academic libraries. The research emphasizes the potential advantages of mobile integrations. It suggests that adopting smartphones will foster library services, enhance accessibility and tailor strategies to promote seamless integration among academic libraries. The study reports significant findings with implications for Library and Information Science (LIS) education, policymaking, and scholarly research as well as ongoing professional development initiatives for academic librarians nationwide.
The library and information services of the twenty first century are rapidly changing education learning patterns because of the rapid development of electronic publishing libraries. However, the literature reveals the considerable unpredictability in experience, challenges, and awareness about E-resources among college students during and after the COVID-19 Pandemic scenario. In the aftermath of the pandemic, everyone has been forced to learn and teach E-resources in educational institutions worldwide. Along with their academic demands, college students are confronted by a lack of knowledge of handling e-learning resources and low network connectivity in remote regions. In this aspect, this study commenced to describe the experience, challenges, and awareness about e-learning resources. A descriptive and diagnostic research design was adopted and primary data was collected from college students through Google Forms with participant consent. The basic information about respondents, experience, challenges, and awareness of E-resources are tools of the study. The statistical analysis is to be carried out based on the study's objective. This analysis was used to identify influential factors and to explore the relationships between e-learning experience, and resource awareness. Subsequently, the analysis is used to discuss recommendations for enhancing the utilization of e-learning resources based on the study's findings.
This paper focuses on finding the criteria adopted by users to select free information retrieved from the Web for academic use. A close-ended questionnaire was formulated to record the opinions of the respondents. A survey for various categories of users such as post graduate students, research scholars and faculty members from five universities of Chandigarh, Haryana, and Punjab was administered. The category-wise and discipline-wise analysis depicted that quite a good number of respondents applied various parameters while referring to Web resources, but a reasonable number of users did not apply certain parameters to verify the nature of free information being used for educational purposes. The convenience factor leads them to depend on free Web resources which can be accessed anywhere and saves time. The findings of the study suggest that user education programs should be conducted to create awareness regarding the credibility of the subscribed library resources and their effectiveness in enhancing the quality of teaching, learning, and research.
Abstract A recent revamping of a three-credit-hour course, which the library at Morehead State University has offered for more than two decades, prompted the authors to contemplate what it means to modernize information literacy instruction in a credit-bearing format. For the authors, this modernization meant both committing to asynchronous delivery and adopting the ACRL Framework as the course’s learning objectives. In this paper, we discuss some concerns with the previous course, the revision process, and the major components of the modified course. Some reflections after first teaching the course and subsequent revisions are likewise discussed.
This article discusses the use of the Quality Matters Rubric for Higher Education, 6th ed. to self-review an asynchronous information literacy course. In this instance, the authors acted as reviewers and subject matter experts (SME). The Rubric proved to be a useful tool that encompasses several instructional design best practices. After the official self-review period, the QM Rubric influenced the enhancement and updates to the course. The authors recommend more use of the QM Rubric by teaching librarians, collaboration with instructors going through a QM Review, and training for online teaching in Library and Information Science graduate programs.
This article is an update to a previous article on the online embedded librarian program at Athens State University. It examines the nature of embedded librarianship at Athens State University and how it has grown and evolved over the past fifteen years. The authors review the literature and provide definitions and best practices associated with embedded librarianship as well as various levels of embedded librarian involvement. They also provide suggestions for those involved in embedded librarianship.
