This study investigates how well the scholarly communication course addresses the student learning objectives designed based on the competencies for SC librarianship established by North American Serials Interest Group (NASIG). Literature review shows a wide range of roles and responsibilities that scholarly communication librarians must learn on the job. Thus, this course was developed with the goal of preparing the LIS students for these emerging new roles and responsibilities. The self-assessment questionnaire was used to assess students' comprehension of the scholarly communication competencies at the beginning and end of the semester. The paired t-test shows a statistically significant difference between pre- and post- course scores. The ANOVA analysis reveals that after the course completion the students learned the most about Institutional Repository management, with 1.57 points difference between pre- and post- scores, followed by publishing services (1.14), assessment metrics (.71), copyright services (.57), and data management (.43). These findings suggest that the course does cover most of the roles and responsibilities for scholarly communication librarians as defined by NASIG and it's an important step forward in preparing students for scholarly communication librarianship.
This study evaluates academic librarians' technology competencies and task performance in Pakistan's public universities, focusing on their impact on task performance. A sample of 247 librarians was selected through random sampling, and data were collected via a survey questionnaire. The technology competencies scale was adapted from OCLC Web Junction's "Competency Index for the Library Field." Results indicate librarians possess strong technology skills (E-mail, internet, software) and demonstrate effective task performance and collaboration. These competencies positively influence their task outcomes. This study is among the few exploring academic librarians' technology skills in Pakistan, emphasizing their importance for enhanced performance. While limited to public universities, future research could explore private institutions or other countries. Findings underscore the need for institutional support and ongoing professional development to improve librarians' technology skills, fostering better library services, societal knowledge access, and lifelong learning.
The study explores the current status of metaliteracy skills, awareness, and challenges faced by university librarians in the digital age in developing and maintaining metaliteracy skills. The research relies on deductive reasoning, which is a quantitative method. Data were gathered from Twin Cities University librarians, using a quantitative method with a structured questionnaire. The population was university librarians, and its sample size was ninety-four (n = 94). Descriptive statistics and chi-square test were applied using Statistical Package for the Social Sciences. The results demonstrate that the librarians in both cities are familiar with the concept of metaliteracy skills. Several challenges were highlighted, such as: a dearth of chances for ongoing professional development to improve metaliteracy abilities; a lack of understanding regarding the efficacy of metaliteracy training; and difficulties in sustaining metaliteracy skills as a result of technological improvements. To ensure university librarians' continued efficacy as educators in the digital era, this study emphasizes how urgent it is to solve the issues raised. The study suggests technology-focused professional development in institutions, collaborative projects, and tailored training programs.
The reference service is a crucial component of university libraries' services, directly impacting readers. Only high-quality reference services can meet user needs, and their importance is self-evident. This study examines the use of ChatGPT in reference services from the perspective of librarians to understand its potential role. It was found that librarians must improve their competence in emerging technologies, such as AI. Libraries should be cautious in adopting AI, especially given their mission to provide accurate information. While ChatGPT can offer more descriptive responses than traditional chatbots, it still exhibits factual inaccuracies when responding to well-established queries. It may support basic tasks such as answering simple questions, website navigation, and collection guidance. However, concerns about accuracy and reliability have led some libraries to delay its implementation. The adoption of ChatGPT also involves risks of misuse, ongoing technical support, and funding challenges. In addition to librarian input, it requires collaboration with technical personnel. Rather than a replacement, ChatGPT should be regarded as a supplementary tool, necessitating increased human resources to ensure quality and sustainability.
This bibliometric analysis investigates the integration of big data, chatbots, and data mining in academic libraries, aiming to understand current trends, regional disparities, and future implications. Using comprehensive bibliometric methods, the study analyzes publications and citations from 2014 to the present, highlighting the significant growth in research and application of these technologies. The findings reveal a substantial increase in research output, with China leading in publication volume, followed by the United States and other Asian countries. The study identifies the critical role of big data in enhancing operational efficiencies, chatbots in improving user interactions, and data mining in uncovering hidden trends. However, challenges such as the digital divide and data privacy concerns are prominent. The study concludes that while these technologies offer transformative potential, addressing infrastructural disparities and implementing robust data governance frameworks are essential. The implications for researchers, practitioners, policymakers, and academic institutions include promoting interdisciplinary research, enhancing digital literacy, and fostering international collaboration. Embracing these technologies can significantly improve the role of academic libraries as dynamic, user-centric centers of knowledge and learning, effectively meeting the evolving needs of their users in the digital age.
This study examined university librarians' perceptions of digital skills proficiency and the barriers hindering their acquisition in Islamabad, Pakistan. A quantitative survey was conducted using a structured questionnaire distributed among librarians in 25 public and private sector universities. A total of 300 questionnaires were distributed; 264 responses were received, and 258 (97.78%) were deemed suitable for data analysis. Descriptive and inferential statistics were applied. Most respondents rated their digital skills as "good," with variations observed based on gender and academic qualifications. Female librarians generally reported slightly higher proficiency levels. Statistically significant differences were found in 17 out of 24 digital skills across educational levels. The study also identified several barriers to digital skill development, with perceptions differing by qualification. While the findings are specific to Islamabad, they contribute to the broader understanding of librarians' professional development needs in similar contexts. The results offer insights for LIS education and continuing professional development, particularly in supporting student research and digital literacy through improved librarian competencies.
This study investigates the landscape of research literacy programs in Pakistani university libraries, focusing on 54 institutions recognized by the Higher Education Commission. Employing a deductive reasoning approach and quantitative techniques, the research assesses current programs, identifies key challenges impacting effectiveness, and proposes strategies for improvement. Data collected from university librarians via a structured questionnaire revealed an awareness of the significance of research literacy programs. However, impediments, such as limited collaboration between faculty and librarians, insufficient training, lack of organizational support, and technology proficiency gaps were identified. The study recommends proactive measures to address these challenges, emphasizing the necessity for collaborative efforts between librarians and faculty. By shedding light on the existing practices and obstacles, this research contributes to the literature, fostering awareness among Pakistani LIS professionals about the importance of research literacy programs and encouraging enhancements in services provided by university libraries.
The rapid development of digital technology has significantly transformed academic library services. This systematic literature review explores the role of digital technology in reshaping library management, operations, and user experience, focusing on innovations such as digital libraries, online catalog systems, and virtual reference services. By analyzing studies from 2020 to 2024, the review highlights the benefits and challenges of digital transformation in libraries, emphasizing the importance of adopting technologies like Artificial Intelligence and Digital Library Management Systems. The findings suggest that academic libraries must continuously adapt to evolving user demands and technological advancements to remain relevant and efficient. Furthermore, the integration of AI and other advanced technologies has the potential to enhance library services, although it also presents challenges in terms of cost, training, and infrastructure. This review concludes by recommending best practices for implementing digital technology to optimize user experience and operational efficiency in academic libraries.
This study delves into the diverse leadership styles employed by female librarians in Southwest Nigerian universities. With the evolving role of librarians in academic institutions and the increasing prominence of women in leadership, the research aims to uncover the strategies employed by female librarians in navigating the challenges and opportunities of their roles. Using a descriptive research design, the study examines transactional and transformational leadership models. The findings reveal that female librarians in this region demonstrate both transformational and transactional leadership styles. A notable 56.6% of respondents reported a lack of sponsorship or mentors, highlighting a significant deficiency in these critical resources for the professional development and leadership advancement of female librarians. The paper concludes by emphasizing the potential impact of this research on mentorship programs, leadership development courses, and regulations designed to enhance the career progression and influence of female librarians in academic settings.
This article examines the state of library research support services (LRSS) provided by the libraries of selected government-funded universities in the National Capital Region (NCR) of India. The data was collected through a structured questionnaire. The findings indicate that university libraries in the NCR offer a variety of LRSS, with a particular emphasis on database services such as access to databases, full-text e-books, and e-journals. Scholarly publishing services and Infrastructure facilities were found to be available across most libraries. Research Data Management (RDM) services, research impact measurement services, research tools, and institutional repositories showed variations in availability among the universities.
Distance education has gained acceptance as a viable mode of education for persons whose occupational and domestic responsibilities make it somewhat impossible to participate in the regular education system. The quality of distance learning requires the availability and access to e-library services. Thus, the current study focused on the acceptance of e-library services from the perspective of postgraduate students. The study adopted the mixed research approach. A questionnaire and focus group interviews were the main instruments used for data collection. The findings revealed a positive correlation between postgraduate distance students' level of satisfaction with e-library services and future use intentions. The study concluded that postgraduate distance education students' satisfaction level with e-library services has a positive influence on their future use intentions and recommends the need for distance educators and librarians to put in place the necessary infrastructural and policy framework to facilitate and increase students' satisfaction with e-library services.
Does the space a researcher occupies matter? Does it influence how they work? The study emphasizes role of university library space for researchers in this context, and their experiences therein. The study aims to identify doctoral student satisfaction with university library space and hours, their requirements. Literature in this regard is scant compared to student experience, especially in Indian context. Doctoral student needs, particularly in AHSS (Arts, Humanities, Social Sciences) disciplines requires further examination as they depend more on library and spend more time there. Spatial preferences play an important role in how often researchers visit and spend time in their university libraries. The authors conducted a quantitative survey of AHSS doctoral students at five high research ranking state universities in India (n = 504). Study found that researchers were satisfied with present status of university library space and hours but wanted more. Examination of library space and hours from the perspective of AHSS researchers provides librarians with insight into their work preferences and needs.
This study investigates the information search process of graduate students in a select theological college in Myanmar. A descriptive-quantitative design was used, and a survey method was employed. During the initiation stage of Kuhlthau's Information Search Process (ISP), visits to the library create intimidation. Upon reaching the selection stage where library support is available, graduate students become familiar with their topics. After seeking relevant information in the exploration stage, the study revealed that browsing library shelves is common among graduate students. The student's ability to clarify and ensure their understanding of available resources makes the formulation stage an easy task. After gaining a sense of direction of their topics, students access the library shelves and available electronic resources during the collection stage. This happens despite regular electricity blackout. Finally, during the presentation stage, graduate students reported a positive experience when they successfully identified and accessed the needed information.
This study discusses the learning commons concept in depth by looking at how it has evolved over time, based on the themes discussed in the scholarly research within the last 6 years and contextualizing its trend. It investigates the status of research productivity and impact, trends in the concept, and identifies common, emerging, and dominant themes. Bibliometric and thematic content analyses were employed as research approaches. Scopus database was used to search for relevant content. Coded data was subjected to a validation process to ensure agreement, consistency in relevance, and theme interpretation. Findings reveal that research conducted on the commons concept has been productive and developing. The commons is transformative and adaptive to the times. Library as space held a consistent interest among libraries as the top theme. The concepts and themes surrounding the learning commons are continuously changing and evolving, reflecting the boundless and seamless nature of knowledge and social spaces.
Evidence synthesis (ES) has emerged as a key research method within the social and behavioral sciences. Academic librarians, as experts on information search and retrieval, are often highly valued contributors to faculty ES projects. While many libraries have formed team-based ES services to support researchers, and have discussed insights from these models, very little has been shared by or about librarians who offer ES services outside of a team-based approach. This article seeks to address this knowledge gap by expanding upon a model for a single-librarian ES service, and sharing key insights for others who may wish to develop ES library services in non-health science contexts. The service model pays particular attention to the proactivity and boundaries single-librarian evidence synthesis service providers might use in order to best support a wide number of researchers while maintaining a sustainable evidence synthesis service, librarianship, and work-life balance.
Collaborative initiatives ensure equal access to library resources and services for all students. This study examined how collaborative efforts between libraries, academics, and other stakeholders may encourage library usage amongst distance learners in Ghana. The study employed a mixed research approach. Quantitative data were gathered from 1170 distance learning students, and semi-structured interviews were conducted to collect data from six librarians and six faculty members. The data were analyzed thematically and computed using the WordItOut online software to generate word clouds for analysis. The study found that collaboration among libraries and between libraries and faculty is essential for providing access to library services for distance learning students.
