Connecting and Reflecting

2016 ◽  
Vol 15 (1) ◽  
pp. 79-94 ◽  
Author(s):  
Michaela D. Willi Hooper ◽  
Emily Scharf
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Library Science ◽  
Academic Librarians ◽  
Research Libraries ◽  
Reference Services ◽  
Information Research ◽  
Potential Applications ◽  
New Association ◽  
Definition Of

This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative learning across the disciplines. We analyzed relevant works on transformative learning from fields, such as education and library science. This article provides a history and definition of transformative learning and examines parallels between transformative learning and existing library and information research. Potential applications of transformative learning to instruction and reference services are examined. Transformative learning is an important theory in higher education with which librarians should be familiar. The new Association of College and Research Libraries’ Framework for Information Literacy in Higher Education implements several ideas related to transformative learning. The theory may help librarians connect with diverse, adult learners.

scholarly journals Pustakawan akademik sebagai mitra riset di perguruan tinggi

Al Maktabah ◽  
2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Ulpah Andayani
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Research Program ◽  
Education Program ◽  
Academic Librarians ◽  
Sources Of Information ◽  
Research Activities ◽  
Information Research ◽  
Conducting Research

This paper deals with the role of academic librarians in higher education program. The focus ofthe study is to explain the roles of academic librarians as research partner in the higher educationprograms. Based on the analysis of the literatures, it was found that academic librarians have astrategic role in successing the research program. There are three main roles of academic librariansin the research activities, that are providing information research services, conducting research skillstraining, and assisting academic members in publishing and disseminating the research findings.Furthermore, the Librarians serve and assist the researchers individually in performing the researchactivities, as well as arrange and implement programs in groups or classes program in teachingresearch skills through information literacy program. Through the teaching of information literacy,the academicians are provided the ability to identify the sources of information, the ability to searchinformation, and the ability to manage the citations.

scholarly journals Web Content Strategy in Practice within Academic Libraries

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Courtney McDonald ◽  
Heidi Burkhardt
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Academic Libraries ◽  
Academic Librarians ◽  
Maturity Model ◽  
Web Content ◽  
Web Based ◽  
Research Libraries ◽  
Content Strategy ◽  
Institutional Engagement

Web content strategy is a relatively new area of practice in industry, in higher education, and, correspondingly, within academic and research libraries. The authors conducted a web-based survey of academic and research library professionals in order to identify present trends in this area of professional practice by academic librarians and to establish an understanding of the degree of institutional engagement in web content strategy within academic and research libraries. This article presents the findings of that survey. Based on analysis of the results, we propose a web content strategy maturity model specific to academic libraries.

scholarly journals Library Staff Need More Support in Order to Alleviate Teaching Anxiety

2021 ◽  
Vol 16 (4) ◽  
pp. 135-137
Author(s):  
Jessica A. Koos
Keyword(s):  
Online Survey ◽  
Anxiety Symptoms ◽  
Library Science ◽  
Academic Librarians ◽  
Significant Issue ◽  
Research Libraries ◽  
Potential Barriers ◽  
Experience Teaching ◽  
Teaching Anxiety ◽  
Library Staff

A Review of: Lundstrom, K., Fagerheim, B. & Van Geem, S. (2021). Library teaching anxiety: Understanding and supporting a persistent issue in librarianship. College & Research Libraries, 82(3), 389-409. https://doi.org/10.5860/crl.82.3.389 Abstract Objective – To determine academic librarians’ attitudes towards their teaching, how teaching anxiety manifests itself, and how teaching anxiety affects these attitudes. Design – Online Survey. Setting – The survey was distributed through various library science listservs. Subjects – Any library staff with a teaching component in their role were invited to respond. There was a total of 1,035 initial responses. Methods – The survey questions were based on a previously published survey about teaching anxiety by Davis (2007). However, the survey for this study added questions about formal and self-diagnosis of other types of anxieties, physical and psychological anxiety symptoms, and how teaching anxiety impacts other areas of the respondents’ lives. There were also questions on potential supports to reduce teaching anxiety, as well as potential barriers to these supports. Main Results – It was found that approximately 65% of respondents experience teaching anxiety. Approximately 40% of those respondents were formally diagnosed with anxiety, and approximately 42% were self-diagnosed. There was a significant association between a formal diagnosis of anxiety, and teaching anxiety. There were also significant associations between past training, preparation, and teaching anxiety, with anxiety occurring less with increased training and preparation. Conclusion – Teaching anxiety is a significant issue among library staff. Supports in the form of workshops on teaching as well as coping with anxiety can possibly help to reduce this phenomenon.

The new Framework: a truth-less construction just waiting to be scrapped?

2017 ◽  
Vol 45 (1) ◽  
pp. 54-66 ◽  
Author(s):  
Nathan Aaron Rinne
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Deep Understanding ◽  
Social Constructionist ◽  
Content Type ◽  
Research Libraries ◽  
Library Community ◽  
Truth Claims ◽  
New Association ◽  
New Framework

Purpose Now that the new Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education has replaced the Information Literacy Competency Standards for Higher Education, this document will play an increasingly important role. This paper aims to show that in spite of the Framework seeking to provide a deep understanding of information and knowledge, it still falls short – particularly because the statement that “Authority is Constructed and Contextual”, with its failure to acknowledge the significance of truth’s relation to authority, is untenable. Design/methodology/approach A philosophical overview dealing with matters of librarianship, knowledge and truth is provided in Section 2. The paper then attempts to demonstrate that the idea of truth is inextricably connected with issues of authority. Findings The paper attempts to persuade the reader that the Framework cannot: circumvent the issue of truth (Section 3); avoid attempting to make ethical claims which are true (Section 4); reduce all truth claims to “power-plays” (Section 5); and escape “traditional notions of granting authority” (Section 6). Practical implications The Framework should acknowledge the importance of truth, which would, at the very least, necessarily involve revising the frame “Authority is Constructed and Contextual”. Librarians are also encouraged to reflect on the nature of both truth claims and ethical claims. Social implications The assumption of a “social constructionist” frame for truth has serious implications for matters going well beyond libraries and their “information resources”. Originality/value This paper attempts to offer an important and accessible philosophical analysis of the Framework that will require the engagement of the wider library community.

Partnerships: the engaged university and library publishing

2015 ◽  
Vol 31 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Laura Cruz ◽  
Rachel Fleming
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Library Science ◽  
Content Type ◽  
Academic Drift ◽  
Diversity In Higher Education ◽  
Different Types ◽  
Potential Applications ◽  
Institutional Types ◽  
Practical Implications

Purpose – The purpose of this paper is to delineate a model of library publishing, the library as publishing partner, that reflects the diversity of institutions in higher education. Design/methodology/approach – The model is based on a particular case, but also on the integration of literature on institutional theory, emerging scholarships and library science. Findings – The paper argues that increasing diversity in higher education requires us to think creatively and strategically about different models for library publishing. The library as publishing partner model is presented as an alternative to a one-size-fits-all model based on the experience of research institutions. Research limitations/implications – The library as publishing partner model is intended to spark further research and conversations about models for other institutional types. Practical implications – The library as publishing partner model has potential applications at other public comprehensive institutions (or those with similar missions). Social implications – The library as publishing partner model is intended to combat the tendency in higher education toward academic drift and to contribute to an increasingly diverse landscape in higher education. Originality/value – This paper presents an original model, the library as publishing partner, but also argues for an original perspective, in which academic libraries at different types of institutions can be constructively differentiated from each other.

scholarly journals Student Success and the Neoliberal Academic Library

2016 ◽  
Vol 1 ◽  
pp. 10-23 ◽  
Author(s):  
Ian Beilin
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Information Literacy ◽  
Academic Library ◽  
Career Goals ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Definition Of ◽  
The University ◽  
Support Students

Academic librarians are committed to promoting student success, and information literacy instruction plays a key role in this mission. But the definition of student success is narrowing as the university aligns itself more with neoliberal mandates. Librarians committed to social justice and to basic library values of openness, privacy, and intellectual freedom must increasingly resist this recasting of student success. How can a critical library praxis encourage and support students’ academic and career goals but still remain faithful to the struggle against the system of inequality and oppression that enables success? This article shows how closely linked the idea of success is today to neoliberal imperatives in higher education. It briefly traces the evolution of neoliberalism in higher education and describes and critiques the hallmarks of the neoliberal academic library. It suggests that within the current constraints imposed on them, students can both learn important skills and knowledge to advance themselves and also become better equipped to use those skills and knowledge to challenge and undermine that system and build a better world. Librarians can and must be facilitators of both kinds of success.

scholarly journals Academic libraries in COVID-19: a renewed mission for digital literacy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Konstantina Martzoukou
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Academic Libraries ◽  
Digital Literacy ◽  
Online Teaching ◽  
Library Science ◽  
Academic Librarians ◽  
Content Type ◽  
The Impact

PurposeThe COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.Design/methodology/approachThis is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.FindingsThe complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.Originality/valueThe impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

scholarly journals Inclusive Higher Education and the Built Environment. A Research and Teaching Agenda for Gender Mainstreaming in Architecture Studies

2021 ◽  
Vol 13 (5) ◽  
pp. 2565 ◽  
Author(s):  
José Parra-Martínez ◽  
María-Elia Gutiérrez-Mozo ◽  
Ana Gilsanz-Díaz
Keyword(s):  
Higher Education ◽  
University Education ◽  
Gender Mainstreaming ◽  
Transfer Of Knowledge ◽  
Design Development ◽  
Gender Perspective ◽  
The Sustainable Development ◽  
Definition Of ◽  
Mutual Care ◽  
Effective Transfer

As one of the Sustainable Development Goals of the United Nations’ 2030 Agenda, gender equality is a necessary foundation for a peaceful and sustainable world. The integration of the frameworks of analysis and action provided by gender perspective into the design, development and assessment of any program related to university education, research and management is essential to the fulfillment of both quality higher education and an effective transfer of knowledge and values to society. Starting from a standpoint of commitment to this progressive outlook, this essay focuses on the specific case of the University of Alicante, Spain, and on its Architecture studies. It seeks to underline the achievements of this institution in the fostering of a critical spirit and the empathy of its students by way of the implementation of gender perspective as a tool for the conception of complex, diverse and integrating projects, aligned to the objective of mutual care between people and the environment. This is crucial for the co-education of future generations of architects, who will play a central role in the definition of new practices and policies related to space and materials, which favor a more sustainable, inclusive and caring scenario for both humans and non-humans.

scholarly journals Academic Librarians’ Attitudes about Advanced-Subject Degrees

2005 ◽  
Vol 66 (1) ◽  
pp. 59-73 ◽  
Author(s):  
Jennifer Mayer ◽  
Lori J. Terrill
Keyword(s):  
Job Performance ◽  
Online Survey ◽  
Institutional Culture ◽  
Library Science ◽  
Career Goals ◽  
Academic Librarians ◽  
Research Skills ◽  
Terminal Degree

Academic librarians have various opinions on the importance of advanced-subject degrees in addition to a master’s in library science (MLS). The authors conducted an online survey to collect opinions from academic librarians on this topic. Arguments in favor of having advanced-subject degrees include development of research skills, credibility, and overall improved job performance. Arguments against it include the fact that the MLS is—and should continue to be—our terminal degree, inadequate salaries, and the validity of developing subject expertise via other means. The need for advanced-subject degrees may vary by many factors, including individual career goals and local institutional culture.

scholarly journals “There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

2021 ◽  
Author(s):  
Beata Bielska ◽  
Mateusz Rutkowski
Keyword(s):  
Higher Education ◽  
Detection Rate ◽  
Learning Strategy ◽  
Plagiarism Detection ◽  
International Context ◽  
Detection Systems ◽  
Uniform Definition ◽  
Definition Of ◽  
Difficult Situations ◽  
Source Of Information

AbstractThe article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

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