An Investigation into the Extent and Application of Bilingual Signage in New Zealand Public Libraries

10.26686/wgtn.16985530.v1 ◽

2021 ◽

Author(s):

◽

Elizabeth Rosemary Evans

Keyword(s):

New Zealand ◽

Mixed Methods Research ◽

Online Survey ◽

Public Libraries ◽

Qualitative Content Analysis ◽

Local Population ◽

Data Gathering ◽

Second Phase ◽

Library Anxiety ◽

Upper Level

Bilingual signage is important both for the assistance it renders patrons as they navigate through the library, and for the statement it makes about a library‟s commitment to biculturalism. Good signage enables library users to find their way around a library and locate the information they need. Many Māori report feeling uncertain and alienated in libraries, and bilingual signage has been identified as an important component in the process of making Māori feel welcome in libraries. This study aims to discover to what extent public libraries commit to biculturalism through their bilingual signage, and how bilingual signage is displayed to alleviate library anxiety among Māori users, and as well to determine to what degree the level of signage in public libraries can be related to the proportion of Māori in the local population. A mixed methods research design has been applied to investigate the quantitative and qualitative information collected in the first phase of the research (an online survey sent to 330 public libraries throughout New Zealand), followed by the second phase of qualitative in-depth data gathering in the form of personal visits to 12 Auckland public libraries to conduct a qualitative content analysis of their signage. The findings reveal that over 50% of New Zealand public libraries have some form of bilingual signage, but they also show that much bilingual signage is employed at the upper level of signage rather than the deeper levels applicable to wayfinding. Practices in bilingual signage that need to be addressed are identified. Suggestions are made for further research.

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The Last-Planner-System’s impact on project culture

Journal of Engineering Design and Technology ◽

10.1108/jedt-05-2021-0285 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Gunnar Jürgen Lühr ◽

Marian Bosch-Rekveldt ◽

Mladen Radujković

Keyword(s):

Online Survey ◽

Qualitative Content Analysis ◽

Data Gathering ◽

Assessment Instrument ◽

Mutual Understanding ◽

Structured Interviews ◽

Content Type ◽

Last Planner System ◽

Project Culture ◽

Last Planner

Purpose The purpose of this paper is to investigate the Last-Planner-System’s impact on project cultures in terms of partnering. Design/methodology/approach A case study was performed using multiple data gathering approaches. The project cultures of three projects not applying the Last-Planner-System were compared with three projects that apply the Last-Planner-System. In total, 30 participants were involved in the study. Semi-structured interviews were held and analysed by applying qualitative content analysis. Also, the “organizational culture assessment instrument”, which belongs to the “competing values framework”, was used by means of an online survey. Findings The Last-Planner-System leads to increased levels of mutual understanding and control about the tasks and issues of the other parties. This detailed overview leads towards a more distinguished evaluation of the trustworthiness of individuals. This does not necessarily lead to a partnering project culture. Originality/value The contribution to research is that higher levels of transparency and mutual understanding do not necessarily lead to a high level of trust. Rather, transparency could be seen as a controlling mechanism that leads to better-founded estimations about the trustworthiness of others in the project.

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Non-friction reading: Licensing requirements for e-book lending in New Zealand public libraries

10.26686/wgtn.17005576.v1 ◽

2021 ◽

Author(s):

◽

Amy Joseph

Keyword(s):

New Zealand ◽

Staff Member ◽

System Integration ◽

Online Survey ◽

Response Rate ◽

Public Libraries ◽

Public Library ◽

Research Problem ◽

Strong Preference ◽

National Library

Research problem: Libraries face many challenges as they strive to provide e-books to their members, often caused by less-than-ideal licensing conditions, or publishers who will not yet license their titles to libraries for lending. This research project, developed in conjunction with a National Library of New Zealand initiative investigating collaborative ebook procurement for libraries, surveyed New Zealand public libraries in order to discover what elements of existing and proposed models would best meet the needs of their users. Methodology: a link to an online survey was emailed to public library managers, who were asked to complete the survey or delegate it to an appropriate staff member. Results: Valid responses were received from 34 of the 67 library systems contacted (response rate = 50.8). New Zealand public libraries are anticipating a large increase in spending on the provision of e-books, with the growth in spending on e-books set to outstrip growth in spending on other e-resources. They show a strong preference for perpetual access licenses, and generally tend to favour licenses that allow for control over title selection and predictability over budgets. They are concerned with system integration and would ideally like to see e-books from all their chosen vendors available through one interface that integrates with their catalogues. Libraries would like to see more New Zealand content available, and access to library e-book lending on all devices their users may choose to use.

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What Are the Opinions of New Zealand Public Library Staff on Ebooks?

10.26686/wgtn.17003956 ◽

2021 ◽

Author(s):

◽

Megan Adelle Percy

Keyword(s):

New Zealand ◽

Online Survey ◽

Public Libraries ◽

Public Library ◽

Median Response ◽

Staff Members ◽

The Past ◽

Library Staff ◽

Strongly Agree ◽

Level Of Agreement

RESEARCH OBJECTIVE: The purpose of this study was to discover the opinions of New Zealand public library staff on ebooks. While there are studies on opinions on ebooks, there is less emphasis on public library staff. Ebooks are becoming more and more popular and how libraries implement them will impact on the future of libraries. The aim of this study was to discover what library staff liked and disliked about ebooks and how they feel about ebooks in public libraries. METHODOLOGY: Invitations to participate in a survey about ebooks were posted on two email discussion lists, PUBSIG, for New Zealand public library staff, and NZ-Libs, for New Zealand library staff. Additionally, an invitation was emailed to all staff members of Wellington City Libraries. Data were collected using an online survey consisting mainly of Likert-type statements that respondents indicate their level of agreement to. These statements were adapted from previous studies done on ebooks. Respondents were not required to answer every question. RESULTS: There were 202 responses. 63% (127) of New Zealand public library staff surveyed have read at least one ebook in the past year. 93% (188) Agree or Strongly Agree with the statement that it is important for public libraries to offer ebooks. 57% (105) Agree or Strongly Agree with the statement “I enjoy helping patrons with technical questions about ebooks or ereaders”. Respondents think that the portability of ebooks and the ability to customise ebooks is useful. Most library staff surveyed think the increasing popularity of ebooks is good for libraries. The median response to “My library has a great stock of ebooks” was Neither Agree nor Disagree, with the majority of respondents agreeing that ebook licensing terms restricts the stock of ebooks available at their library. IMPLICATIONS: Library staff think that offering ebooks is important for libraries. However, libraries implementing ebooks need to ensure staff are ready to help patrons with ebooks. Ebook licensing terms are perceived as restricting libraries’ ebook stock, for libraries to be successful at offering ebooks the licensing situation may need to change.

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An Investigation Into the Interactive Teaching Practices of Librarians in Information Literacy Instruction at the University of Auckland Library

10.26686/wgtn.16984876.v1 ◽

2021 ◽

Author(s):

◽

Neda Zdravkovic

Keyword(s):

Information Literacy ◽

Mixed Methods Research ◽

Online Survey ◽

Quantitative Information ◽

Classroom Teaching ◽

Teaching Methodology ◽

Second Phase ◽

Structured Interviews ◽

Interactive Teaching ◽

The University

The development of constructivist learning theory has greatly influenced the design and delivery of the Information Literacy instructional programmes. Student-centred teaching methodology has been widely adopted in the IL instruction, however, the challenges library presenters face while practicing interactive teaching methods in their classes still require further investigation. This study aims to respond to the need for a deeper understanding of IL instruction from a teachers' perspective and provide an insight into currently applied interactive practices in IL classroom teaching, as well as associated challenges and effective solutions. An explanatory, sequential mixed methods research design has been applied to further investigate the quantitative information collected in the first phase of the project (an online survey emailed to 55 Subject Librarians at the University of Auckland (UoA)) followed by the second phase of qualitative, in-depth data gathering conducted in the form of nine individual 45 minutes long semi-structured interviews with Subject Librarians at the University of Auckland. The findings confirm the themes already discussed in the library literature, but also reveal new and unexpected elements of IL classroom instruction offered at the tertiary level in New Zealand region. Eleven original interactive classroom activities successfully employed in IL classroom teaching by Subject Librarians at the UoA are also identified during this research project and presented in the report. Suggestions are made for further research.

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

10.26686/wgtn.14159408.v1 ◽

2021 ◽

Author(s):

Minh Tran

Keyword(s):

New Zealand ◽

Cultural Capital ◽

Student Perceptions ◽

Mixed Methods Research ◽

Online Survey ◽

Cognitive Theory ◽

Moral Issue ◽

Depth Information ◽

Moral Thought ◽

Postgraduate Students

This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

10.26686/wgtn.14159408 ◽

2021 ◽

Author(s):

Minh Tran

Keyword(s):

New Zealand ◽

Cultural Capital ◽

Student Perceptions ◽

Mixed Methods Research ◽

Online Survey ◽

Cognitive Theory ◽

Moral Issue ◽

Depth Information ◽

Moral Thought ◽

Postgraduate Students

This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

10.26686/wgtn.14159408.v2 ◽

2021 ◽

Author(s):

Minh Tran

Keyword(s):

New Zealand ◽

Cultural Capital ◽

Student Perceptions ◽

Mixed Methods Research ◽

Online Survey ◽

Cognitive Theory ◽

Moral Issue ◽

Depth Information ◽

Moral Thought ◽

Postgraduate Students

This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

Download Full-text

What Are the Opinions of New Zealand Public Library Staff on Ebooks?

10.26686/wgtn.17003956.v1 ◽

2021 ◽

Author(s):

◽

Megan Adelle Percy

Keyword(s):

New Zealand ◽

Online Survey ◽

Public Libraries ◽

Public Library ◽

Median Response ◽

Staff Members ◽

The Past ◽

Library Staff ◽

Strongly Agree ◽

Level Of Agreement

RESEARCH OBJECTIVE: The purpose of this study was to discover the opinions of New Zealand public library staff on ebooks. While there are studies on opinions on ebooks, there is less emphasis on public library staff. Ebooks are becoming more and more popular and how libraries implement them will impact on the future of libraries. The aim of this study was to discover what library staff liked and disliked about ebooks and how they feel about ebooks in public libraries. METHODOLOGY: Invitations to participate in a survey about ebooks were posted on two email discussion lists, PUBSIG, for New Zealand public library staff, and NZ-Libs, for New Zealand library staff. Additionally, an invitation was emailed to all staff members of Wellington City Libraries. Data were collected using an online survey consisting mainly of Likert-type statements that respondents indicate their level of agreement to. These statements were adapted from previous studies done on ebooks. Respondents were not required to answer every question. RESULTS: There were 202 responses. 63% (127) of New Zealand public library staff surveyed have read at least one ebook in the past year. 93% (188) Agree or Strongly Agree with the statement that it is important for public libraries to offer ebooks. 57% (105) Agree or Strongly Agree with the statement “I enjoy helping patrons with technical questions about ebooks or ereaders”. Respondents think that the portability of ebooks and the ability to customise ebooks is useful. Most library staff surveyed think the increasing popularity of ebooks is good for libraries. The median response to “My library has a great stock of ebooks” was Neither Agree nor Disagree, with the majority of respondents agreeing that ebook licensing terms restricts the stock of ebooks available at their library. IMPLICATIONS: Library staff think that offering ebooks is important for libraries. However, libraries implementing ebooks need to ensure staff are ready to help patrons with ebooks. Ebook licensing terms are perceived as restricting libraries’ ebook stock, for libraries to be successful at offering ebooks the licensing situation may need to change.

Download Full-text

Non-friction reading: Licensing requirements for e-book lending in New Zealand public libraries

10.26686/wgtn.17005576 ◽

2021 ◽

Author(s):

◽

Amy Joseph

Keyword(s):

New Zealand ◽

Staff Member ◽

System Integration ◽

Online Survey ◽

Response Rate ◽

Public Libraries ◽

Public Library ◽

Research Problem ◽

Strong Preference ◽

National Library

Research problem: Libraries face many challenges as they strive to provide e-books to their members, often caused by less-than-ideal licensing conditions, or publishers who will not yet license their titles to libraries for lending. This research project, developed in conjunction with a National Library of New Zealand initiative investigating collaborative ebook procurement for libraries, surveyed New Zealand public libraries in order to discover what elements of existing and proposed models would best meet the needs of their users. Methodology: a link to an online survey was emailed to public library managers, who were asked to complete the survey or delegate it to an appropriate staff member. Results: Valid responses were received from 34 of the 67 library systems contacted (response rate = 50.8). New Zealand public libraries are anticipating a large increase in spending on the provision of e-books, with the growth in spending on e-books set to outstrip growth in spending on other e-resources. They show a strong preference for perpetual access licenses, and generally tend to favour licenses that allow for control over title selection and predictability over budgets. They are concerned with system integration and would ideally like to see e-books from all their chosen vendors available through one interface that integrates with their catalogues. Libraries would like to see more New Zealand content available, and access to library e-book lending on all devices their users may choose to use.

Download Full-text