scholarly journals DEVELOPMENT OF AUGMENTED REALITY TECHNOLOGIES FOR ACADEMIC LIBRARIES AS AN EXPERIENCE OF SYNERGETIC LEARNING

2021 ◽  
pp. 116-135
Author(s):  
Tetiana Luhova
Keyword(s):  
Augmented Reality ◽  
Academic Libraries ◽  
Information Technologies ◽  
Learning Experience ◽  
Academic Library ◽  
Interdisciplinary Approach ◽  
Library Science ◽  
Practical Training ◽  
Lecture Material ◽  
Starting Point

The purpose of the study is to identify the features of the use of augmented reality technologies in the training of specialists in information, library and archival studies, who can solve specialized problems in the professional field, characterized by the complexity and uncertainty of the conditions and provide for the application of the provisions and methods of information, library and archival affairs. Work in project student groups to develop library augmented reality is a synergistic educational model that combines different pedagogical strategy: problem-based (PBL), innovative learning (IBL), project-based (PjBL), active learning (AL), deeper learning and game-based learning (GBL). The study proposes an interdisciplinary approach to teaching student librarians: a combination of applied augmented reality research for academic libraries and problem-oriented student learning, learning in the development process for innovations. The method of infographics comparative analysis was used. The article raises the issues of convergence of traditional forms of theoretical and practical training and the organization of innovative activities of students in the space of the academic library on the example of the development of AR-technologies. Peculiarities of development and implementation of augmented reality information technologies in work with documentary funds of academic libraries in the process of problem-based learning focused on innovations are determined. AR-marker technology has been intuitive for humanities students and facilitates the annotation and indexing of library documents. AR-technologies allow playfully to delve into documentary and library science aspects of creating the content of an AR document to master the skills of compiling thematic references. In the concepts of PBL and IBL, the primary emphasis is placed on the applied solution of problems and implementing innovations that meet the needs of a particular organization. This undermines the value of fundamental theoretical learning. We show the value of theoretical lecture material, on the example of the development of augmented reality for academic libraries by student librarians. We prove the importance of correlating lecture material as a starting point for student innovations to the actual needs of the academic library. The results of the research will be an impetus for implementing PBL & IBL in higher education in developing innovations by students in new learning environments (internships, information industry), such as academic libraries. Also initiate the work on implementing AR information technologies in the activities of university libraries. AR is a significant addition to the tools that university and libraries can use to engage their audiences to information literacy training. This should promote the librarianship and increase the status of the university. The students’ work with AR library technology is characterized by complexity, interdisciplinary nature, the collaboration of students of humanities and technical profiles. All this develops in students important competencies: creativity, ability to apply theory, work in a team, learn, developer responsibility, systematic thinking, involvement, focusing on innovation. The paper proposes to consider AR information technologies not only in the perspective of programming but also as a tool for PBL-AL-PjBL-GBL-IBL of student librarians, and as a subject of library and document researches (new tools of documentation). We emphasize fundamental learning and its constant testing in practice. The starting point in the development of innovations by students is the educational material, not the needs of the organization for which the innovations are developed. Because the process of innovation is a learning experience designed to show the applied power of theoretical knowledge. A multifactor model for evaluating student innovations is proposed.

scholarly journals User agreements and makerspaces: a content analysis

2015 ◽  
Vol 116 (7/8) ◽  
pp. 358-368 ◽  
Author(s):  
Heather Michele Moorefield-Lang
Keyword(s):  
Content Analysis ◽  
Academic Libraries ◽  
Technology Use ◽  
Academic Library ◽  
The Body ◽  
Library Science ◽  
Learning Space ◽  
Content Type ◽  
The Usa ◽  
Qualitative Data Analysis Software

Abstract – The purpose of this paper is to analyze the user agreements of makerspaces in public and academic libraries. User agreements, also known as maker agreements, user forms and liability forms, can be very important documents between library patrons, staff and faculty. User agreements are similar to the earlier creation of acceptable use policies for technology use in libraries. The author of this study will delve into the user agreements created for public and academic libraries across the USA. Design/methodology/approach – The researcher used content analysis to investigate 24 different user agreements written for public and academic library makerspaces. NVivo qualitative data analysis software was integrated into this research to aid in the breakdown of commonalities across terms, themes and purpose within the user agreements. Findings – Although makerspaces are a very exciting topic in the field of library science at this time, the implementation of a maker learning space is still new to many libraries. Creating a user agreement for a makerspace is newer still. Most user agreements in this study were six months to a year old. Some consistencies found across makerspace user agreements include liability waivers, permissions for minors, safety, copyright and technology replacement costs. Originality/value – At this time, most publications on makerspaces are held in the realm of popular publications (blogs, magazines, zines, etc.). The body of peer-reviewed and scholarly research on makerspaces is growing. Makerspace user agreements are new to this growing field of interest, and a content analysis of these documents will pave the way for the writing of future forms.

Overcoming imposter syndrome: the adventures of two new instruction librarians

2019 ◽  
Vol 47 (3) ◽  
pp. 331-342
Author(s):  
Jessica Martinez ◽  
Meredith Forrey
Keyword(s):  
Academic Libraries ◽  
Information Science ◽  
Academic Library ◽  
Library Science ◽  
Work Environments ◽  
First Year ◽  
Library And Information Science ◽  
Library Instruction ◽  
Content Type ◽  
Imposter Phenomenon

Purpose New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees. Design/methodology/approach This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents. Findings This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries. Research limitations/implications This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research. Practical implications The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians. Originality/value Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

Remote reading: a shelf list analysis of an academic library’s juvenile collection

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah B. Cohn
Keyword(s):  
Social Justice ◽  
Academic Libraries ◽  
Design Methodology ◽  
Academic Library ◽  
Children's Books ◽  
Children’S Books ◽  
Academic Institutions ◽  
Content Type ◽  
Starting Point ◽  
Aged State

Purpose This study aims to detail an analysis project of a juvenile collection within an academic library. The analysis became a starting point for the development of a coherent collection policy, and for charting a path toward a better maintained, more used, more diverse, inclusive and representative collection. Design/methodology/approach The analysis was done by using a catalog-generated shelf list, which revealed specific details about the aged state of the collection and brought to light the lack of attention the collection has been getting in recent years. Findings The analysis of a collection of children’s books in an academic library revealed a collection long out of date and unable to serve the needs of our user population. Research limitations/implications This analysis is specific to academic institutions that have collections of children’s material. Originality/value The literature on juvenile collections in academic libraries is relatively sparse. This research details a social justice approach to building and maintaining juvenile collections in academic libraries.

scholarly journals “There is Nothing Inherently Mysterious about Assistive Technology” A Qualitative Study about Blind User Experiences in US Academic Libraries

2018 ◽  
Author(s):  
Adina Mulliken
Keyword(s):  
Academic Libraries ◽  
Information Technologies ◽  
Academic Library ◽  
Screen Reader ◽  
Blind Users ◽  
Screen Readers ◽  
Reference Services ◽  
Chat Reference ◽  
Reference Librarians ◽  
High Level

Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, blind users and librarians worked verbally without the screen reader. Users were appreciative of librarians’ help but outcomes were not entirely positive. Other times, librarians worked with users to navigate with a screen reader, which sometimes led to greater independence. Some users expressed satisfaction with working with librarians verbally, particularly if websites did not seem screen reader user friendly, but many users preferred independence. Participants agreed it would be helpful if librarians knew how to use screen readers, or at least if librarians were familiar enough with screen readers to provide relevant verbal cues. Many users liked and used chat reference and many preferred Purdue Online Writing Lab (OWL) to learn citation style, though learning citation style was challenging. Questions such as reference librarians’ role when e-resources are not equally accessible deserve wider discussion in the library literature and in practice. Given the challenges described by the research participants and legal requirements for equally effective electronic and information technologies, libraries and librarians should approach reference services for blind users more proactively. Recommendations are provided. This paper was originally published in Reference and User Services Quarterly at https://journals.ala.org/index.php/rusq/article/view/6528

scholarly journals “There is Nothing Inherently Mysterious about Assistive Technology”: A Qualitative Study about Blind User Experiences in US Academic Libraries

2017 ◽  
Vol 57 (2) ◽  
pp. 115 ◽  
Author(s):  
Adina Mulliken
Keyword(s):  
Academic Libraries ◽  
Information Technologies ◽  
Academic Library ◽  
Screen Reader ◽  
Blind Users ◽  
Screen Readers ◽  
Reference Services ◽  
Chat Reference ◽  
Reference Librarians ◽  
High Level

Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, blind users and librarians worked verbally without the screen reader. Users were appreciative of librarians’ help but outcomes were not entirely positive. Other times, librarians worked with users to navigate with a screen reader, which sometimes led to greater independence. Some users expressed satisfaction with working with librarians verbally, particularly if websites did not seem screen reader user friendly, but many users preferred independence. Participants agreed it would be helpful if librarians knew how to use screen readers, or at least if librarians were familiar enough with screen readers to provide relevant verbal cues. Many users liked and used chat reference and many preferred Purdue Online Writing Lab (OWL) to learn citation style, though learning citation style was challenging. Questions such as reference librarians’ role when e-resources are not equally accessible deserve wider discussion in the library literature and in practice. Given the challenges described by the research participants and legal requirements for equally effective electronic and information technologies, libraries and librarians should approach reference services for blind users more proactively. Recommendations are provided.

scholarly journals Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree

2020 ◽  
Vol 15 (1) ◽  
pp. 254-256
Author(s):  
Eugenia Opuda
Keyword(s):  
Academic Libraries ◽  
Academic Library ◽  
Multiple Choice ◽  
Library Science ◽  
Advanced Degree ◽  
Graduate Degree ◽  
Library Education ◽  
Graduate Degrees ◽  
Academic Librarianship ◽  
Library Professionals

A Review of: Oliver, A., & Prosser, E. (2018). Academic librarianship without the degree: Examining the characteristics and motivations of academic library professionals. The Journal of Academic Librarianship, 44(5), 613-619. https://doi.org/10.1016/j.acalib.2018.07.006 Abstract Objective – To examine the motivations and career paths of professionals outside the field of library science who work in academic library settings, including their reasons for not pursuing a graduate degree in librarianship. Design – Multiple-choice survey questionnaire. Setting – Not clearly stated. Subjects – 193 adults without graduate degrees in librarianship employed in professional positions in academic libraries. Methods – A nineteen-item multiple-choice questionnaire hosted on Select Survey and a previous study by the same authors. Filtering excluded survey respondents who did not currently work in academic libraries, who had graduate degrees in librarianship, or who do not identify as an academic library professional. Main Results – Most of the survey respondents (n=115, 59.9%) had positions in a library prior to pursuing a professional academic library career. Of those with prior library experience, most (n=98, 85.2%) had gained experience in academic library settings. The two top reasons cited for becoming an academic library professional were an interest in employment in academic library settings (n=59, 52.2%) and meeting  position requirements (n=54, 47.8%). A fifth of respondents both met the requirements for their position and had an interest in working in academic libraries (n=23, 20.4%). Most respondents had less than five years’ experience (n=41, 36.6%) or six to ten years’ experience (n=43, 38.4%) in an academic library. Less than half of respondents had became academic library professionals after applying as an external candidate (n=83, 44.6%) and a number of respondents had applied as an internal candidate (n=52, 28%). Several respondents had become academic library professionals because they were promoted, appointed, or recruited within their academic libraries (n=35, 18.8%). Few respondents were actively working on a graduate librarianship degree (n=21, 11.3%) and most expressed that they did not need such a degree (n=112, 67.9%). Those who were pursuing a graduate degree in librarianship did so because of their desire to advance their careers (n=17, 81%). Respondents’ current positions were mostly categorized in areas such as administration (n=77, 31.2%), scholarly communications (n=34, 13.8%), technical services (n=27, 10.9%), and information technology (n=20, 8.1%). Conclusion – Having prior experience working in an academic library served as a notable motivating factor for entry into the position of academic library professional. Two main pathways towards obtaining such positions included positions without graduate library degree requirements and the transition of paraprofessionals into professional-level jobs. Most survey respondents noted their lack of interest in pursuing an advanced degree in librarianship, as they did not see the significance of having one. These findings may help library education programs to better understand growing needs in librarian education and prepare the future library workforce to meet these new demands.

Peculiarities of teaching clinical microbiology to foreign resident physicians

2018 ◽  
Vol 22 (2) ◽  
pp. 350-352
Author(s):  
S.A. Ivanova ◽  
M.S. Tretyakov ◽  
Ye.F. Makats
Keyword(s):  
Clinical Microbiology ◽  
Laboratory Diagnosis ◽  
Practical Training ◽  
Main Task ◽  
Leading Role ◽  
Innovative Methods ◽  
Lecture Material ◽  
Resident Physicians ◽  
Interactive Training ◽  
Starting Point

The article describes the experience of teaching clinical microbiology to foreign interns at the stage of postgraduate training. The principles of structuring the lecture material to suit the profile of doctors-residents and the requirements for conducting practical classes are described. The purpose of the work is discussion the peculiarities of teaching clinical microbiology for foreign residents’ physicians at the present stage of education. The curriculum for teaching clinical microbiology to foreign residents is divided into thematic cycles. It is problem-oriented and is based on specific clinical situations. At the department lecturing on clinical microbiology is conducted according to thematic cycles. For clinical interns, 30 lectures and 10 hours of practical training were allocated. To monitor the perception of lectures by specialists, interactive training is used. Such basis to the study of the topic allows us to logically approach the study of the problem, take part in its discussion. Lectures play a leading role in the training of health professionals. The main task of introducing a series of lectures on clinical microbiology is to introduce young specialists the innovative methods of laboratory diagnosis of diseases, the etiological and starting point of which are microorganisms. Employees of the department actively develop, implement and expand thematic plans for resident physicians. Carrying out practical classes to residents-foreigners is necessarily based on an individual approach to residents with a mandatory account of their specialization profile. The experience of training clinical residents for the specialty “Clinical Microbiology” is planned to be included in the draft curriculum for residency.

scholarly journals Accurate Answers to Reference Queries May Be Provided Less Frequently Than Expected

2010 ◽  
Vol 5 (4) ◽  
pp. 125 ◽  
Author(s):  
Eamon C. Tewell
Keyword(s):  
Academic Libraries ◽  
Academic Library ◽  
Library Science ◽  
Government Printing ◽  
Reference Services ◽  
University Of Oklahoma ◽  
Strategic Assessment ◽  
Government Documents ◽  
Reference Librarians ◽  
Library Staff

A review of: Hernon, P., & McClure, C. (1986). Unobtrusive reference testing: The 55 percent rule. Library Journal, 111(7), 37-41. Objective – To determine the number of government documents reference questions that are answered correctly by professional library staff. Design – The authors utilized unobtrusive reference testing: reference queries posed to library personnel who were unaware they were being evaluated. As opposed to other designs that require the researcher’s presence in the setting, unobtrusive testing utilizes proxies to administer test questions to the subjects, reducing the possibility of reporter bias. Setting – Twenty-six public and academic libraries participating in the U.S. Government Printing Office Depository Program located in the Western, Southern, and Midwestern United States. The Federal Depository Program consisted of 1400 libraries at the time of the study. One public and one academic library were chosen for each city. Subjects – Reference and government documents librarians. These two staff types were selected in order to compare the accuracy of each group’s responses to the queries. Methods – A set of 15 predetermined factual and bibliographic questions were developed by the authors and administered to library staff respondents by proxies. Government documents were selected as the foundation for the test questions. In selecting federal depository libraries for their sample the authors could ensure all queries may hypothetically be answered using U.S. Government Printing Office documents, as all of the libraries would hold the resources in question. Graduate students enrolled in the University of Arizona and University of Oklahoma library science programs were trained by the authors to serve as proxies. The proxies posed as library users and administered the set of queries at each selected library. Reference librarians and government documents librarians were tested separately, receiving seven and eight questions respectively at each library visited. Over a four-month period a total of 390 questions were posed and their answers recorded. Main Results – The respondents correctly answered 241 of 390 queries (62 percent). Government documents librarians accurately answered 65 percent of questions, while reference librarians successfully responded to 59 percent. Hernon and McClure derived the “55 percent rule” for reference accuracy from these results and previous unobtrusive studies conducted by both the authors and other researchers. This body of research estimates the rate of accurate answers of factual and bibliographic questions to be between 50 and 62 percent. Data regarding the “interview and search process” (I&S), defined as the activities between the time a query was posed and when a resolution was provided, also yielded intriguing findings. Regardless of the question asked, the average I&S duration was three to five minutes. Two-thirds of the accurate answers were supplied within three minutes, and 89 percent within five minutes of the initiation of I&S. The duration of I&S did not vary significantly by library type or librarian type. Reasons for the provision of inaccurate answers included providing the wrong data (64 percent of instances), responding with “don’t know” and ending the interaction (20 percent), or claiming the library did not own a source that would answer the query (15 percent). Other findings included the fact that respondents infrequently offered referrals, which took place in 17 percent of all interactions, and that the three geographic regions studied had an even distribution of correct answers. Conclusions - Based on their research results as well as those of similar unobtrusive studies, the authors propose two rules regarding reference assistance that apply to public and academic libraries. First, reference librarians correctly answer approximately 55 percent of factual and bibliographic queries received (the 55 percent reference rule). Second, librarians spend no more than five minutes on most factual and bibliographic questions (the five-minute answer rule). Ultimately, Hernon and McClure recommend reevaluating the centrality of reference services to library operations. If trained professionals are unable to answer more than 60 percent of factual questions correctly, should reference services continue to receive such considerable staffing and funding? Or, alternatively, should libraries increase efforts to improve the accuracy of answers? The authors close by challenging the profession to address the need for strategic assessment of reference effectiveness.

scholarly journals Controversy and Diversity: LGBTQ Titles in Academic Library Youth Collections

2015 ◽  
Vol 59 (2) ◽  
pp. 62 ◽  
Author(s):  
Virginia Kay Williams ◽  
Nancy Deyoe
Keyword(s):  
Young Adult ◽  
Academic Libraries ◽  
Young Adult Literature ◽  
Academic Library ◽  
Library Science ◽  
Academic Librarians ◽  
Future Teachers ◽  
Lgbtq Youth ◽  
Selection Procedures ◽  
Youth Literature

Academic libraries supporting education and library science programs collect youth literature to support courses that teach students to evaluate and use books with children and teenagers. Although children’s and young adult literature with lesbian, gay, bisexual, transgender, and queer (LGBTQ) content is often controversial, this literature is being discussed in both the education and library literature. This paper discusses the literature on LGBTQ youth literature, explores the extent to which academic libraries supporting education and library science programs collect recently published LGBTQ youth literature, and concludes that academic librarians responsible for youth collections should evaluate their LGBTQ holdings to ensure that they are meeting the needs of future teachers and educators for access to these books. The paper offers suggestions for assessing collections, locating LGBTQ youth titles, and updating selection procedures to build a more inclusive collection.

SWOT analysis of Jamaican academic libraries in higher education

2018 ◽  
Vol 39 (3/4) ◽  
pp. 246-278
Author(s):  
Sasekea Yoneka Harris
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Swot Analysis ◽  
Academic Library ◽  
Situational Analysis ◽  
Content Type ◽  
Starting Point ◽  
Academic Librarianship ◽  
Latin America And Caribbean ◽  
Analytical Tools

Purpose Academic libraries do not operate in a vacuum; they must co-exist with change and competition on all levels. In order to succeed, they must know their internal strengths in order to take advantage of opportunities, whilst avoiding threats and addressing weaknesses. A SWOT analysis of Jamaican academic libraries can yield strategic insights for academic library praxis in Jamaica, the Caribbean, and the globe. The paper aims to discuss these issues. Design/methodology/approach Survey and discussion group were engaged for the five local academic libraries in higher education in Jamaica. Findings Human resources and support are the most recurrent themes in the reported strengths, weaknesses, opportunities and threats. Research limitations/implications This paper focused on local academic libraries in higher education (university level) in Jamaica. A survey of academic libraries at all levels, and using more detailed strategic analytical tools, would be a useful follow up. Practical implications This paper provides academic library managers and the national/regional library associations with a situational analysis of Jamaican academic librarianship, which can be used to inform future planning and management of library and information services. Additionally, the findings can inform the Latin America and Caribbean section of international library documents on trends, issues and future position of academic libraries globally. Originality/value This paper is of value as it is the first published scholarly documentation on the strengths, weaknesses, opportunities and threats in academic librarianship in Jamaica. In this regard, it makes a useful contribution to the dearth of literature on SWOT analyses of academic libraries per country. It may also represent a starting point for looking at solutions and emerging challenges in a Caribbean academic library environment and should help to focus on the need for continuing innovation.

Sign in / Sign up

Export Citation Format

Share Document