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Objective – The researchers investigated whether faculty use of the references in articles had a relationship with the later impact of the publication (measured by citation counts). The paper also reported on additional factors that may influence the later impact of publications.

Methods – This researchers analyzed data for articles published by faculty at a large public university from 1995 to 2015. Data were obtained from the Scopus abstract and citation database and analyzed using SPSS27 to conduct Pearson’s correlations and regression analysis.

Results – The number of references included in publications and the number of citations articles received each year following publication have increased over time. Publications received a greater number of citations annually in their 6th to 10th years, compared to the first 5. The number of references included in an article had a weak correlation with the number of citations an article received. Grant funded articles included more references and later received more citations than non-grant funded articles. Several variables, including number of references used in an article, the number of co-authors, and whether the article was grant funded, were shown to correlate with the later impact of a publication.

Conclusion – Based on the results, researchers should seek out grant funding and generously incorporate literature into their co-authored publications to increase their publications' potential for future impact. These factors may influence article quality, resulting in more citations over time. Further research is needed to better understand their influence and the influence of other factors.

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Objectives – The issue/return of books and other reading materials available on shelves in academic libraries has declined. Round-the-clock availability of information resources, high-speed internet, cheaper cost of data download, laptops, and smartphones are some of the reasons behind decreased usage of print reading materials. Users are spending more time studying, accessing e-resources, socializing with friends, and discussing with peer groups in the library building. Libraries in developed countries have already recognized the need of the hour and redesigned their spaces to create a variety of reading spaces, creative spaces, quiet spaces, and so forth in the existing building. But the libraries of the higher education institutions in India have not considered the users' needs concerning the library space. No such study has been conducted at large universities in India. This study was conducted with library users of the central library of two large universities located in New Delhi to find users' opinions and views to re-purpose the library space to meet users' needs.

Methods – The survey method has been used to understand the use of the existing format of knowledge resources and the need of library users. The central point of the research questionnaire is to optimize the library space of the central libraries of the universities under study. Printed questionnaires were distributed to the users present in the reading halls of the libraries at Jawaharlal Nehru University (JNU), New Delhi, and Delhi University (DU), New Delhi, and online questionnaires were distributed to faculty members. The collected data were analyzed with Microsoft Excel, and various hypotheses were tested using non-parametric tests such as the sign test, Mann-Whitney U test, and Kruskal-Wallis test.

Results – Students and research scholars visit daily and spend more than four hours in the library building. They use their time in study, accessing e-resources in the reading halls of the library more than any other place. The users opined the reading halls should have wi-fi facilities, a power source to charge laptops and mobile phones, washrooms near every reading hall, a quiet reading space, and a clean ambient environment for long hours of study in the library building.

Conclusion – Library users in the 21st century want more physical space to study, concentrate, socialize, and learn in the informal learning environment. They need library space with the latest infrastructure to connect to the digital world to retrieve study materials and print copies of study materials. Educational institutions should create more varied reading spaces for serious reading, pleasure reading, in-depth reading, and interactive learning spaces in new library buildings.

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Objective – This empirical study aims to contribute qualitative evidence on the perspectives of data-related librarians regarding the necessary skills, education, and training for these roles in the context of Canadian academic libraries. A second aim of this study is to understand the perspectives of data-related librarians regarding the specific role of the MLIS in providing relevant training and education. The definition of a data-related librarian in this study includes any librarian or professional who has a conventional title related to a field of data librarianship (i.e., research data management, data services, GIS, data visualization, data science) or any other librarian or professional whose duties include providing data-related services within an academic institution.

Methods – This study incorporates in-depth qualitative empirical evidence in the form of 12 semi-structured interviews of data-related librarians to investigate first-hand perspectives on the necessary skills required for such positions and the mechanisms for acquiring and maintaining such skills.

Results – The interviews identified four major themes related to the skills required for library-related data services positions, including the perceived importance of experience conducting original research, proficiency in computational coding and quantitative methods, MLIS-related skills such as understanding metadata, and the ability to learn new skills quickly on the job. Overall, the implication of this study regarding the training from MLIS programs concerning data-related librarianship is that although expertise in metadata, documentation, and information management are vital skills for data-related librarians, the MLIS is increasingly less competitive compared with degree programs that offer a greater emphasis on practical experience working with different types of data in a research context and implementing a variety of methodological approaches.

Conclusion – This study demonstrates that an in-depth qualitative portrait of data-related librarians within a national academic ecosystem provides valuable new insights regarding the perceived importance of conducting original empirical research to succeed in these roles.

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Objectives – Consultation of internet sources for educational and research purposes is the new normal. As a result of information communication technology, information creation and access are more convenient. The current study was carried out to investigate the proportion of use of internet sources for research purposes by research scholars of three central universities of North East India, namely Tezpur University, Mizoram University, and Rajiv Gandhi University.

Methods – The researchers collected data from 123 respondents through an online questionnaire that was distributed through different social media platforms. The study was conducted among Research Scholars (PhD and M.Phil) of Mizoram University, Rajiv Gandhi University, and Tezpur University.

Results – The research results show that research communities are moving toward digital platforms for searching and consulting their required resources. Most of the respondents consult internet sources for writing their research reports, but they do not format the references properly. Some research scholars do not follow any referencing style for citing web documents, and respondents do not have much awareness about the differences between URLs and DOIs. Research communities also face problems due to the inaccessibility of online documents cited by former researchers.

Conclusion – Since most of the respondents are not familiar with the use of web archives, the current study suggests that higher education institutions should arrange awareness programs on the use of web archives. Research communities should follow the proper referencing formats to acknowledge others’ works. Publishers should mandate a citation style for authors and verify the accuracy of the references before publishing articles or other works.

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Objective – During the COVID-19 pandemic, the majority of post-secondary institutions in British Columbia remained closed for a prolonged period, and volume on the provincial consortia chat service, AskAway, increased significantly. This study was designed to evaluate the content of AskAway transcripts for the 2019-2020 and 2020-2021 academic years to determine if the content of questions varied during the pandemic.

Methods – The following programs were used to evaluate the dataset of more than 70,000 transcripts: R, Python (pandas), Voyant Tools and Linguistic Inquiry and Word Count (LIWC).

Results – Our findings indicate that the content of questions remained largely unchanged despite the COVID-19 pandemic and the related increase in volume of questions on the AskAway chat service.

Conclusion – These findings suggest that the academic libraries covered by this study were well-poised to provide continued support of patrons through the AskAway chat service, despite an unprecedented closure of physical libraries, a significant increase in chat volume, and a time of global uncertainty.

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Objective – To examine the current state of knowledge among academic librarians in Spanish-speaking countries in Latin America regarding open access and predatory publishing. Furthermore, the study sought to explore actions or potential plans among this group that could allow them to better assist researchers with these aspects of scholarly publishing literacy.

Design – An online survey, followed by interviews with self-selected participants.

Setting – Academic libraries in Spanish-speaking countries in Latin America.

Subjects – 104 librarians in the online survey and seven librarians in the interviews, each holding a position in an academic library in Spanish-speaking Latin America.

Methods – An anonymous survey in Spanish consisting of 34 required questions was built with SurveyMonkey and distributed to participants between 30 July 2020 and 20 September 2020. Survey respondents were directed to contact the author via email if they wished to participate in follow-up interviews. Interviews were then conducted in Spanish over Zoom between 10 October 2020 and 10 November 2020, and the transcripts were coded and analyzed with NVivo.

Main Results – Of the survey’s respondents, 31.73% indicated that their library has a scholarly communication librarian, 29.81% noted that the library receives requests for assistance with finding journals in which to publish at least once per week, and 16.35% reported this type of request at least 1-2 times per month. In specific regard to predatory publishing, almost 52.88% of respondents indicated that they never receive questions on this topic, and 25.00% answered that users seek this kind of information less than once per month. Additionally, 31.73% responded that information on predatory publishing is not available at their library, and 42.31% rated their own knowledge of predatory publishing as fair to very poor. Finally, 44.23% reported plans to develop training or information to educate their institution’s research communities about predatory publishing, and 2.88% planned to recruit a scholarly communications specialist. In interviews, all participants agreed that exchanging information with other institutions with more knowledge and services related to predatory publishing would be beneficial. Three interviewees saw a general role for the library in providing information on predatory publishing, and three others indicated that this should be a leadership role when working in conjunction with other departments. All participants saw a lack of knowledge about predatory publishing as one of the primary difficulties for academic libraries, and three reported that the survey itself had led them to recognize the importance of the library’s role in scholarly communication literacy and create plans for their library to assist researchers in regard to predatory publishing.

Conclusion – Academic libraries in Spanish-speaking countries in Latin America are not yet offering robust support for researchers concerning predatory publishing, but there is growing recognition of the issue, as well as interest in further developing expertise among librarians. Collaboration and exchanges of information with other institutions with more developed resources related to predatory publishing is viewed positively and may build upon existing knowledge of open access publishing.

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Objective – To determine the number of open access journals that have vanished from the web and to summarize their publishing lifespan, geographical and disciplinary characteristics.

Design – A descriptive research study.

Setting – The internet and internet archive.

Subjects – Open access journals.

Methods – To identify vanished open access (OA) journals, vanished was defined by the authors as “a journal that published at least one volume as immediate OA after which production ceased, and the journal, together with the published full-text documents, disappeared from the web.” If the journal content partially existed, it would be considered as vanished if <50% was available during 12 months of data collection which occurred September 2019–September 3, 2020. In 2020, the OA journal list was created by searching Directory of Open Access Journals (DOAJ), Ulrichsweb Global Serials Directory, and Scopus title lists. The list was cross-referenced with database records from DOAJ from 2010–2012, 2012–2014, and 2014–2019; Ulrichsweb title lists from May 24, 2012, and July 3, 2018; and Scopus title lists from February 2014 and April 2018, to determine the missing titles. Previous research by the primary author and two peers, and previous publications, also contributed to the list of vanished journals. Data was collected manually, and duplicates were removed. Authors searched the Keepers Registry to be sure that the journal content was not preserved or accessible. Only titles with an ISSN number were kept in the final list. The authors then searched indexing databases and Google to find the vanished journal’s website, then accessed the website through the Internet Archive's Wayback Machine to gather the information such as the year founded, last year of publication, last year available online, language, country, affiliation, and academic discipline.

Main Results – Authors identified 154 completely vanished journal titles and 20 partially vanished journal titles, to total 174 verified titles. Journals originated from 47 countries; the majority were published in English (n=137), and most were from North America, Europe and Central Asia (n=109). Social sciences and humanities domain represented 52.3% or 91 titles, and the last publication year of most titles occurred between 2010 and 2014 (n=110). The authors estimated the average time of the last published issue to the last available time on the internet to be within 1 year for 68 titles and within 5 years for 144 titles.

Conclusion – Although the results represent a small number of the available OA journals at the time of the study (1.2%), it reinforces the authors’ theme that “open is not forever” and raises concern of the potential loss of scholarly work.

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Objective – To determine how librarians' perceptions of public libraries' social responsibility and accountability within society affect their professional ethics and conscientiousness.

Design – Quantitative, survey questionnaire.

Setting – Public libraries in Iran.

Subjects – Survey respondents (N=362) were public librarians* (see note below).

Methods – The authors created a theoretical model based on six separate hypotheses, describing the relationship between the following variables: corporate social responsibility, organizational accountability, professional ethics, and conscientiousness. A questionnaire was distributed to the participants. SPSS 21.0 was used for the analysis of demographic data and SMART PLS 3.0 was used to assess the theoretical model.

Main Results – The results show a significant, positive, and direct relationship between the variables being studied (corporate social responsibility, organizational accountability, professional ethics, and conscientiousness), therefore confirming the relevance of the authors’ theoretical model.

Conclusion – The results of this study demonstrate the importance of promoting the social responsibility and organizational accountability efforts of public libraries. The data suggest that doing so will strengthen the positive perception of the library amongst employees, which will in turn have a positive effect on their professional ethics and conscientiousness. The authors suggest that library managers need to create a culture of accountability and ethics within libraries. They can do so by incorporating ethics and social responsibility in decision-making and policies. Additionally, the authors propose that professional ethics training in library curricula and continuing education would provide librarians with the knowledge necessary when encountering ethical dilemmas on the job.

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Objective – To determine health sciences librarians' attitudes toward professionalism and to examine relationships between professionalism attributes and participant characteristics as defined by the Richard H. Hall Professionalism Inventory.

Design – Cross-sectional online survey using the Richard H. Hall Professionalism Inventory.

Setting – Electronic mailing lists of the Medical Library Association (MLA), the Association of Academic Health Sciences Libraries (AAHSL), the Association of College and Research Libraries (ACRL) Health Sciences Interest Group, and the Canadian Health Libraries Association (CHLA).

Subjects – There were 430 participants.

Methods – The online survey, created in REDCap, was distributed electronically across multiple mailing lists during June and July of 2019. Quantitative analysis included descriptive statistics and ANOVA conducted in R with reliability determined by Cronbach's alpha.

Main Results – Professionalism scores for health sciences librarians were lowest in public service and self-regulation, and highest in professional organization as referent, autonomy, and sense of calling. Individuals with a degree in health sciences scored lower on a sense of calling than individuals with Library and Information Science (LIS) degrees. Faculty benefits such as tenure decreased sense of calling. There were statistically significant differences according to role (e.g., archives, administration). Subject specialty librarians had lower scores in most attributes.

Conclusion – Health sciences librarianship does not clearly meet the criteria of a profession. Its heterogeneity of specializations and receptiveness to diverse backgrounds and perspectives are possible threats to its ability to create a cohesive identity. Further, duties that can be considered non-library work appear to correlate with lower professionalism scores, even when they are associated with faculty status.

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Objective – To determine through statistical data collection the frequency of tracking by third parties in online public library environments along with the visibility and ease of discovery of online library policies and disclosures related to third-party tracking in particular and data privacy in general.

Design – Online evaluation of public library websites.

Setting – English-language public libraries in the United States and Canada.

Subjects – 178 public library websites (133 in the United States and 45 in Canada). The libraries included in the study were intentionally selected for their membership in either the Canadian Urban Libraries Council (CULC) or the Urban Libraries Council (ULC) in the Unites States, since these libraries have some of the largest systems membership serving predominantly urban and suburban communities in both countries. The included Canadian libraries serve nearly 41% of the population in that country while the included libraries in the United States are positioned to serve 28% percent of the total population. The author notes that “These percentage figures serve as hypothetical, upper-bound estimates of the population affected by third-party tracking since not every member of these communities actually uses their local public library” (Gardner, 2021, p.72).

Methods – In addition to evaluating the public library catalog and website in general with regards to third-party tracking and data privacy, 10 common content sources (databases) available at all of the included libraries were also included in the examination. Two browser add-ons designed to detect third-party tracking, Ghostery and Disconnect, were used in the study due to their popularity and incorporation into previous similar studies. In addition to third-party tracking the author executed word searches on library homepages using Ctrl-F for words commonly used to denote privacy or terms of use statements. No qualitative analysis was performed to determine if information shared regarding third-party tracking was accurate, and subpages were not examined. The data collection period lasted a total of three months beginning in March 2017 and running through May 2017.

Main Results – The data gathered between March and May of 2017 clearly indicates a general disregard among most sampled public libraries regarding the protection of patron data gathered by third-party tracking. Of Canadian libraries included in the sample 89% (40) enabled third-party tracking, while libraries in the United States allowed it at a rate of 87% (116). Both Ghostery and Disconnect revealed an almost identical number of incidences of third-party tracking in library catalogs and in the 10 popular public library databases examined in the study. Certain OPACS were associated with higher tracking counts as were certain library databases. Libraries were found to be lax when it came to providing a link on the homepage potentially informing users of the presence of third-party tracking. Of the 156 total libraries with third-party tracking in their online catalogs, 69 (44%) included a homepage link while the rest did not. The author notes that the presence of a link was all that was examined, and not specific language used to disclose the level of third-party tracking or data privacy. In total, 8 of the 10 common content sources allowed third-party tracking. All 10 provided a link to either privacy or terms of service statements on their landing pages.

Conclusion – Although patron privacy is an issue addressed in the American Library Association (ALA) Code of Ethics (American Library Association, 2021), the author concludes that “Together with previous research on usage of privacy-enhancing tools in public libraries, these results suggest that public libraries are accessories to third-party tracking on a large scale” (Gardner, 2021, p.69).

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Objective – To explore experiences of library diversity, equity, and inclusion (DEI) professional development events (PDEs) and to examine the long-term impacts on knowledge and personal practices of librarians and organizational change

Design – Exploratory, qualitative survey, hermeneutic phenomenology, retrospective reflection on a critical incident

Setting – Academic libraries across the United States and Canada

Subjects – 141 survey responses from academic librarians in public and private institutions who attended a DEI PDEs

Methods – The authors distributed a survey in late 2020 to librarians in public and private academic institutions across the US and Canada. Participants were asked to reflect retrospectively on memorable and impactful DEI PDEs they attended in the last five years and to focus on events at least a year before the survey was conducted. Participants were also asked to describe if the PDE changed their own learning and practice, as well as their organization’s policies and practices. The authors used hermeneutic phenomenology as a framework for their research and data analysis, which they describe as an approach to phenomenology that emphasizes the range and diversity of experiences. The survey questions were designed to illicit retrospective reflection and critical incident technique in order to capture the most impactful and memorable experiences with PDEs from respondents. Survey responses were coded, categorized, interpreted, and then mapped to the Transtheoretical Model (TTM) of change, a principle that breaks the phases of change into six processes: precontemplation, contemplation, preparation, action, maintenance, and termination. Additionally, the authors also ensured they represented diverse backgrounds as a method for addressing and reducing bias.

Main Results – The authors uncovered a trove of varied experiences and perspectives related to personal as well as organizational knowledge and change. However, they identified five broader categories of learning from the study data: cognitive learning, behavioral learning and change, personal learning and change, social learning and change, and emotional learning and change. The majority of study participants (n=91) chose to attend DEI PDEs rather than being required by their organizations to attend. Many came into the PDE with goals to attain new knowledge (n=39) and to change their behavior (n=30). Similarly, respondents noted that the PDE impacted them most by giving them new awareness around DEI topics and systemic inequities (n=51) and inspired behavioral changes and a commitment to taking action (n=28). PDEs also impacted some participants’ self-awareness around their own biases and privileges (n=22). However, responses included skepticism around the impact of PDEs on any real and meaningful change, particularly related to organizational culture and action. Respondents emphasized concern about performative allyship and underscored the challenges and barriers to making DEI a meaningful component of many institutional practices and policies. While respondents noted increased awareness around systemic inequities, these responses stood in stark contrast to several comments expressing frustration at the lack of meaningful organizational change and demoralization felt at the fruitlessness of DEI PDEs. The authors’ initial data analysis revealed that PDEs most impacted cognitive awareness and behavioral action. However, when they mapped the data to the TTM, results emphasized the impact of PDEs on behavioral learning and action.

Conclusion – Academic librarians who participate in DEI-related PDEs experience a wide array of emotional responses to the training and leave with a broad range of cognitive, behavioral, and affective impacts. While data suggests that these PDEs increased awareness and knowledge and behavioral action the most, there is little that suggests that meaningful organizational change follows afterwards. Another challenge is the gap between having awareness of DEI topics and taking steps toward meaningful self-improvement. The authors note that it takes time for knowledge to translate into action and highlight the importance of post-PDE check ins by PDE facilitators and library administration. Academic librarians should approach DEI PDEs with intentionality by challenging themselves to set goals and use their new DEI knowledge to create actionable change both personally and organizationally. On the other hand, creators of DEI PDEs should take time to understand the participants and organizational culture in order to design trainings intentionally, using the TTM as a guide to identify how the PDE maps to the stages of change leading to meaningful action and follow up. Without intentionality, follow up, and goal setting, DEI-related PDEs may be ineffective, performative, and demoralizing.