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This study aims to examine the state of embedded librarianship in African academic libraries by exploring the extent of librarian embedment in research processes in selected academic libraries in Africa.

A survey was conducted to collect data using an online questionnaire. The study population was comprised of librarians who directly support researchers throughout the research process in the scholarly communication and information services sections. Purposive sampling was used to select librarians, and 63 responses were received from the target of 100. The collected data were analysed using the statistical package for the social sciences (SPSS) software, and content analysis was used to analyse open-ended questions.

The study results showed that the extent and nature of librarians' embeddedness in the research process vary across different university contexts in Africa. Challenges and areas of research skill gaps among librarians were identified, and propositions to address the research skill gaps were provided.

The study findings can be used as a framework for libraries to embed librarians in the research process. The study made recommendations with practical implications for library practitioners in academia, and institutions offering library and information science education, and the library management responsible for the research process.

A study brings a novel perspective by examining the state of embedded librarianship in the African context. Its contribution generates knowledge and insights that inform the development of effective embedded librarianship practices in African academic libraries to enhance research support services and advancement of scholarly research in the region.

This study aims to examine the use of social media by academic librarians at universities in Zimbabwe with particular focus on the application of the four key constructs of the unified theory of acceptance and use of technology model. This study assesses the degree to which academic librarians in Zimbabwe believe that using social media enhances service delivery, the extent to which academic librarians perceive social media as easy to use, the influence of peers on social media use among academic librarians and the extent to which facilitating conditions influence social media use.

A pragmatist worldview in which both quantitative and qualitative methods were adopted, this multiple case study used face-to-face interviews, self-administered questionnaires and content analysis for collecting data.

Academic librarians in Zimbabwe perceive social media tools to be useful and easy to use in the provision of services. Social influence had a moderate effect on academic librarians’ use of social media for service delivery at universities in Zimbabwe, but they feel that their supervisors do not provide enough help for them to use social media.

To the best of the authors’ knowledge, no similar study has been done previously in Zimbabwe. This multiple case study presents useful findings on the acceptance and use of social media by academic librarians in Zimbabwe.

This paper aims to assess whether the current eResearch Knowledge Centre’s (eRKC) research support practices align with researchers’ requirements for achieving their research objectives. The study’s objectives were to assess the current eRKC research support services and to determine which are adequate and which are not in supporting the Human Sciences Research Council (HSRC) researchers.

This study uses interviews as part of the qualitative approach. The researcher chose to use interviews, as some aspects warranted further explanation during the interview. The interviews were scheduled using Zoom’s scheduling assistant. The interviews were semi-structured, guided by a flexible interview procedure and supplemented by follow-up questions, probes and comments. The research life cycle questions guided the interviews. The data obtained were coded and transcribed using MS Excel. The interview data were analysed, using NVivo, according to the themes identified in the research questions and aligned with the theory behind the study. Pre-determined codes were created in line with the six stages of the research life cycle and applied to group the data and extract meaning from each category. Interviewee responses were assigned to groups in line with the stages of the research life cycle.

The current eRKC research support services are aligned with the needs of HSRC researchers and highlight services that could be expanded or promoted more effectively to HSRC researchers. It proposes a new service, data analysis, and suggests that the eRKC could play a more prominent role in research impact, research data management and fostering collaboration with HSRC research divisions.

This study is limited to assessing the eRKC’s support practices at the HSRC in Pretoria, South Africa. A more comprehensive study is needed for HSRC research services, capabilities and capacity.

Assessment of eRKC followed a comprehensive interviewee schedule that followed Raju and Schoombee’s research life cycle model.

Zoom’s scheduling assistant may have generated Zoom fatigue and reduced productivity. Technical issues, losing time, communication gaps and distant time zones may have affected face-to-face interaction.

eRKC research support practices are rare in South Africa and most parts of the world. This study bridges the gap between theory and practice in assessing eRKC research support practices.

The purpose of this paper is to outline the Bill & Melinda Gates Foundation’s Global Libraries (GLs) initiative approach to advocacy and how it informs, guides, and integrates impact data to support sustainability of GL program results.

The paper defines advocacy in the context of GL, and explores the GL grant planning process, tools, and collaboration between advocacy and impact specialists. Results are demonstrated through grantee examples that illustrate a variety of approaches to library advocacy using impact data at local, country, and regional levels.

The paper demonstrates the importance of identifying community needs, designing impact measures to demonstrate how libraries help to address those needs, and the variety of ways impact evidence can be used to effectively advocacy for public libraries. This basic formula can be applied to advocacy efforts ranging from a broad national policy to a small incremental change in perceptions of libraries by local decision makers.

This paper reinforces the essential link between library impact measurement data and successful advocacy.

The purpose of this paper is to highlight the initial top-level findings of a year-long comprehensive needs assessment, conducted with the digital library community, to reveal reuse assessment practices and requirements for digital assets held by cultural heritage and research organizations. The type of assessment examined is in contrast to traditional library analytics, and does not focus on access statistics, but rather on how users utilize and transform unique materials from digital collections.

This paper takes a variety of investigative approaches to explore the current landscape, and future needs, of digital library reuse assessment. This includes the development and analysis of pre- and post-study surveys, in-person and virtual focus group sessions, a literature review, and the incorporation of community and advisory board feedback.

The digital library community is searching for ways to better understand how materials are reused and repurposed. This paper shares the initial quantitative and qualitative analysis and results of a community needs assessment conducted in 2017 and 2018 that illuminates the current and hoped for landscape of digital library reuse assessment, its strengths, weaknesses and community applications.

In so far as the authors are aware, this is the first paper to examine with a broad lens the reuse assessment needs of the digital library community. The preliminary analysis and initial findings have not been previously published.

The purpose of this paper is to review current knowledge, research and thinking about the difficulties facing public libraries offering internet access to their users in ensuring legally compliant and non-offensive use of this facility whilst still adhering to the professional value of freedom of access to information.

A range of recently published sources (1997-2013) relating to the technical and organisational measures used to manage public internet access primarily in public libraries in the UK with some limited international examples were reviewed and analysed. This work was undertaken as the underpinning research for an AHRC-funded project, MAIPLE (Managing Access to the internet in Public Libraries).

The provision of public internet access is a well-established component of the role of public libraries, but is seen as a potential problem due to the possibility of misuse, and it appears that simplistic technical solutions have disappointed. Legislation increases the need for more effective solutions that can provide a balance between the need for legal compliance, a welcoming environment for users, and the protection of key freedoms. A range of measures are being adopted worldwide in response to this dilemma.

Research exploring internet access in public libraries and its management in the UK is numerically small and much of it dates back to the start of the twenty-first century. This review presents a comprehensive analysis of the available literature and is of relevance to practitioners and academics in the fields of public librarianship.

The purpose of this study was to determine the extent to which teaching staff cooperated with librarians in collection development, specifically in relation to electronic resources, and to identify barriers they encountered while performing collection development activities.

A mixed methods approach was adopted for the study. Quantitative and qualitative techniques of data collection and analysis were used to obtain a comprehensive understanding of the research topic. Data were gathered through a self-administered questionnaire and interviews. A total of 149 faculty members completed the questionnaire, yielding a response rate of 51.2%, while 16 library staff members were interviewed to obtain qualitative data.

The majority of the teaching staff who participated in the study affirmed that they had cooperated with subject librarians in collection development. A high percentage (62.4%) of the faculty members had collaborated with subject librarians in collection development activities. Only 37.6% of the faculty members had not participated in collection development activities with subject librarians to acquire library electronic resources. According to faculty members, some of the main challenges affecting collection development at the University of Namibia were a lack of catalogues for electronic resources and a lack of lists of titles from vendors. Moreover, librarians were not always available to assist faculty members. It is recommended that faculty members be part of the process of selecting materials and that a good relationship be fostered between librarians and faculty members to bring value to collection development activities.

Collection development in respect of electronic resources is a complex process to be undertaken by a single entity and, therefore, requires the collaboration of all stakeholders involved. In the case of institutions of higher learning, these stakeholders include faculty, librarians and vendors. The emergence of a variety of e-resources demands a meticulous strategy on the part of libraries to ensure they can offer a wide range of up-to-date and accurate resources that meet the evolving needs of their users. To the best of the authors’ knowledge, studies that are similar to this one have not been conducted in Namibia before. This case study presents useful findings and lessons on faculty–librarian cooperation for effective collection development, not only at the University of Namibia library but also at other academic libraries in economies with similar characteristics.

The Open University (OU) in the UK has been providing distance learning since 1969. The purpose of this case study is to outline the impact that The OU Library in the UK has had on student learning outcomes by embedding academic literature and digital and information literacy (DIL) skills materials in the curriculum.

The case study presents an overview of the university context, including how the curriculum is developed. It discusses the role of the library in this process, outlining how librarians work with academic staff to embed skills and literature in the curriculum. Unique in-house technical solutions are presented to aid future approaches to providing distance library services.

The impact of the library on university education is discussed. Findings from qualitative research are presented, outlining the value the university places on the role of the library as an educational partner. Quantitative research studies are also presented, outlining the positive relationships between library content access and training attendance with student success.

As universities are considering their distance-learning offerings post-COVID-19, it is hoped that this case study will help both library and university administrators examine the role of their libraries in this strategy.

A case study on the approach The OU Library takes to support education in its broadest sense has not been published before.

Although resource sharing between scholars is evolving rapidly, This paper uses paper-based interlibrary lending (ILL) procedures in the service repertoire of academic libraries. However, the current business model of acquiring toll-access journals and e-books does not seem to fit very well with traditional ILL practices. In addition, the new models of peer-to-peer resource sharing between academics seem to be much more effective than ILL. Scholars arrange access to the needed publications by using legal (buying, exchanging) and illegal means (Sci-Hub, etc.). Furthermore, the demands for open access have increased, voiced not only by librarians and science funders but also by politicians. This development might change the scholarly publication ecosystem, even though older publications are still likely to remain closed.

This paper contrasts the ILL and usage statistics of Finnish university libraries with the use of ResearchGate, a popular academic social network, which we treat as an example of a peer-to-peer sharing service.

Based on the data, there seems to be a change of paradigm in the resource sharing: the traditional ILL seems to be decreasing and becoming more like a niche service and the digital use and use of social media peer-to-peer resource sharing applications seem to increase rapidly.

The paper examines current resource sharing trends. The analysis is based on the data of Finnish resource sharing, interlibrary lending and ResearchGate usage.