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This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study aims to explore knowledge structure and research trends in the domain of digital humanities (DH) in the recent decade. The study identified prevailing topics and then, analyzed trends of such topics over time in the DH field.

Research bibliographic data in the area of DH were collected from scholarly databases. Multiple text mining techniques were used to identify prevailing research topics and trends, such as keyword co-occurrences, bigram analysis, structural topic models and bi-term topic models.

Term-level analysis revealed that cultural heritage, geographic information, semantic web, linked data and digital media were among the most popular topics in the recent decade. Structural topic models identified that linked open data, text mining, semantic web and ontology, text digitization and social network analysis received increased attention in the DH field.

This study applied existent text mining techniques to understand the research domain in DH. The study collected a large set of bibliographic text, representing the area of DH from multiple academic databases and explored research trends based on structural topic models.

This paper aims to present a review of selected mobile learning literature and programmatic approaches for librarians interested in developing mobile digital library services in order to equip readers with a framework for understanding and appreciating mobile digital librarianship.

A literature review is culled from distance learning, medical informatics and medical librarianship, internet social studies, and human computer interaction research. Much of the research reviewed focuses on recently released reports as well as library services utilizing mobile technology.

The study finds that mobile learning has seen increased service development, but has not yet evolved to be a robust field in librarianship.

The field of mobile digital technology advances very quickly. This research represents the state of mobile learning in mid‐2008.

Library and information professionals will gain a sound conceptual grasp of the social science of mobile technology; the science of mobile technology, and current applications for mobile technology.

This paper addresses issues about the feasibility and future development for library services utilizing mobile technology, provides directions for future individual study and institutional research and development.

The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they be educated?

The analysis is based on the results of the project “European Curriculum Reflections on Library and Information Science Education” and the proceedings of the Workshops on Digital Library Education, held in Italy in 2005 and in Croatia in 2006.

Three approaches to education for digital library are described: the emergence of the concept of “memory institutions”; the library‐based approach to knowledge management; and the isolation of IT from library and information science (LIS) schools.

The roles of the digital librarian are suggested, and the structure of a course for digital library education is proposed, but further research is needed on the definition of the digital library concept.

A digital librarian should have a combination of technological and librarianship competences.

The paper addresses the issue of education needed for digital librarians in Europe.

This paper seeks to examine important issues relating to digital preservation with a focus on file integrity and digital forensics.

This is a viewpoint paper.

This paper highlights important issues relating to digital preservation and offers suggestions on comprehensive approaches to achieving a high level of integrity with library digital repositories.

Libraries have always had as a part of their core mission the preservation of information and cultural heritage. The seriousness with which the challenges associated with digital preservation are met will determine the reputation of libraries as continuing to be a reliable preserver of cultural heritage and research data.

Libraries play an important role in cultural heritage and preservation of research data. This role is manifested both generally and specifically within the academic context. It is important that libraries stay at the forefront of developing reliable means for digital preservation.

Several means of achieving a high degree of reliability in the area of digital preservation are suggested. If these and similar ideas suggested from others in the field are followed, it will assist libraries in maintaining a reputation as reliable preservers of cultural heritage and as important players in twenty‐first century research endeavors.

This paper aims to examine the strategic role that digital librarians increasingly play within their institutions and attempts to identify the defining skills and personal attributes that are required to fulfill this emerging role.

The paper reviews existing definitions of the digital librarian, not just in the context of digital developments within the library domain, but in the wider context of education and scholarship in the digital age.

Existing definitions focusing on the technical skill set do not go far enough. In addition, successful digital librarians must forge partnerships and communicate effectively across professional boundaries, thereby enabling them to apply their knowledge of information management and information literacy training in all areas of their institutions.

The paper takes a fresh look at the changing role of the academic librarian and will be of particular interest to librarians working in all areas of education.

The purpose of this paper is to examine the concept of professional competency in current digital curation literature through the lens of competency theories in management science and organizational studies. This paper also aims to provide recommendations to articulate and expand professional competencies in future digital curation research and professional education.

The outcomes presented in this paper are based on a multi-disciplinary literature review and a qualitative content analysis. The literature review explores theoretical foundations of professional competency in management science and organizational studies and how the concept of professional competency is used in digital curation literature. The content analysis scrutinizes 16 digital curation publications that have discussed professional competency, with an in-depth examination of seven empirical studies in these publications.

The findings include: the concept of professional competency is inconsistently used in digital curation literature, the digital curation literature exhibits disparate coverage of different types of professional competencies, and the digital curation empirical studies often narrowly operationalize the concept of professional competency but the empirical studies using multiple or in-depth qualitative methods yield more comprehensive findings reflecting a broader scope of the concept.

Although past research focused on the competencies required for digital curation, there is no research scrutinizing the conceptual construct of professional competency in the digital curation literature. This paper will be of value to digital curation researchers and educators to better determine the competencies needed for digital curators as an emerging profession.

This paper aims to review changes related to library and information science (LIS) education over the past 20 years.

The literature reviewed for this paper is obtained by internet and database searches and personal communication and is conducted to look for similarities and differences in LIS program changes. A time period for the review is set from 1997 to 2017, and is completed between January and October of 2017. The majority of the searches are conducted in English.

Numerous similarities in changes were evidenced in areas of LIS education, such as curriculum, identification of new training and skills, instructional methods, follow-up on graduates, research on the current job market and post-graduate training support. Differences were identified in areas of capability of program change due to country regulation and course change flexibility.

A review of global program changes is relevant for LIS programs to realize and maintain their value in today’s workforce. It is significant for LIS programs all over the globe to realize that their shifts in curricular and program changes are similar to other LIS programs or where differences can be equally important.