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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 paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

This paper describes the process of developing training for student employees at a reference desk in which students assist peers and others in the community with research help.

This case study details the process as well as the challenges in developing training that is helpful for student employees in performing day-to-day tasks at a reference desk and incorporates diversity, equity, inclusion and accessibility (DEIA) and high-impact practices (HIPs).

Training for student employees that prepares them for library work and incorporates DEIA and HIPs can be developed. These ideas can be incorporated into training for all library employees, not just students.

This article aims to assist others in developing training for front-line student employees that incorporates DEIA and recognizes the importance of HIPs.

DEIA and HIPs are considered throughout the development and implementation of training for student employees. Librarians have been training student employees to assist their peers with research for many years. This approach goes beyond the training that is needed to do a job and takes DEIA and student development through HIPs into account.

The purpose of this study is to identify the impact of online learning on university librarians’ professional development and library services.

A mixed-methods study through an explanatory research design was applied to address the study’s objectives. Quantitative data were gathered from 341 librarians working in 221 universities, while qualitative data were gathered from 27 experts working in 21 different universities of Pakistan.

The findings of the study revealed that online learning has a significant positive impact on the professional development of university librarians. Results revealed that online learning assists in the provision of sustainable, innovative library services in university libraries.

The study has offered a model in light of the study's quantitative and qualitative findings. It contributes to theoretical understanding by expanding the existing knowledge base. It offers managerial insights, enabling the development of policies that foster the professional development of library personnel and the implementation of smart library services.

This paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness.

This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress.

Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs.

The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.

This study aims to explore various skills of library professionals working in management institutions of Kerala State, India.

A survey method was used by distributing online questionnaire as a data collection tool. The questionnaires were distributed to the library professionals working in management institutions in Kerala State, India.

The study’s results revealed that the library professionals were competent with managerial, communication and interpersonal skills. Conversely, they were lacking skills in statements such as institutional repository, web 2.0 and social networks. Their familiarity level with reference management tools, research and academic ethics, electronic publishing and management of open-access resources, were also not satisfactory. They need knowledge of other ICT skills such as designing and maintaining in-house databases, video conferencing tools, advanced troubleshooting creating and managing metadata, handling RFID technology and knowledge in solving issues while organizing webinars. Based on the findings, the study has suggested some recommendations which will enable the government/institutions to take appropriate measures to improve their skills.

This study will enable the policymakers to identify in which area the library professionals are weak and develop a strategy and framework for increasing the level of their skills.

This study provides the views of the library professionals working in management institutions in India and warrants the library professionals to enhance their skills, especially on research ethics and publications and ICT skills.