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This study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support.

A quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022.

Respondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology.

These findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments.

To the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

Many librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs.

This case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries.

The following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright.

This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.

Many individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations.

Library or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

The purpose of this paper is to share the process, findings and conclusions from one library’s iterative usability study of its website design to inform other libraries as they perform their own assessments.

A task-completion usability study was conducted with eight undergraduate students across two iterations: the first gauged the usability of a redesigned library website and the second gauged the effectiveness of the first iteration’s findings.

We found that users performed better when the site provided multiple access points to the same information, displayed a prominent chat feature, limited the amount of text on a given page and avoided library jargon. Not only was the second round of testing important for confirming that first-round recommendations were effective but also it proved useful in catching a problem with the site that was unintentionally created during the time between tests.

No demographic data were collected during the study, thus hindering our ability to analyze our users through these data points.

This study demonstrates the value of iterative usability testing, especially when untested changes made between site versions may produce usability issues.

The academic library’s physical capacity and its service obligations to local users structured the traditional print collection. Largely freed of these constraints, the digital collection manager enjoys unprecedented freedoms but now contends with a collection susceptible to resource sprawl and scope ambiguity. This exploratory study aims to consider the possibility that intra-field social processes help to structure and routinize digital collection practice.

Lacking the constraints to which print collections are subject, electronic resource and digital library collections are more likely to reflect idiosyncratic institutional interests and therefore, to demonstrate significant variation. Evidence of homogeneity may suggest the influence of heretofore underexplored social structures. To determine the extent of such homogeneity, the author performed exploratory/descriptive content analyses on ten electronic resource collection development policies and six digital library collection development policies.

The data reveal among both the electronic resource and digital library collection policies significant uniformity. Content analyses demonstrate consistent themes (e.g. media, audience, selection priorities, etc.) and rhetoric. These findings lend support to the study’s central hypothesis regarding latent social structures. Analyses also reveal a set of unanticipated constraints unique to digital collection management.

Despite the breadth and maturity of literature addressing the Digital Turn in academic librarianship, relatively little attention has been paid to the social dimensions of collection management. This work represents an important corrective and suggests new theoretical approaches to the study of digital collection practice.

This paper aims to investigate how augmented reality (AR) technology is adopted in the library to transform it into an immersive and interactive platform and highlights the future possibilities of the application of AR in libraries.

The study examines the current applications of AR in the library by consulting related literature and analyzing different library websites covering diverse geographical areas.

The paper with examples summarizes the current library practices of using AR technology and focuses on the AR-supported major library initiatives – right from document tracking, inventory management, wayfinding, supporting innovation and research, developing information literacy skills, etc.

The paper explores the possibility of improving user experience in the library by introducing AR applications and engaging users in an interactive and captivating environment.

The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.

Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.

The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.

The study relied on a small convenience sample of participants.

Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.

Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.

The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.

In this chapter, the authors aimed to analyze the existing sustainability curriculum being followed by higher education institutions (HEIs) in the emerging world, and call out the underlying inadequacies within it and provide solutions for the same, by drawing insights through interviews with key stakeholders in this area. The authors planned to talk to higher education policymakers, Educational Institutional heads, researchers and faculty members and corporates (who deal in sustainable products and who will benefit from this subject). The respondents’ sample consisted of both Indian and international interviewees to help us better understand and analyze the perspective and scenario globally in terms of north-south as well as understand multiple point of views. The interview analyses were carried out using the N Vivo software tool. The expected outcome includes a curriculum contour on sustainability for the HEIs.

This study aims to assess the extent to which Uganda university libraries have implemented digital transformation technologies and to determine the facilitators and barriers affecting the implementation of digital transformation in selected university libraries in Uganda.

This study used a convergent parallel mixed methods design. It was conducted in six selected university libraries in Uganda, which were in three private and three public universities. The study sample included 103 librarians with a minimum qualification of a bachelor’s degree and six library directors.

The findings indicated that there was an average (n = 37, 48.7%) implementation of digital transformation in the selected university libraries in Uganda. Some of the barriers hindering digital transformation included inadequate funding, lack of awareness of digital technologies, inadequate ICT skills, insufficient ICT infrastructure and limited staff among others. There is a need for library management to provide support in the form of funds, policies and human resources to implement such digital transformation.

The criteria for choosing universities were those that have been around for at least 10 years. The reason for this was that it was assumed that these universities would have well-established staff development programmes and procedures as well as be likely to have incorporated technology into their services, including libraries. This study’s limitations stem from the fact that this criterion for selection might not apply to all Ugandan university libraries, particularly those that are less than 10 years old and may not have been well represented in this study.

The magnitude of the problem of digital transformation in university libraries in Uganda is unclear because of the limited research available in the Uganda library and information science field. This study presents the status of digital transformation in Uganda university libraries.

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research.