Search results

This article presents the results from a recent survey into the provision of electronic books within academic libraries in the UK. Where relevant the results are supplemented by data from two other surveys concerned with e‐book provision and electronic information services undertaken by the authors. Incidence of provision of e‐books from individual publishers and through aggregators is reported. Reasons for non‐provision and attitudes towards the medium are discussed, and issues concerned with bibliographical access are explored. The article concludes with a discussion of the role and influence of the E‐book Working Group set up by the UK body responsible for networking and electronic resources in higher and further education: the Joint Information Services Committee (JISC).

This paper, based on three recent research projects, addresses some of the issues that are central to the acceptance and integration of electronic scholarly monographs and textbooks (henceforth, referred to as e‐monographs) into the academic library. The findings suggest that the almost casual use of terms like “digital library” and “hybrid library” belies the reality of a slow acceptance of nearly all digital textual resources other than journals, and a demonstrable lack of user take up of most kinds of electronic library‐information resources.

The aim of the JUSTEIS project over the first three cycles (1999‐2002) was to examine the uptake and use of electronic information services in higher education in the UK, so that planning of services could be informed by trends in usage and evidence of specific needs. The objectives were to: examine which services were used by students and academic staff; how senior library staff planned services to purchase content and support its use; and examine how library and information services promoted services through their Web pages. Results over the three years explained the growing popularity of electronic journal services, the acceptance of the search engine model for information retrieval and the important role academic staff play in the promotion of electronic information services for student learning. Conclusions and recommendations concern the need for library and information staff to make their approach to integration of information skills into the curriculum appropriate for the discipline, the type of institution, and its strategy for implementation of any virtual or managed learning environment software.

This paper reports findings from the first annual cycle of a three‐year research project on the provision and use of electronic information systems (EIS) within higher education in the UK. The project, JISC User Surveys: Trends in Electronic Information Services (JUSTEIS), was funded by the Joint Information Systems Committee (JISC) and undertaken at the University of Wales, Aberystwyth (UWA). Students, academics and library staff in 25 universities were surveyed using critical incident and critical success factors methodologies to ascertain the range and nature of EIS use. Provision of these systems by higher education institutions was also investigated via an analysis of their library websites. The findings reported in this paper focus on student use and the purposes for which EIS are employed, and reveal the limited array of EIS used and the ad hoc nature of search strategies adopted across undergraduate and postgraduate bodies within a range of disciplines. There appears to be little or no variation in the pattern of EIS use by the various student groups studied – the effect of the Internet on information seeking by students is hugely significant and the more formal resources, such as JISC‐negotiated resources are little used. There is little evidence of coherent search strategies used by students. Recommendations for both the JISC and higher education are offered.

The purpose of this research is to report on the findings of the CrossEd‐2 study which investigated the role of the university library in delivering information literacy skills relating to the use of e‐resources to secondary schools in the UK.

A quantitative survey of all university libraries in the UK was undertaken using an e‐mail questionnaire to identify the incidence of current collaboration. A return rate of 36 per cent was achieved, and the data provided information on the types of collaboration taking place in a total of 20 universities. These were categorized and used to select a survey population of six university libraries for the qualitative study. Data collection for the case studies was by means of face‐to‐face and telephone interviews with university librarians, using semi‐structured interview schedules.

Six forms of collaboration were identified with a range of levels of information literacy skills evident. Collaboration is characteristically ad hoc, with little involvement of school librarians. The research revealed six distinct positive aspects of cross‐sectoral collaboration for school pupils. A fundamental lack of understanding of the respective roles of secondary school and university librarians was demonstrated.

A strategy and a national seminar to enhance collaboration in the UK are discussed.

The first qualitative study that has explored the issues surrounding information literacy skills relating to the use of e‐resources across the secondary and tertiary education sectors in the UK.

The purpose of this paper is to describe the findings from the qualitative strand of the National e‐Book Observatory (2007‐2009) project, relating to the promotion of e‐textbooks in UK universities by the library, academics and publishers. A complementary paper on the ways in which students and academics locate e‐books provided by their library will appear in a future issue.

Following the provision by the Joint Information Systems Committee (JISC) in the UK of collections of e‐textbooks, the project used deep log analysis, benchmark surveys and focus groups to develop a rich picture of library e‐collection management and use by students and academics. Focus groups were undertaken with library staff, academics and students; the dialogues were transcribed and analysed using NVivo7 software.

The qualitative studies found that libraries were using a range of promotional tools, although these were not always finding their targets. Often libraries had no formal promotion strategy for e‐resources. Although little in evidence, the value of academic commitment and promotion was emphasised. Promotion by publishers and aggregators is both to libraries and directly to academic staff. Students felt that they were largely unaware of promotion beyond the presence of e‐books in the catalogue, and in some cases stated explicitly that they thought more should be done to promote library e‐resources to them.

The paper offers pragmatic guidance on promotional methodologies.

The project describes the first major, national usage study of e‐books in higher education. The paper contributes significantly to the literature in discussing the importance of promoting e‐books to students and staff.

Describes key aspects of the methodology and outcomes of the JISC User Behaviour Monitoring and Evaluation Framework in its first three annual cycles (1999‐2002). The Framework was initiated to assure the JISC that their investment in digital content and network infrastructure facilitates use and learning, and to identify barriers and facilitators to the use of electronic information services (EIS). Key Framework outcomes are: a multi‐dimensional across sector methodology for the continued monitoring of user behaviour in respect of EIS and the factors that impact on that behaviour; a profile of user behaviour in respect of EIS over the three annual cycles of the Framework; the EIS Diagnostic Toolkit that can be used to benchmark development in the provision and use of EIS in specific disciplines or at specific institutions; a methodology for monitoring, and a profile of the EIS resources available to higher and further education users; and a summary of some of the key issues in their provision. The challenge for the future is the embedding of EIS in curricula and learning experiences.

The purpose of this paper is to provide an overview of research in the Department of Information Studies at the University of Wales Aberystwyth and an introduction to the papers in the special issue.

A narrative review of the previous research activities and contemporary research environment of the Department of Information Studies.

There is more to be learnt about the future of the research assessment exercise, whether it is moving to a metrics‐based system, or whether the system will look more favourably on departments that attract a range of research funding.

Identifies how changes in the scope of research activities in a department reflect changes in research funding and structures for the information sector, as well as changes in staff interests.