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1 – 10 of over 19000Sharon Ince, Christopher Hoadley and Paul A. Kirschner
This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and…
Abstract
Purpose
This paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.
Design/methodology/approach
A review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.
Findings
The findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.
Practical implications
This paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.
Originality/value
This paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.
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Deborah A. Garwood and Alex H. Poole
Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked…
Abstract
Purpose
Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked knowledge. The Digging into Data 3 challenge (DID3) (2014–2016) is an international, interdisciplinary and collaborative grant initiative, and the purpose of this paper is to explore skills that faculty and students brought to projects and others they acquired and shared on collaborative teams.
Design/methodology/approach
Rooted in the naturalistic paradigm, this qualitative case study centers on semi-structured interviews with 53 participants on 11 of the 14 DID3 projects. Documentary evidence complements empirical evidence; analysis is constructivist and grounded.
Findings
Hailing from diverse academic research institutions, centers and repositories, participants brought 20 types of discipline-based or interdisciplinary expertise to DID3 projects. But they reported acquiring or refining 27 other skills during their project work. While most are data-related, complementary programming, management and analytical skills push disciplinary expertise toward new frontiers. Project-based learning and pedagogy function symbiotically; participants therefore advocate for aligning problem-solving skills with pedagogical objectives at home institutions to prepare for public-funded DH projects. A modified content analysis juxtaposes DID3 skills with those advanced in 23 recent DH syllabi to identify commonalities and gaps.
Originality/value
Pedagogy has an important yet under-researched and underdeveloped role in public-funded DH research.
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This paper analyzes the careers of 230 professional judges in the German labor court system. Judges who are promoted early for the first time – “fast starters” – are more likely…
Abstract
This paper analyzes the careers of 230 professional judges in the German labor court system. Judges who are promoted early for the first time – “fast starters” – are more likely to be promoted for the second time. Fast starters, however, do not achieve a second promotion earlier – there is no evidence of a fast career track. Furthermore, judges who publish scientific books or papers are more likely to be promoted for the second time. Hence, careers neither are random nor do they follow bureaucratic criteria such as seniority. They can be understood as the outcome of a succession of tournaments for promotion that sustains career prospects both for “fast starters” and for “late bloomers”. Implications for judicial incentives and the quality of matching of judges with judicial offices are inferred.
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Inga Wernersson and Monica Hansen Orwehag
The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice…
Abstract
Purpose
The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education.
Design/methodology/approach
Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study.
Findings
Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging.
Research limitations/implications
The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes.
Practical implications
This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes.
Social implications
Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society.
Originality/value
The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).
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Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.
Findings
The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.
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Scholarship in educational administration is considered from theperspective of a former journal editor. It is proposed that thedevelopment of scholarly skills is missing from…
Abstract
Scholarship in educational administration is considered from the perspective of a former journal editor. It is proposed that the development of scholarly skills is missing from advanced preparation in educational administration. Yet the skills of enquiry, analysis and writing are essential in any profession and critical to thought and development in professional fields. The import of writing and scholarship for a field of practice like the administration of education is treated, along with reasons for the current state of affairs.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Keywords
A. Subaveerapandiyan and Priyanka Sinha
This study aims to assess the scholarly communication competence of Zambian library and information science (LIS) professionals by evaluating their awareness, knowledge and…
Abstract
Purpose
This study aims to assess the scholarly communication competence of Zambian library and information science (LIS) professionals by evaluating their awareness, knowledge and practices regarding scholarly publication.
Design/methodology/approach
Applying a quantitative research approach, the study used a specially designed questionnaire. Responses from 57 professionals across universities and colleges in Zambia were gathered using convenience sampling. Data analysis involved descriptive statistics, mean and standard deviation calculations and t-values and p-values to understand respondents’ perceptions and knowledge of scholarly communication and publication.
Findings
The findings revealed significant gaps in respondents’ knowledge and awareness, particularly regarding predatory journals, journal selection factors, open-access models, publication challenges, reference management software (RMS) usage and research obstacles. The study underscored the necessity for increased training and capacity-building initiatives among Zambian LIS professionals to enhance their scholarly communication competence.
Originality/value
This research contributed to the field by highlighting deficiencies in scholarly communication awareness among Zambian LIS professionals. It emphasised the need for targeted interventions, awareness programs and educational support to improve academic literacy and scholarly publication practices. Additionally, the study suggested future research avenues, such as longitudinal studies and strategies for enhancing RMS adoption, to advance scholarly practices among Zambian professionals further.
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Tochukwu Victor Nwankwo, Chika Patricia Ike and Chinedu Obinna Anozie
The purpose of this paper is to examine the concept of mentoring of young librarians in South East Nigeria so as to improve their research and scholarly publications.
Abstract
Purpose
The purpose of this paper is to examine the concept of mentoring of young librarians in South East Nigeria so as to improve their research and scholarly publications.
Design/methodology/approach
The study confined its scope to 135 librarians in the five different federal universities in South East Nigeria. In all, 100 (80 percent) of the librarians were sampled. The instrument for data collection was questionnaire which contained 30 items derived from the research questions. The descriptive survey research design was used as research method. Librarians were grouped into young librarians (assistant librarian and librarian II) and higher librarians (librarian I, senior librarian, principal librarian, deputy university librarian and university librarian); for a comprehensive analysis of the study.
Findings
The findings of the study among others reveals that young librarians are a bit knowledgeable and conversant about the term “mentoring” but not equitable when compared to that of other higher librarians in matters of scholarly publication. Also there is evidence of mentoring in place in these libraries for boosting the research prowess of librarians, but in an informal form. The librarians believed that most times the mentee’s inability to open up during interaction, and unconstructive criticisms from mentors to their mentees; are serious challenges to successful mentoring for improved scholarly publications.
Originality/value
Research studies focusing on mentoring young librarians on research and scholarly publications in Nigeria, are rare. Furthermore, librarians are not conversant with the concept of mentoring and which mentoring practices and programs are currently in place in their libraries to boost their research prowess. Also, adopting a mentor and what to expect from both mentors and mentees concerning research publications are salient areas explored in the work. This study will raise important issues that relate to research publications of both librarians and other academic researchers especially in this research impact-factor driven world of ours.
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