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Researchers in developing countries are more likely to publish in predatory journals (Xia et al., 2015). This study investigates the understanding that research scientists in Ghana, a developing country, have about predatory journals and their publishing practices. Using a mixed methods approach, research scientists within one cluster of research organizations in Ghana were asked about their awareness of the characteristics of predatory journals, based on their own experience as a researcher. Their publications were also examined. The results indicate that most of the research scientists in this study are aware of predatory journals and are often solicited by them, but are less aware of tools they can use to determine the quality of a particular publication. In addition, 12% of the articles published that make up 24% of the unique journals in which these researchers published could be considered “predatory”. The findings of this research are significant because they indicate that research scientists may have more awareness of predatory journals than is expected, but that they may lack the training or tools necessary for deciding whether or not a journal is legitimate.

Purpose This study aims to examine the information needs of Ghanaian immigrants who have settled in Maryland in the USA. Design/methodology/approach Using an ethnographic approach, immigrants from Ghana shared their information needs, challenges and sources they rely upon for information. In total, 50 Ghanaian immigrants participated in this study. Findings Findings indicate that like many immigrant populations, Ghanaians who have immigrated to the USA primarily rely on personal networks, mediated through social media, as their primary sources of information. Despite the availability of immigration resources in the library, Ghanaian immigrants may not view it as a useful resource. Social implications While this study examines a single immigrant population, its social implications are important to libraries who aim to serve immigrant populations in their community. Originality/value This study provides new information about African immigrant population, a population whose information needs have rarely been covered in the literature.

Collaboration between school and public librarians has many benefits for the institutions, the communities they serve, and the librarians themselves. This study sought to understand more about the librarian’s experience of collaborating in a rural area of the Midwestern United States. Using phenomenology as a research method, twenty in-depth interviews were conducted with school and public librarians. The following themes emerged: (1) the meaning of collaboration, (2) the role of communication, (3) the dilemma of demonstrating value and (4) the impact of perceptions and limitations. The findings indicate that the librarians in this study want to work together more but are impacted by systematic and regional constraints that impact the depth and frequency of collaboration.

Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.