Academic libraries

Morgan, Steve; Atkinson, Jeremy

doi:10.1108/00242530010354074

Cited by 12 publications

(6 citation statements)

References 2 publications

(2 reference statements)

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“…In addition, Friedlander (2002) revealed that about 40% of the users are impeded by insufficient training in how to search for information (p. 5). Thus, this student training/ assistance which teaches them how to access information resources more easily and quickly promotes their effective use of the relevant information technologies, effectively equipping them with the skills needed for life-long learning (Andaleeb & Simmonds, 1998;Branch, 2003;Cader et al, 2006;Charlton, Gittings, Leng, Little, & Neilson, 1999;Gannon-Leary et al, 2006;King, 2002;Morgan & Atkinson, 2000;Ray & Day, 1998). More online databases with high quality provision, off-campus access to Web-based databases (Bao, 2000;Herring, 2001;Kleiner & Hamaker, 1997;Tenopir, 2003) and, in particular, historical and statistical databases would also expand student resources, improve library performance and increase the learning level of the individual.…”

Section: Discussionmentioning

confidence: 95%

“…Additionally, the provision of guidance and help to students in order to develop searching skills and the knowledge to assess information was also supported by Gannon-Leary et al (2006). Furthermore, Morgan and Atkinson (2000) recognized that libraries, and especially academic libraries, should have staff who are also active researchers so that they are in a position to support students and help them to develop their information searching skills. In addition, Friedlander (2002) revealed that about 40% of the users are impeded by insufficient training in how to search for information (p. 5).…”

Section: Discussionmentioning

confidence: 97%

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Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Saiti

Prokopiadou²

2008

The International Information & Library Review

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The purpose of this paper is to investigate, through empirical analysis, whether or not post-graduate students choose information technology or other information sources such as home institution libraries for the purposes of learning, expanding their knowledge and/ or completing their studies. A survey was conducted to gather primary source data for the paper. Questionnaires were administered to 211 education post-graduate students. Results showed that Greek post-graduate students from different fields of study chose the Internet as their primary information source for a number of reasons but mainly: for the provision of creditable and up-to-date information, for easy access to information at home, for the time of day they can access the material and for fast information retrieval. Although the Greek post-graduate students believed the Greek information network to be satisfactory up to a degree, this paper identifies that greater access to Internet resources, training programs providing students with tools to effectively use the network's resources and more online databases, combined with a historical and statistical database of libraries' online catalogs are key issues in improving both information source performance and the link between strategy and implementation.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 97%

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Saiti

Prokopiadou²

2008

The International Information & Library Review

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“…Many universities have restructured their library organisations to try to address the changes that are taking place. It has been estimated that, in the UK, as many as 60 institutions have been converged in some way (Morgan and Atkinson, 2000). As part of this, staffing structures have been altered, sometimes dramatically so, and many librarians have had to take responsibility for services in which they have had little previous experience.…”

Section: Changes In Higher Education and Academic Librariesmentioning

confidence: 99%

Learning support professionals: the changing role of subject specialists in UK academic libraries

Biddiscombe

2002

Program

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This article discusses the changing role of librarians in a higher education sector that is having to adapt to a new social and educational agenda. Many converged library and computing services have been created and this has speeded the process of change for librarians, particularly those who are working as subject specialists. Such librarians, particularly those working in hybrid teams with information professionals from different skill backgrounds are having to acquire expertise and undertake tasks that only tenuously relate to the training they received at the start of their careers. Their work increasingly takes them away from those others in the same profession who undertake more traditional work. A brief list of organisations that can offer training and help for these new professionals is given along with the current UK initiatives for developing support for learning and teaching from the information community.

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“…Garrod (2001) describes the hybrid library as the key change agent in the new higher education environment, where information and communication technology dominates the transferable key skills expected of all UK graduates. This has encouraged a series of challenges to the role and professional standing of all library, computing, professional and para-professional, LIS staff (Morgan and Atkinson, 2000).…”

Section: Review Of the Literature Convergence And The Emergence Of The Hybrid Librarymentioning

confidence: 99%

Convergence and professional identity in the academic library

Wilson

Halpin

2006

Journal of Librarianship and Information Science

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This paper discusses the effects of operational convergence, and the subsequent growth of the hybrid library model, upon the professional selfidentity of academic library staff. The role of professionalism as a concept and motivational driver within contemporary academic librarianship is examined. Main themes of investigation include the extent of work assimilation between the traditional library and computing disciplines and between professional/para-professional staff groupings. Following a review of the literature, case study research involving Learning and Information Services (LIS) departments at four British universities was undertaken, including interview and focus group work with LIS staff from across the organizational structure. Predominant challenges to professional identity include employer (rather than professional) allegiance, the growing status of the para-professional and the growth of a generic skills base as recognized by para-professional sectors such as business, finance and media.

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Academic libraries

Abstract: Reviews current trends in academic, mainly university, libraries. Issues selected for discussion as demonstrating most significant and longer lasting change include lifelong learning, frontline services and their quality, electronic libraries, and coping with continuous change.

Cited by 12 publications

References 2 publications

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Learning support professionals: the changing role of subject specialists in UK academic libraries

Convergence and professional identity in the academic library

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