Continuous Professional Development (CPD) of librarians: A bibliometric analysis of research productivity viewed through WoS

Shonhe, Liah

doi:10.1016/j.acalib.2019.102106

Cited by 40 publications

(37 citation statements)

References 20 publications

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“…So, what is the state of capacity building in openness/Open Knowledge for LIS professionals? After reviewing the landscape of LIS professional development in openness, we can argue that despite the enormous efforts made by librarians to advance the understanding and adoption of open knowledge, most of the OSC training activities in universities are prepared and conducted by academic librarians (Schöpfel et al, 2019) and libraries usually are leading or acting as main coordinators in OSC training (Ayris and Ignat, 2018;Swiatek, 2019), the results of this research clearly show that LIS schools are not providing training to gain skills and competencies in openness and, therefore, need to be prepared to the changing demands of the twenty-first century users (Shonhe, 2020) in an expanding job landscape.…”

Section: Discussionmentioning

confidence: 86%

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Santos-Hermosa

Atenas

2022

Front. Educ.

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The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at the public and institutional policy level, is largely due to the efforts of information professionals and researchers, and thanks to these two groups, initiatives such as open access (OA), open education (OE), and open science (OSC) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide; however, we have observed that to a large extent, professional development in different areas of openness is rather self-taught, informal, mentored, or continuous, but not formalised in information science, documentation, or scientific educational programmes. In this exploratory research, we gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergraduate and postgraduate programmes in Library and Information Science (LIS) schools sampled from universities that either (a) are leading the agenda in OA, OSC, or OE; or (b) have policies in OA, OSC, or OE; or (c) have national/federal mandates, policies, or regulations regarding OA, OSC, or OE and also from a range of non-formal and/or lifelong learning training programmes offered in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications aim to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS schools and by proposing some recommendations in this direction.

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Section: Discussionmentioning

confidence: 86%

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Santos-Hermosa

Atenas

2022

Front. Educ.

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“…We determined 2019 as the limit to avoid some bias generated by the COVID-19 pandemic. The search enabled us to retrieve 788 articles that were analyzed following the best practices in bibliometrics, thus using an R-tool [namely ( https://bibliometrix.org/ ) Biblioshiny (Aria & Cuccurullo, 2017 ; Camarasa et al, 2019 ; Shonhe, 2020 )], the Scopus database (Elsevier, 2020 ), and an Excel spreadsheet (Blažun Vošner et al, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

“…Our literature analysis, supported by a network approach, used the “Industry 4.0” term and its combination with the adoption stages (intention, adoption, implementation, routinization, continuance, and diffusion) to obtain 788 articles. Using Biblioshiny software (Aria & Cuccurullo, 2017 ; Shonhe, 2020 ), we filtered and analyzed the articles from the Scopus database to understand the interplay between these papers’ themes. This study provides essential contributions to scholars and practitioners, as well as to the operations literature, by categorizing the main Industry 4.0 technologies in terms of their adoption stage, as well as by identifying critical hot topics and proposing a well-articulated research agenda.…”

Section: Introductionmentioning

confidence: 99%

Adoption of Industry 4.0 technologies by organizations: a maturity levels perspective

Queiroz¹,

Wamba

Jabbour

et al. 2022

Ann Oper Res

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This study employs a structured literature analysis considering Industry 4.0 technologies and their adoption stages (intention, adoption, implementation, routinization, continuance, and diffusion). We identify the technology adoption stage for each technology type, which in turn supports a maturity level categorization, as well as future research suggestions and challenging open research questions. By considering an integrated view of all the adoption stages of Industry 4.0 key technologies, we reveal the key technologies and their development stages, as well as a novel maturity level categorization perspective. The proposed categorization brings valuable research insights in the form of guidelines for practitioners and decision-makers interested in gaining a deeper understanding of the maturity level of key Industry 4.0 technologies.

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“…Duplicate records were verified (Wang et al, 2020) and removed in the filtering process and data organization, resulting in 764 articles. Then we applied the "abstract screening" technique, which enhances the reliability and validity of research results (Shonhe, 2020), and the reading of the abstracts of each article returned in the research is performed. In the end, we selected 533 articles considered relevant for the development of the study, according to the scheme presented in Fig.…”

Section: Methodsmentioning

confidence: 99%

Use of the process-based models in forest research: a bibliometric review

Gonçalves

Santos

França

et al. 2021

CERNE

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Background: Process-based modeling is made to simulate the interactions of the soil-plantatmosphere system providing information and estimates for forest management and services. Through bibliometric evaluation we identify the quantitative state of the art on the use of Process-Based Models (PBMs) applied in forestry studies, contextualizing research fronts, and analyzing the main topics and emerging themes. Data from the Web of Science and Scopus were used for the bibliometric survey of 533 scientific records. Results:We verified that (i) the number of publications related to the PBMs was boosted in the year 2000, and is growing; (ii) Forest Ecology and Management (74 publications) is the journal that most publishes on the subject; (iii) Annikki Mäkelä is the most productive researcher (20 publications) and most cited (h-index: 12); (iv) The USA (131 records) is the country with the highest number of research; (v) there are eight collaborative networks between the authors, three workings together, and five producing in isolation; (vi) the keywords are grouped into five clusters: (a) the effect of climate change on forests; (b) carbon studies; (c) physiology of trees; (d) silvicultural practices and; (e) analysis of model uncertainties. The separation of themes showed that the new search hotspots are the PBMs using of remote detection tools. Conclusion:The results presented can be a fundamental theoretical tool for understanding the trends and development perspectives of this research line in future studies.

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Continuous Professional Development (CPD) of librarians: A bibliometric analysis of research productivity viewed through WoS

Cited by 40 publications

References 20 publications

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

Adoption of Industry 4.0 technologies by organizations: a maturity levels perspective

Use of the process-based models in forest research: a bibliometric review

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