Academic libraries are becoming increasingly involved in scholarly communication through work with institutional repositories and other open access models. While academic librarians are being encouraged to promote these new models, their opinions about open access have not been documented. This article reports on the results of a national survey conducted in the summer of 2006 of academic librarians’ attitudes toward open access principles and related behaviors. While attitude responses were largely positive, there were differences in levels of support related to respondents’ job descriptions and funding of open access activities. Surveyed librarians appear to be more comfortable with tasks that translate traditionally held responsibilities, such as educating others, to the open access environment. Most significant is the discrepancy between stated support of library involvement in open access initiatives and significantly lacking action toward this end. The results offer insight into how open access proponents may better focus their advocacy efforts.

Survey of Academic Librarian Attitudes about Open Access

This is the third edition of the authorative standard collection development and management textbook. In this sweeping revision, expert instructor and librarian Peggy Johnson addresses the art of controlling and updating library collections, whether located locally or accessed remotely. Each chapter offers complete coverage of one aspect of collection development and management, including numerous suggestions for further reading and narrative case studies exploring the issues. Johnson thoroughly considers: • Traditional management topics such as organization of the collection, weeding, staffing and policymaking • Maintaining productive relationships with vendors and publishers, and other important purchasing and budgeting topics • The effects of rapidly changing information delivery and access technologies, the evolving needs and expectations of library users and new roles for subject specialists. Johnson offers a comprehensive tour of this essential discipline and situates the fundamental ideas of collection development and management in a historical and theoretical perspective, bringing this modern classic fully up to date. The book also includes sample collection development policy statements, contracts, licensing terms, selection aids and professional resources. About a previous edition: \" the volume can definitely be of use to a wide variety of librarians in almost any type of institution, and should be considered essential reading for the collection development professional. \"-Internet Reference Service Quarterly Readership: students of LIs, acquisitions librarians and collection managers. This topical edited collection is cross-sectoral and international in scope, drawing together the perspectives of practitioners and academics at the forefront of modern collection development. They explore how practitioners can take an active role influencing strategy in this new environment, draw on case studies that illustrate the key changes in context, and consider how collection development might evolve in the future. overview of e-resources in uK further and higher education David House | supporting online collections: the role of online journals in a university collection Jane Harvell | Electronic books in academic libraries: a case study in Liverpool, uK Terry Bucknell | E-book collection development in public libraries: a case study of the Essex experience Martin Palmer | stewardship and curation in a digital world Bradley Daigle | PArt 3: trEnDs In LIbrArY suPPLY | Managing suppliers for collection development: the uK higher education perspective David Ball | outsourcing in public libraries: placing collection management in the hands of a stranger? Diana Edmonds | open access David Brown | collection development and institutional repositories Josh Brown | PArt 4: MAKIng …

Fundamentals of Collection Development and Management

The Chi-Square Test of Independence

The Presidential Chair Fellows Curriculum Enrichment Grant Program provides an opportunity for a team of two or more faculty members­­from one department or across departments­­to develop, improve, transform, and examine core areas of the undergraduate curriculum. The grant program will fund projects up to $20,000 over the one­year grant period. Funds may be expended any time between the start of the Fall 2015 semester and the start of the Fall 2016 semester.  The purpose of this grant and learning community program is to make funds available to carry out curriculum enrichment efforts that are meaningful and achievable. Funds are intended to make curriculum enrichment projects possible at the department or program level that may involve curricular revision or the introduction of new curricular components that address a specific need or opportunity. The grantees will be able to “close the loop” on their curriculum planning and innovation in the program, by identifying student and faculty needs, by gathering evidence of student learning and experiences across courses or at the end of a degree program, and by guiding further improvements in the curriculum by using the evidence gathered. The grant program will also focus on developing strategies that lead to a sustainable enrichment process to be continued by the department or program. For the work involved, the budget must include funding for at least one Graduate Student Assistant Researcher (GSAR); up to 20% of the total award may be used as research stipends for the faculty team supervising the project. In order to seed the broadest number of sustainable efforts, we will provide no more than one grant per department. Departments who have ​not​ previously been awarded a grant from the Presidential Chair Fellows program will be given priority consideration during review.  A unique aspect of the Curriculum Enrichment Grant Program is its foundation of scholarly exchange in the form of a learning community. Hence, Presidential Chair Fellows grant recipients take part in a peer cohort comprised of other grant recipients and focused on curriculum re/design. Fellows will meet in workshops and seminar sessions eight times (once a month) during the course of the award period, between August 2015 and May 2016. Meetings will include presentations and discussions by Berkeley

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A Center for Teaching and Learning.

This usability study explores whether patrons prefer and are well-served by specialized, format-based searches or simpler, single-box searches, and the implications of these practices and p...

Do, or Do Not, Make Them Think?: A Usability Study of an Academic Library Search Box

This article reports the results of a 2019 survey of academic librarians that investigated their attitudes, practices, and policies regarding open access (OA). This study asks if academic librarians write policies to ensure that they approach OA intentionally and systematically across all library services. The results indicate that, though librarians report favorable beliefs about OA and integrating OA into technical and public services, they seldom create OA policies.

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Exploring Open Access Practices, Attitudes, and Policies in Academic Libraries

The revolutionary online phenomena of Google and Amazon inspired now-long-evolved efforts to improve library users’ search experience. Although the discovery-based library single search is ever becomingmore sophisticated (andmore common), it has been a slow process that continues amidwidely shared and well-documented shortcomings and frustrations (McKay, 2011, p. 109). Likemany academic libraries, University ofMemphis Libraries’ homepage presents userswith a single search box (see Figure 1) defaulting to a “QuickSearch”—an Innovative Interfaces, Inc., Encore interface powered by EBSCODiscovery Service. As Lown and colleagues note, by so presenting this default search option, we “communicate confidence [that] our search tools can meet their information needs from a single point of entry” (2013, p, 230). We also provide alternate search options by way of a few adjacent tabs and links. For example, there are options for database discovery in the Databases tab: users may search, browse, utilize the “Most Used Databases” drop-down list, or take a brief “Which Database?” survey that generates recommendations. Users can also access databases from LibGuides, links their instructors embedded in e-courseware, and other access points that we are not exploring here. As an initial step in a larger inquiry about how to better promote points of access to our users to a dizzying number and array of resources and resource-types, we decided to investigate how users are making use of the library’s QuickSearch. A number of studies have conducted similar research using custom analytical tools (Lown et al., 2013; Way, 2010), by formal user testing (Perrin et al., 2014) or focus groups (McKay, 2011). Lacking other analytical tools in place, or resources for qualitative studies, we chose to take advantage of the “Top Search Terms” report analytical tool provided to us as part of the suite of Reports & Statistics tools in the EBSCOadmin Module. We ran a ”Top Search Terms” report on May 15, 2017, for the top 500 searches executed via our QuickSearch box for the previous 3 months. The results were coded for analysis into topical keyword searches and known searches in the following categories: article, book, database, journal, known phrase (e.g., theories or movements), personal name, and place name. Topical keyword searches that contained specialized medical language were noted as well. As EBSCO (EBSCOadmin) explains, “Search term frequency is the number of times that search term was searched for the selected report criteria ... [and] Result clicks represent the number of times a user clicks an abstract, full text article, CustomLink or smart link from the result list after executing a search for the ranked terms.” Totaling the frequency column counted 17,650 searches with a frequency per search term between 18 (e.g., “medication errors”) and 205 (“jstor”). The vast majority of searches (13,301 or 75%) were categorized as topical keyword searches (37 of those, with a frequency of 997, were noted as medical).

What we Learned about Quicksearch (and didn't) from the “Top Search Terms” Report: By James R. Rodgers and Caitlin Harrington, University of Memphis

The 2016 revised NASIG Core Competencies for Electronic Resources Librarians broadly defines the areas of work that Electronic Resources Librarians engage with and are responsible for. Using findin...

NASIG Core Competencies: Building a Bridge to the LIS Curricula and Job Responsibilities

Accurate holdings information for electronic serials is essential to librarians and users. Collection management staff spent copious amounts of time creating and updating links and public notes in electronic serials bibliographic records. This effort not only duplicated the work of our e-resource access and management software, but the updated information also quickly became outdated and inaccurate. This article describes our project to replace platform-specific Uniform Resource Locators (URLs) with an International Standard Serial Number–specific, static URL that points to the e-resource access and management software resource page and details the. process, from generating the URL and batch-editing machine-readable cataloging records, to garnering support from stakeholders and teaching users to navigate new steps.

Working around the ERM: Automating Accurate Electronic Serials Holdings Data in Bibliographic Records

In the information age, data stewardship is crucial for individual and organizational productivity. It is easy to get overwhelmed by vast amounts of information being created every second. Information overload has become a common occurrence in the workplace to the extent that people “spend more time searching for the right information, leaving them less time for proper analyses using the acquired information.” Thus, the excess of information in the workplace can lead to stress, lack of productivity, and information fatigue.

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Caitlin Harrington

Papers

Exploring Open Access Practices, Attitudes, and Policies in Academic Libraries

What we Learned about Quicksearch (and didn't) from the “Top Search Terms” Report: By James R. Rodgers and Caitlin Harrington, University of Memphis

NASIG Core Competencies: Building a Bridge to the LIS Curricula and Job Responsibilities

Working around the ERM: Automating Accurate Electronic Serials Holdings Data in Bibliographic Records

Data Stewardship Week in an academic library: An overview