A Comparison of Cataloger and Non-Cataloger Responses to a Survey of Perceptions and Preference toward Dewey Decimal and Library of Congress Classification

Serving as a follow-up to Lund and Agbaji’s 2018 surveys of library employee preferences towards Dewey Decimal and Library of Congress Classification schemes, this study presents inferential comparisons between the responses of cataloging librarians’ and non-cataloging librarians perceptions and preferences towards DDC and LCC. The hypothesis for this research is that, based on the cataloger’s expertise in cataloging and classification relative to the average employee, they may have substantially different perceptions/preferences toward library classification schemes. The data, however, do not reflect such a difference. Instead, we find no statistically significant difference between the perceptions of catalogers and non-catalogers and only a small difference in preference exists, which can be explained by confounding variables. This suggests that although cataloging librarians have specialized knowledge about classification, their opinions about classification schemes are not distinct from their non-cataloging peers

Blockchain Applications in Higher Education Based on the NIST Cybersecurity Framework

This paper investigates the integration of blockchain technology into core systems within institutions of higher education, utilizing the National Institute of Standards and Technology’s (NIST) Cybersecurity Framework as a guiding framework. It supplies definitions of key terminology including blockchain, consensus mechanisms, decentralized identity, and smart contracts, and examines the application of secure blockchain across various educational functions such as enrollment management, degree auditing, and award processing. Each facet of the NIST Framework is utilized to explore the integration of blockchain technology and address persistent security concerns. The paper contributes to the literature by defining blockchain technology applications and opportunities within the education sector

Effect of Virtual Reality on Learning Motivation and Academic Performance: What Value May VR Have for Library Instruction?

The research on whether Virtual Reality (VR) has a positive effect on student learning and engagement is limited. This study aims to examine what impact VR has on student learning motivation and performance. The study conducted by Wang (2017) revealed that VR had a marginally positive impact on student scores and a strong impact on students’ learning engagement. It indicates that VR provides a small improvement in academic performance and a large improvement in student engagement. The application of VR in libraries focuses on providing the VR tools to learn subjects in STEM and history fields. For one-off instructional settings, the boost of learning motivation may increase interest in further investigation and retention. For semester-long courses, increased learning motivation may decrease student attrition or “failure” in the information literacy course

Fear of AI, Christianity, and the Modern Library

As artificial intelligence (AI) continues to reshape aspects of our world, fears and misunderstandings about its implications are widespread. Some of these concerns are rooted in the practices and beliefs of our religious communities. This paper aims to address worries regarding AI and its impact on religion and Christian traditions. It does so by examining the nature of AI and its limitations, stressing the importance of informed discussions within communities. Examples drawn from academic literature, scripture, and prominent figures within the Church are used to illustrate key points. Libraries and librarians are discussed as crucial facilitators of these informed discussions about AI within their communities. Both secular and theology-based approaches are explored to alleviate fears within communities surrounding generative artificial intelligence

Bridging the Gap: Employer, Librarian, and Educator Perspectives on Instructional Librarianship

This study compares the perspectives of academic library administrators, library school educators, and academic librarians with respect to academic instructional librarianship. A 9-item questionnaire was administered to N=14 educators, N=10 library administrators, and N=13 instructional librarians. The survey asked about the character of instructional librarians, their job preparation, library school training, job duties, and assessment. Responses indicate a general agreement among the 3 populations regarding desirable skills and traits, but some disagreement exists between administrators and others regarding assessment. Results suggest that further consideration is needed about the nature and necessity of instructional librarian training in graduate library schools

Cultural Competency in Universities and Library Services: Definition and Review

Cultural competency is critical aspects that requires proper management in view of the fact that institutions of higher learning worldwide are more diverse with the greater rate of international student enrollment, expansion of opportunities for women and ethnic minorities, and increase in more affordable options for achieving a degree. This qualitative study sought to presents a literature review of the concept of cultural competency as it pertains to the provision of educational and library and information services at institutions of higher education. This literature review explores the various definitions for cultural literacy, how the concept has been used in higher education and library and information science research, and the questions about the concept and its use that remain unanswered. This review is intended to serve as a starting point for future discussion of cultural diversity and the inclusion of international students within the literature. The data was thematically analysed. The paper suggested some recommendations based on the results of the study

Sharing of retracted COVID-19 articles: an altmetric study

Objective: This study examines the extent to which retracted articles pertaining to COVID-19 have been shared via social and mass media based on altmetric scores. Methods: Seventy-one retracted articles related to COVID-19 were identified from relevant databases, of which thirty-nine had an Altmetric Attention Score obtained using the Altmetrics Bookmarklet. Data extracted from the articles include overall attention score and demographics of sharers (e.g., geographic location, professional affiliation). Results: Retracted articles related to COVID-19 were shared tens of thousands of times to an audience of potentially hundreds of millions of readers and followers. Twitter was the largest medium for sharing these articles, and the United States was the country with the most sharers. While general members of the public were the largest proportion of sharers, researchers and professionals were not immune to sharing these articles on social media and on websites, blogs, or news media. Conclusions: These findings have potential implications for better understanding the spread of misleading or false information perpetuated in retracted scholarly publications. They emphasize the importance of quality peer review and research ethics among journals and responsibility among individuals who wish to share research findings

Including disability in LIS education and workplaces: From local concerns to global vision

Local variations notwithstanding, workplace disability exclusion is a global phenomenon. Despite continuous attempts to increase the participation of disabled LIS faculty and staff in workplaces, both recruitment and retention efforts fall short. Despite tremendous documented successes with regard to including students with disabilities in LIS programs and users with disabilities in libraries, archives, museums, and information organizations, the situation of faculty and staff with disabilities remains neglected. Attempts to quantify workplace exclusion may be misleading since many faculty and staff choose not to disclose their disability, fearing negative consequences for their career prospects. Bullying and discrimination, added to physical and mental health challenges, can be particularly marginalizing. These observations emerge in different countries and regions, including Canada, the Caribbean, Israel, South Africa, UK, and the U.S. The heartening trend of expanding diversity conversations on campus and at LIS workplaces often exclude disabled employees, be they academics or professionals, which results in a serious marginalization of disabilities even in the context of diversity efforts. Similarly, discussing global LIS education and professional practices, we leave employees with disabilities out. As a result, our global vision is regrettably fragmented and excludes an international community of talented and productive individuals who, in some countries, represent the largest minority group. Striving for a truly global and inclusive educational, professional, and information environment, LIS community members could begin by counteracting the view of the world as exclusively able-bodied. This ALISE Academy workshop takes concrete steps in this direction by going beyond politically correct, theoretical, or conceptual discussions, and addresses the existing gaps and deficiencies in the state of disability inclusion. The session is intended for academic and professional administrators of all levels; future leaders, including beginner faculty, and Ph.D. and master’s students; and any educator or practitioner interested in disability at the workplace.Ope

Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success

Article asserts that international students face unique challenges in pursuing higher education in a foreign country. To address these challenges and enhance their academic experience, higher education institutions are increasingly exploring the use of artificial intelligence (AI) applications. The research paper explores various AI applications, such as personalized learning experiences, adaptive testing, predictive analytics, and chatbots for learning and research

Topological character of hydrodynamic screening in suspensions of hard spheres: an example of universal phenomenon

Although in the case of polymer solutions the existence of hydrodynamic screening is considered as established, use of the same methods for suspensions of hard spheres so far have failed to produce similar results. In this work we reconsider this problem. Using superposition of topological, combinatorial and London-style qualitative arguments, we prove the existence of screening in suspensions. We show that the nature of hydrodynamic screening in suspensions is analogous to that known for the Meissner effect in superconductors. The extent of screening depends on volume fraction of hard spheres. The zero volume fraction limit corresponds to the normal state. The case of finite volume fractions-to the mixed state typical for superconductors of the second kind. Such a state is becoming fully "superconducting" at some critical volume fraction for which the (zero frequency) relative viscosity diverges. Our analytical results describing this divergence are in accord with known scaling results obtained by Brady and Bicerano et al which are well supported by experimental data. We provide theoretical explanation of the divergence of relative viscosity in terms of a topological-type transition which mathematically can be made isomorphic to the more familiar Bose-Einstein condensation transition. Because of this, the methods developed in this work are not limited to suspensions only. In concluding section we mention other applications of the developed formalism ranging from turbulence and magnetohydrodynamics to high temperature superconductors, QCD, string models, etc.Comment: 49 page