ED 262 Research, Reference & Resource Skills

Introduction. Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge.
Method. This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices.
Analysis. We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications.
Results. Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies.
Conclusion. As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.

Via Elizabeth E Charles

One of the most heartening parts of the recent Libraries Global Excellence Tour was hearing each and every speaker emphasise the importance of putting users front and centre of everything we do in libraries. This includes reimagining existing services and creating brand new ones.

In the crushing pressure to collect evidence of impact, to show usage figures that rely on legacy measurements, this can easily be sidelined. As Erik Boekesteijn described, the job of the librarian is “curating curiosity. We need to listen to our users”.

The user experience of both physical and digital spaces matters. Its inspiring to see so many libraries put this at the fore of their planning and creating services with a bit more empathy.

Via Elizabeth E Charles

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. 

Via Elizabeth E Charles