Band 6, Heft 1

This paper reports findings from interviews with practicing public librarians in Aotearoa New Zealand. It details respondent understanding of influences on perception and behaviour, and critical incidents as they relate to librarian professional identity. In-depth semi-structed interviews were conducted with forty practicing public librarians. Interviews were analysed with an inductive approach. Findings report on sample tendencies of dominant influences on practitioners’ perception and behaviour, impacting professional identity development over time. Dominant influences are respondent understanding of the strongest aspect they understand to influence their professional identity for both their individual perception of their professional identity and social factors influencing their professional behaviour. Findings also report on the identity negotiation process prompted by critical incidents, whose criticality is reliant on individual perception of incident in relation to professional identity. This process outlines affective response to the critical incident as a gateway to identity negotiations, leading to a discovery and/or growth of an identity facet, which will either affirm or undermine identity understanding. This process may be iterative, as meaning ascribed to the incident may change over time. Three theoretical propositions are presented articulating the role of dominant influences and critical incidents on identity negotiations of public librarian professional identity.

Purpose: This paper is a review of the status of Research Data Management (RDM) efforts in UAE public university libraries. Approach: The investigation is through examining available literature about the topic using region-specific articles when available, librarian comments, and the information provided by UAE university library websites. Existing lessons and policy documents are sought, and plans suggested for local solutions, suggesting avenues for progress. Findings: Though not a new concept, findings indicate that local RDM activities are emerging, but knowledge of their importance of exists. Research limitations: This review is limited to public university libraries though the results and experiences could be generally relevant to more research establishments. Practical implications: Taking advantage of the existing awareness to organize tangible RDM efforts can facilitate retrieval and availability of data relevant to the region. Value: An intricate range of activities involved in the organization of RDM services is revealed.

Considerable investments have been made in Europe and worldwide for developing research data infrastructures. Instead of a general lack of data about data, it has become apparent that a pivotal factor that drastically constrains data use is the absence of contextual knowledge about how data was created and how it has been curated and used. This applies especially to many branches of social science and humanities research, where data is highly heterogeneous, both by its kind (e.g. being qualitative, quantitative, naturalistic, purposefully created) and origins (e.g. being historical/contemporary, from different contexts and geographical places). The problem is that there may be enough metadata (data about data) but there is too little paradata (data on the processes of its creation, curation and use). The aim of this position paper is to draw attention 1) to the need for a better and more systematic understanding and documentation of the contexts of creation, curation and use of research data to make it useful and usable for researchers and other potential users in the future, and 2) to specific obstacles that make the capturing of this particular type of metadata, known as paradata , especially difficult. Failing to understand what information about the creation, curation and use of research data is needed and how to capture enough of that information risks that the currently collected vast amounts of research data become useless in the future.

The purpose of this systematic literature review is to review the major studies about misinformation and fake news during COVID-19 on social media. A total of 144 articles studies were retrieved from ScienceDirect, Scopus, and Web of Science databases and 20 relevant articles were selected using the PRISMA technique. It was found that altruism, instant news sharing, self-promotion, and socialization are predictors of fake news sharing. Furthermore, the human mind plays a significant role in spreading misinformation while the role of critical thinking of individuals is very much important in controlling the flow of misinformation.

Navigating the COVID-19 pandemic has included parsing an overwhelming amount of information—much of it online. Many Americans have seen information on social media that they find confusing (Mitchell, Oliphant & Shearer, 2020) and recent research has found that social media use may contribute to greater likelihoods of believing misinformation about the virus and sharing ‘fake news’ about it (Su, 2021; Pennycook et al., 2020). Using a survey of U.S. adults, this research determined which social media platforms Americans rely on most when they search for information about COVID-19: Facebook, YouTube and Twitter. The present study also identified the credibility cues that people look to as they are trying to ascertain the veracity of COVID-19 information they come across on social media and that are predictors of helping them feel more confident in their own ability to identify credible information. Those significant cues—believability, authenticity, trustworthiness, reliability and objectivity—confirm previous research by Appelman and Sundar (2016) and Tandoc et al. (2018b). Educators, public health officials, and journalists are among the professionals who can use these findings to create more effective messages designed to assist people in making better health decisions.

School Librarians are poised to lead a shift in information and digital literacy instruction with a growing emphasis on the evaluation of information sources, a need precipitated by widespread societal sharing of mis- and disinformation. What does the inquiry learning process look like when a team of students creates an innovative solution to a problem they identified through project-based research? And does such research enable students to practice the skills necessary to be discerning across information contexts? The information literacy instruction woven throughout the project contributed to the visible successes in student inquiry-based learning. And the skills necessary to be a discerning user of information were enabled through inquiry-based learning and would benefit from collaborative librarian instruction. Implications for school librarians point to teaching components from this project that are recommended for similar units (project scenario, process rubric, librarian background research packet, time to do research, librarian-led group discussion of focus, teacher prompts, teacher and mentor arranging expert visits, and a panel of judges) and those needed for future collaboration (scaffolding for searching for and tracking relevant sources, teaching complex note taking to decipher credible authors and sources, categorizing notes and sources by points of view, and citing sources to corroborate evidence).

Engaging with a text allows one to enter a flow state through the actions or reading/viewing a narrative or event. Spoilers, which provide information about the text but bypassing the intended reading path as set out by the author, can serve to interrupt a state of flow, dissuade one from even attempting to interact with the text at hand, or catch one’s eye to an interesting aspect that would normally be hidden. In this study, I classify spoilers through Genette’s concept of paratexts and how they affect one’s wellbeing through the notions of Seligman’s PERMA theory (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishments, with specific focus on aspects of engagement. Throughout this work, I denote different aspects of spoilers as found in examples of popular culture to establish how these paratexts can hinder or help in one’s engagement with a potential text and how these can affect one’s wellbeing. In order to help readers avoid unwanted spoilers. I also include how different elements of digital media can be adapted in order that one obtain such information only if one desires it to make an informed decision as to whether or not engage with a specific text.

Smartphone applications (apps) to promote wellness constitute a burgeoning industry, part of broader societal developments in “digital wellness.” This paper examines the affordances and interaction styles in a selection of apps that support spiritual wellness, which is a foundational and scarcely acknowledged dimension of wellness. Spiritual wellness itself entails six dimensions: belief in an organizing force, connectedness, faith, compassion, meaning of life, and meaning of death. This paper surveys the smartphone applications currently available that support spiritual wellness and discusses how these apps relate to the six aspects of spiritual wellness, discussing one application in depth for each aspect. In all, the surveyed apps employ a small set of interaction styles, including: timers, notifiers, card decks, and journals. This framework contributes to our understanding of the space of spiritual digital wellness applications. Opportunities for further development and engagement in each aspect are discussed.

Many surveys have suggested that U.S. public library usage correlates with socioeconomic status and race; persons identifying as Non-Hispanic White, highly-educated, and affluent claim to use library services at a rate greater than those not belonging to these groups. These findings suggests that the dominant model of library service—a brick and mortar localized service point—interfaces poorly with marginalized and disenfranchised persons. This paper combines Public Library Survey and American Community Survey data for 49 U.S. states to explore the relationship between socioeconomic variables and public library usage. Using Bayesian hierarchical modeling, this paper finds corroboration for these surveys at the “community-level,” i.e., communities with higher socioeconomic status and more Non-Hispanic Whiteness are associated with greater levels of library activity. It also finds, using propensity score matching, that local funding is strongly associated with library activity, underscoring the importance of funding advocacy. The analysis suggests that U.S. library administrators who aim to reach marginalized and disenfranchised persons might want to consider service models alternate to the dominant brick and mortar model.

After the closure of Jeffrey Beall’s open access “predatory” publishing blacklists in mid-January of 2017, a new “predatory publishing” blacklist emerged in 2018, Dolos list. This blacklist, curated by “Professor Alexandre Georges”, became defunct sometime in late 2020 or early 2021 based on publicly available clues. In this paper, several aspects of this blacklist, as retrieved from the Internet Archive and ResearchGate, were examined, including the profile of “Alexandre Georges”. The veracity of this individual’s identity is questioned. Discussion is provided about the citation, use and promotion of Dolos list in the literature and on websites as a solution and/or resource pertaining to “predatory” publishing. Given the questionable nature of the now-defunct Dolos blacklist website, and the uncertainty regarding the veracity of its curator’s identity, the author holds the opinion that sites that continue to promote the Dolos list may also be spreading inaccurate information (i.e., misinformation) to academics.

This paper analyzes Kenya’s strategy of publicly announcing the National Exam results with all the subject’s personal identifiers in place. As much as Kenya purports to be aware of, and to uphold the rights of individuals, this analysis reveals that the Ministry of Education is the prime violator of data ethics in Kenya. The paper suggests ways to uphold the Basic Rights of Kenyans and on the need to adhere to the Data Protections Act of 2019 as a basic requirement in handling student data both in school and at the institutional level.