Development and Validation of a Motivational Scale for Taking Librarian Course in Japan. Takuma Asaishi, Faculty of Humanities, Nanzan University, Japan Ui Ikeuchi, Faculty of Language and Literature, Bunkyo University, Japan Kanai Kiichiro, Faculty of Arts and Sciences, Sagami Women’s University, Japan Yoshikazu Hinata,Tsuru University, Japan Xinru Zhu, School of Environment and Society, Tokyo Institute of Technology, Japan
Development and Validation of a Motivational Scale for Taking Librarian Course in JapanAsaishi, T., Ikeuchi, U., Kanai, K., Hinata, Y., & Zhu, X.LIBRES Volume 34, Issue 1 (2024), page 1-18
Background. Identifying what motivates students to take library courses is beneficial for university administrators and faculty members, as it enables them to market these courses to potential students and to design suitable curriculum. While such studies require tools to measure students’ motivation systematically, no validated scale has been published. Objectives.The goal of this article is to develop and validate a scale that measures students’ motivation to take librarian courses at universities and colleges in Japan. Methods We first collected a wide range of motivations for enrolling in the librarian course through open-ended surveys and identified the main six factors common to these motivations by exploratory factor analysis (n=203). Subsequently, we prepared four sub-scales corresponding to each factor and completed the Motivation Scale for taking Librarian Course (MSLC). Confirmatory factor analysis (n=374) was conducted to validate MSLC. Results. The MSLC we developed consists of 24 sub-scales that measure six factors of student motivation for enrolling in a librarian course. These are: Desire to Work in a Library, Qualification-Oriented Mindset, Admiration for a Librarian Acquaintance, Attachment to Books and Reading, Expectations for Librarian Certification, and Desire to Work in the Publishing Industry. The result of confirmatory factor analysis showed that 24 sub-scales can capture the intended factors. Implications. The faculty members of the librarian course can utilize this scale to understand students’ motivations to enrol in the librarian course and explore how these motivations relate to academic performance or actual obtainment of librarian certifications.
Exploring Perspectives and Challenges of Information Professionals in Accessing Massive Open Online Courses for Professional DevelopmentOmar, A. M., Suleiman, S. M., & Ali, Z. H.LIBRES Volume 34, Issue 1 (2024), page 19-44
Background. In recent years, the landscape of professional development has been significantly transformed by the emergence of Massive Open Online Courses (MOOCs) which represent a revolutionary approach to education, offering flexible, accessible, and often cost-effective learning opportunities across a wide range of disciplines, including library and information science. Objectives. This study aims to examine the perspectives and challenges of information professionals in accessing MOOCs for professional development. Methods. The study used a mixed approach whereby an explanatory sequential design was used to collect, analyze and interpret data. Data was collected from public library staff, academic library staff, archivists, museum curators and human resource officers in Zanzibar. Out of 100, a total of 75 (75%) respondents filled out questionnaires and interviews were conducted with 16 key informants. Results. Findings revealed that the majority 50(67%) of information professionals experienced limited exposure to MOOCs and other professional development opportunities to upgrade their careers. Traditional methods such as seminars, workshops and conferences were the preferred methods of staff continuous training, however, the matter was not given the priority it deserves by individual staff. The study found the existence of partial support from management by providing funds for continuous training, however, there was neither direct involvement in the planning process nor serious evaluation made to assess the outcome of continuous staff training to achieve the organization’s objectives. Contributions.The study underlines the potential of MOOCs to revolutionize professional development for information professionals in Tanzania.
Unlocking the Path to knowledge: Assessing Organizational Readiness for Knowledge Management Implementation Alajmi, B. M.LIBRES Volume 34, Issue 1 (2024), page 45-58
Background. Studies have attempted to categorize organizational readiness by thoroughly comprehending its main components. However, few studies have examined it from the KM perspective. Objectives. The implementation of knowledge management (KM) initiatives frequently necessitates substantial organizational change. The first phase in preparing for such change is to conduct a change readiness assessment. This study investigated organizational readiness for KM implementation in a research-based institution in Kuwait. Change progresses through the preparedness, adoption, and institutionalization phases. This study focuses on investigating the first phase of preparedness. Methods. This study followed a quantitative approach using a questionnaire to collect data. Four major factors—individual, context, content, and process attributes—were included as part of the readiness framework. They were used to explain the significant variance in organizational readiness towards KM implementation. Results. Individual attributes, context, content, and process measures clarified 84% of the variance in pessimism. Individual attributes and context, content, and process measures were also strongly associated with KM commitment, explaining 51% of the variance. This means that, as expected, respondents who reported greater readiness were more committed to KM initiatives and less pessimistic about them. Contributions. Evaluating the organizational readiness for KM initiatives is the first phase to help identify barriers and enablers to successful KM implementation. Based on the results of this study, organizational readiness for KM initiatives occurs when individuals exhibit a positive attitude toward KM implementation and high feelings of commitment. The results provide a roadmap for effective KM implementation and deliver practical guidelines for crafting KM policies.
ESSAYS AND OPINIONS SECTION
Questionable Peer Review Practices Kyoshiro Sasaki, Faculty of Humanities, Nanzan University, Japan, Faculty of Informatics, Kansai University, Japan Yuki Yamada, Faculty of Humanities, Nanzan University, Japan, Faculty of Arts and Science, Kyushu University, Japan
Questionable Peer Review PracticesSasaki, K., & Yamada, Y. LIBRES Volume 34, Issue 1 (2024), page 59-63
Background. Peer review is a crucial system in academic publishing. However, this system is often undermined by certain malpractices. Objectives. This paper discusses questionable peer review practices (QPRPs) that undermine the efficacy of peer review systems in academic publishing. Methods. We highlight several cases of QPRPs and their impact on the integrity of the publication process and the quality of scientific discourse. Results. Considering QPRPs and their impact, we propose solutions, including implementing open peer review, enhancing the role of editors, adopting crowd peer review, and promoting the Registered Reports system. Additionally, we advocate for comprehensive peer review training and emphasize the importance of understanding, rather than penalizing, unintentional QPRPs. Contribution. Our discussion aims to contribute to ongoing discussions on improving the peer review process and ensuring the reliability of published research.
