Volume 25, Issue 1

I presume that all new journal editors grapple with the question of what the roles of an editor are. I had assumed before accepting “the mantle” that the role is chiefly that of gatekeeper–ensuring the integrity of the peer-review process, and that the journal articles are of good quality. As LIBRES receives many submissions from developing countries, where library and information science (LIS) research is not so well-developed and the native language is not English, the editor has other roles that are equally important–those of gold prospector, diamond polisher and pioneer explorer. …

Background. Whilst designing and implementing optimal Web information structures contributes to organisational goals and success, the size and structure of small and medium enterprises (SMEs) make Web information architecture (IA) a challenging task. At the same time, the attitudes and the capabilities of SMEs for online participation are crucial to a robust economy in nations across the world.
Objectives. This research aimed to better understand the context and activity in the development of an information-rich website in SMEs in Australia. The particular issues, obstacles and successes in the practice of IA in SMEs are explored.
Methods. Framed by a multi-case study methodology, this research used SMEs as units of analysis. In an inductive approach to analysis, the data were coded using NVivo software to reveal patterns and themes common across the studied SMEs.
Results. The context for the development of online information structures is a fragmented Web development process. Web information structures are not always effective and SMEs are challenged to maintain an IA once a new website is launched.
Contributions. This study suggests that Web IA and its allied practices are severely under-researched and under-theorised in SMEs. Whilst SMEs exert significant effort in the development of an information-rich website, they are poorly informed or influenced by expertise and theory. Staff with the knowledge and attitude needed to embed effective IA in the development and maintenance of the enterprise website are crucial in ensuring that the organisation’s online strategy is achieved.

Background. The library field is changing constantly as a result of changes in information access and technology innovations. Librarians are part and parcel of the change process, either as the initiators or primary recipient of change.
Objectives. The goals of this study were to understand librarians’ emotional responses during the change process and the types of changes they were experiencing. School librarians in the United States were the subjects of this study.
Methods. The study used exploratory survey methodology to gain a preliminary understanding of the types of changes school librarians were experiencing and how they were responding to these changes.
Results. Overall, school librarians reported that they experienced negative emotions as a response to change, particularly discouragement. The results of this study indicated that school librarians responded negatively to change when it was imposed externally. School librarians were more positive about change when they had some level of influence over the changes being made. Novice librarians were most positive about change. In all cases, school librarians felt slightly more positive about change over time.
Contributions. The results of this study indicate that there are parallels between the emotional responses of school librarians and teachers during times of change, which has implications for research on librarians in schools across the globe. The study shows that librarians with some influence have more positive experiences with change, which the researchers believe has implications for professional practice.

Background. Many youths have adopted social networking media for communication with friends, family members and the general public.
Objective. This study examined the participation of youths in government programmes and policies in Nigeria using social networking media.
Method. A total of 200 Nigerian youths were sampled from four Nigerian universities. A structured questionnaire was administered to the respondents and 190 (95%) were properly completed.
Results. The major social networking media used by Nigerian youths are Facebook, Google+, 2go, Skype and Twitter. They are mainly used for “social interaction,” “study, teaching and learning,” “information dissemination” and “research and academic purposes.” The youths rarely use these sites to participate in governance. The major challenges faced in the use of social networking are a lack of control on the activities of the users, power failures, the high cost of accessing the Internet, and poor Internet connectivity. Nigerian youths employ social networking to aggregate their views in government policies such as environmental issues, health, power supply, education, human capital development and security issues. The youths believe that social networking has improved participatory democracy in education and human capital development, health, environmental issues, power supply and budget monitoring.
Conclusion. Social networking has dramatically improved the participation of youths in national discourses. The results of the study can serve as a useful guide on the use of social networking services for participatory democracy by youths in developing countries.

Background. Information literacy is one of the expected learning outcomes of elementary education in Thailand. However, there is no information literacy course in the elementary education curriculum, and information literacy instruction is left largely to individual teachers. A virtual learning environment is proposed for integrating information literacy instruction in course teaching.
Objective. This study sought to identify components and factors that enable the integration of information literacy instruction at the elementary level using a virtual learning environment.
Method. Questionnaires were sent to a sample of elementary school teachers in Thailand. The data were analysed using exploratory and confirmatory factor analysis.
Results. The results indicated eleven components and seven factors relevant to the integration of information literacy instruction in elementary education using a virtual learning environment. The components include expected learning outcomes, learning objectives, content management, teaching methods, learning activities, learning interactions, learning resources, and learning assessment. The factors include administrators, teachers, librarians, learners, relationship between teacher and students, and technological qualities. The results of this study will be used in the development of a model for integrating information literacy instruction in course teaching using a virtual learning environment.