LIBER Quarterly: The Journal of the Association of European Research Libraries <div class="major-block"> <div class="featured-block"> <p>LIBER Quarterly is the peer reviewed, open access journal of <a href="">LIBER, the Association of European Research Libraries</a>. The journal seeks to cover all aspects of modern research librarianship and scientific information delivery. It strives to form a bridge between the scholars of the Library and Information Sciences (LIS) and the practitioners in our university and research libraries by publishing not only theoretical contributions, but also examples of good practices.</p> </div> </div> LIBER, the Association of European Research Libraries en-US LIBER Quarterly: The Journal of the Association of European Research Libraries 2213-056X International standards for information literacy <p>Librarians working in higher education want to support students in the pursuit of their academic work, based on the good use of information. To this end, they need to know the emerging pedagogical changes that they can take advantage of when designing their courses, integrating this knowledge into a more segmented, clear, and objective training offer, based on international references, published in the last decades, since the ACRL Standards, until the ACRL Framework. The attention given to these documents can prepare librarians for the necessary updating of skills, supporting innovation, and best practice achievement. This paper aims to systematise the evolution of concepts and practices of information literacy guidelines in higher education and identify their inspiration for the creation of Portuguese guidelines. An exploratory inventory of international information associations was carried out to identify information literacy guidelines. The content analysis of these guidelines allowed the identification of pedagogical trends in the performance of libraries and their professionals. The analysed contents show an interpretative evolution of the guidelines, converging in the ACRL Framework and the contents of the Portuguese recommendations for academic libraries for the period 2020-2022. It is evident that updating skills for librarians requires not only an awareness of sector trends, but also transforming them into good practice and recommendations appropriate for the national context.</p> Tatiana Sanches Maria Luz Antunes Carlos Lopes Copyright (c) 2022 Tatiana Sanches, Maria da Luz Antunes, Carlos Lopes 2022-03-21 2022-03-21 32 1 1 22 10.53377/lq.11131 Open Access Monographs <p>The UK Research and Innovation funding council announced its latest Open Access Policy on August 6, 2021. This policy applies to all UKRI funded research, and thus constitutes a significant move towards OA as an academic standard. For the first time in the UK, OA is to be mandated for academic books – this means that both monographs and edited chaptered books must be published Open Access from January 2024, though a 1 year embargo is permissible. As the infrastructures, business models and workflows supporting OA book publishing are currently lagging behind journals, especially in the Arts and Humanities, many researchers and institutions have responded to the policy with some consternation, even whilst supporting the aims and ethics of OA publishing.</p> <p>This article explores some of these apprehensions and questions raised by institutions, academics and by librarians regarding OA book publishing in a UK context, especially regarding funding and sustainability. It aims to dispel certain myths around OA book publishing in general, particularly the notion that Book Processing Charges are a necessary or even desirable element. The article then presents some of the varied models and systems currently in use and development, particularly the work of the UKRI/Research England funded COPIM project (Community- Led Open Access Infrastructures for Monographs), one of the aims of which is to build ways of delivering more sustainable revenue sources to OA publishers. It focuses in particular a key and soon to be launched output of the project: the Open Book Collective.</p> Judith Fathallah Copyright (c) 2022 Judith Fathallah 2022-02-02 2022-02-02 32 1 10.53377/lq.11068 Library resilience and leadership in a global crisis <p>Research Libraries, like other organisations during the COVID-19 pandemic, have been facing difficult choices concerning which services to offer, whilst minimising risk to their staff, communities, and users. As the post COVID-19 era beckons, library leaders are urged to adapt flexible strategic plans that apply to every facet of library operation to ensure the organisations remain both safe and resilient in the future.</p> <p>This paper discusses leadership skills and practical techniques that can be applied to help build resilient libraries and deliver positive new change in the post-COVID-19 recovery period.</p> <p>Our findings indicate that leaders need to find ways to realign library ambitions to this uncertain new operating environment. The focus should be directed to digitisation and supporting systems, as well as on sustainability and transformative services. These are a must for the future of libraries. </p> Najmeh Shaghaei Claire Knowles Fiona Morley Alexandra Eveleigh Núria Casaldàliga Emma Nolin Andrea Tatai Marc Cohen Martine Pronk Elke Ghesquière Copyright (c) 2022 Najmeh Shaghaei, Claire Knowles, Fiona Morley, Alexandra Eveleigh, Núria Casaldàliga, Emma Nolin, Andrea Tatai, Marc Cohen, Martine Pronk, Elke Ghesquière 2022-01-31 2022-01-31 32 1 1 21 10.53377/lq.10930 Multi-Stakeholder Research Data Management Training as a Tool to Improve the Quality, Integrity, Reliability and Reproducibility of Research <p>To ensure the quality and integrity of data and the reliability of research, data must be well documented, organised, and described. This calls for research data management (RDM) education for researchers. In light of 3 ECTS Basics of Research Data Management (BRDM) courses held between 2019 and 2021, we aim to find how a generic level multi-stakeholder training can improve STEM and HSS disciplines’ doctoral students’ and postdoc researchers’ competencies in RDM. The study uses quantitative, descriptive and inferential statistics to analyse respondents’ self-ratings of their competencies, and a qualitative grounded theory-inspired approach to code and analyse course participants’ feedback. <span class="annotation strong" data-id="strong_1">Results</span>: On average, based on the post-course surveys, respondents’ (n = 123) competencies improved one point on a four-level scale, from “little competence” (2) to “somewhat competent” (3). Participants also reported that the training would change their current practices in planning research projects, data management and documentation, acknowledging legal and data privacy viewpoints, and data collecting and organising. Participants indicated that it would be helpful to see legal and data privacy principles and regulations presented as concrete instructions, cases, and examples. The most requested continuing education topics were metadata and description, discipline specific cultures, and backup, version management, and storage. <span class="annotation strong" data-id="strong_2">Conclusions</span>: Regarding to the widely used criteria for successful training containing 1) active participation during training; 2) demand for RDM training; 3) increased participants’ knowledge and understanding of RDM and confidence in enacting RDM practices; and 4) positive post-training feedback, BRDM meets the criteria. This study shows that although reaching excellent competence in a RDM basics training is improbable, participants become aware of RDM and its contents and gain the elementary tools and basic skills to begin applying sound RDM practices in their research. Furthermore, participants are introduced to the academic and research support professionals and vice versa: Stakeholders will get to know the challenges that young researchers and research students encounter when applying RDM. The study reveals valuable information on doctoral students’ and postdoc researchers’ competencies, the impact of education on competencies, and further learning needs in RDM.</p> Jukka Rantasaari Copyright (c) 2022 Jukka Rantasaari 2022-07-12 2022-07-12 32 1 1 54 10.53377/lq.11726 LYRASIS Research and an Inclusive Approach to Open Access in the United States <p>In 2020, LYRASIS Research conducted a member survey of predominantly United States (U.S.) higher education libraries to understand the spectrum of attitudes and actions related to Open Access (OA). The results indicated that the U.S. approach to OA is decentralised, lacking the focused trends that are apparent in other areas of the world. The diversity among types of colleges and universities in the U.S. is revealed through discussions about support or lack thereof for APCs, crowdfunding models, preprint repositories, the Subscribe to Open approach, and more. The array of OA approaches that garner support in the U.S. may appear confusing as we strive for scale in our efforts. LYRASIS has used its research findings, in combination with our deep understanding of U.S. higher education libraries, to develop a collaborative approach towards OA that provides multiple incentives and opportunities for libraries serving all types of institutions to engage.</p> <p>This article, expanding on the LIBER 2021 Conference Presentation of the same name, will outline the results of the survey, the conclusions LYRASIS has drawn, and our work to develop an inclusive approach to a variety of OA initiatives. Our understanding of the landscape of U.S. higher education has led us to develop or support several significant recent OA initiatives, including a fund for OA ebooks focused on United Nations Sustainable Development Goals topics and the establishment of the LYRASIS Open Access Community Investment Program (OACIP).</p> Hannah Rosen Celeste Feather Jill E. Grogg Sharla Lair Copyright (c) 2022 Hannah Rosen, Celeste Feather, Jill E. Grogg, Sharla Lair 2022-02-09 2022-02-09 32 1 1 18 10.53377/lq.11078 Understanding Artificial Intelligence in Research Libraries – Extensive Literature Review <p>Artificial intelligence (AI) now forms a part of various activities in the academic world. AI will also affect how research libraries perform and carry out their services and how the various kinds of data they hold in their repositories will be used in the future. For the moment, the landscape is complex and unclear, and library personnel and leaders are uncertain about where they should lay the path ahead. This extensive literature review provides an overview of how research libraries understand, react to, and work with AI. This paper examines the roles conceived for libraries and librarians, their users, and AI. Finally, design thinking is presented as an approach to solving emerging issues with AI and opening up opportunities for this technology at a more strategic level.</p> Andrea Gasparini Heli Kautonen Copyright (c) 2022 Andrea Gasparini, Heli Kautonen 2022-01-31 2022-01-31 32 1 10.53377/lq.10934 A view from the inside <p>The library at Chalmers University of Technology in Gothenburg, Sweden is unusual because it is fully integrated within an academic department, <em>the Department of Communication and Learning in Science</em>. This guest editorial explores the opportunities and challenges of integration and offers observation on the learning from establishing this integrated model.</p> Ann-Sofie Axelsson Copyright (c) 2022 Ann-Sofie Axelsson 2022-05-25 2022-05-25 32 1 10.53377/lq.12030