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Scholarship of teaching and learning plays an important role in informing educational practices in every discipline. The aim of this study was to identify the trends of research on library and information science (LIS) education. A total of 1,986 articles on LIS education published from 1999 to 2018 were retrieved from bibliographic databases using topical and thesaurus-based queries. They were analyzed for their topics, methods, educational level and aspect, country, and outlet. The results showed that curriculum (what we teach) received more research attention than pedagogy (how we teach). Teaching organization of information (including cataloguing, classification, and metadata) was the most researched topic. Educational aspects of some sectors such as archives and record keeping and academic libraries have received more attention, while some other sectors such as school libraries have not been covered as widely. Survey was the most popular research method used in research articles. There were 134 articles covering LIS education in the United States, representing the greatest coverage by geographic region. While some topics such as serials librarianship and law were discussed in early 2000, in recent years topics such as political literacy, crisis management, privacy, digital humanities, and GLAM convergence have emerged in the literature.

This paper comes from the third stage (H‐3) of the long‐running Harbingers of Change project (2015), which has investigated the scholarly communication beliefs and practices of early career researchers (ECRs) for a decade. The first stage (H‐1) focussed on generational (Millennial) change; the second (H‐2) on the impact of COVID; and, currently, the third stage (H‐3) on AI and its impact. While each stage has a particular focus all stages also asked questions about wider scholarly communications. This paper re‐examines an important finding found in H‐1 and backed by H‐2, which was that ECRs thought article processing charges were a major barrier to publishing open access (OA). Since then, OA has become more complex with more models available and a huge body of OA journals to navigate, so it is time to return to the topic. Data were obtained from China, France, Malaysia, Poland, Portugal and Spain about national guidelines and practices with 62 ECRs interviewed in‐depth. The findings indicate that ECRs are encountering challenges, or dilemmas in OA publishing. More precisely, they struggle with issues surrounding cost perceptions and understanding within the intricate academic publishing environment. [ABSTRACT FROM AUTHOR]

The push towards research commercialisation at universities has highlighted the importance of intellectual property (IP) policies in fostering innovation and guiding and managing research commercialisation activities. This paper undertakes a content analysis of intellectual property policies of all (37) Australian public universities, focusing on policy objectives, definition of IP, ownership of IP created by different creators, and distribution of net commercialisation revenues. It is found that all universities assert ownership over staff-created IP, particularly when related to employment or utilisation of university resources. For students, policies tend to balance their rights with university interests, with nuanced approaches for different types of student participation, but the focus of most policies was on postgraduate students engaging in research activities. While some policies had clear arrangements for IP created by visitors and affiliates and Indigenous cultural and intellectual property (ICIP), about a quarter of policies did not specify arrangements for these groups. Revenue sharing arrangements vary but generally award something between a third to a half of net revenue to creators, to both acknowledge their contribution and incentivise further innovation. Policies included a broad spectrum of objectives, from protecting and commercialising IP to fostering innovation and societal benefit, reflecting varying strategies across the higher education sector. Policies could benefit from further clarity in certain areas such as the rights of students or other creator groups. Research is needed to assess the effectiveness of these policies and their influence on innovation and commercialisation activities. [ABSTRACT FROM AUTHOR]

The current study draws on synthetic techniques and bibliometric analysis to explore the patterns of scientific collaboration in light of methodological orientations. We examined 3,992 applied linguistics (AL) articles published in 18 top-tier journals from 2009 to 2018 and analyzed their methodological orientations and scientific collaboration. Considering that the number of co-authored papers outweighs single-authored counterparts, our results revealed that the overall degree of collaboration for AL journals was moderate-to-high (57.7%). In particular, quantitative studies contained the highest degree of collaboration (66.8%). This was followed by systematic reviews (60.9%), and mixed-methods approach (55.7%). Country-wise, our overall findings further indicated that the United States and the United Kingdom were the two main hubs of collaborative activities for quantitative, qualitative, and mixed-methods research. While the USA was the top country in systematic reviews like all other research approaches, the UK was the fifth country in systematic reviews. As for collaborating authors, our findings demonstrated that the most influential quantitative researchers had collaborated on Natural Language Processing (NLP) and data mining. While the mixed-methods researchers had a tendency to collaborate on conceptual issues subscribing to the language testing and assessment strand, the most productive qualitative researchers had collaborated on L2 writing issues. Implications for applied linguistics research are further discussed. [ABSTRACT FROM AUTHOR]

The study's aim is twofold: first to determine the extent to which Australian library and information professionals produce research literature (specifically journal articles); and second to explore the status of the use of research literature by library and information science (LIS) practitioners as evidence for their practice. All articles published in the field of LIS in 2015 by Australian authors were analysed and seven interviews were conducted with Australian librarians. Out of 152 articles published in 2015 by Australian authors, 37 articles (20.3%) were authored by at least one practitioner, 29 articles (15.9%) were fully authored by practitioners, and eight articles were joint work by faculty members and practitioners. Australian LIS journals played an important role in providing a venue for the publication of articles authored by practitioners. Interviews showed that the use of research literature as evidence is not yet an institutionalised practice in the profession. Practitioners' expectations of research literature generated by academic researchers is not high for they believe academic research lacks relevance, applicability, and coverage, and is sometimes aspirational. They find commissioned research, practice-led research and professional research more valuable than academic research. Mailing lists play an important role in the dissemination and identification of research that is useful for practitioners. Research collaboration between practitioners and researchers should be facilitated and encouraged. Keywords: Library and information science (LIS), Evidence-based practice, research, journal articles, practitioners, Australia, librarians, Introduction The issue of the use of research output (research literature), as one of the elements of evidence-based practice, has been the concern of the library and information science (LIS) [...]

This study aimed to understand young adults' attitudes concerning news and news resources they consumed, and how they encounter the fake news phenomenon. A qualitative approach was used with semi-structured interviews with 41 young adults (aged 20-30) in Tehran, Iran. Findings revealed that about half of the participants favored social media, and a smaller group used traditional media and only a few maintained that traditional and modern media should be used together. News quality was considered to be lower on social media than in traditional news sources. Furthermore, young adults usually followed the news related to the issues which had impact on their daily life, and they typically tended to share news. To detect fake news, they checked several media to compare the information; and profiteering and attracting audiences' attention were the most important reasons for the existence of fake news. This is the first qualitative study for understanding news consumption behavior of young adults in a politicized society. [ABSTRACT FROM AUTHOR]

Cognitive biases can influence human information behaviour and decisions made in information behaviour and use. This study aims to identify the biases involved in some aspects of information behaviour and the role they play in information behaviour and use. Twenty-five semi-structured face-to-face interviews were conducted in an exploratory qualitative study with graduate (MA and PhD) students who were at the stage of their dissertation/thesis research. Eisenberg & Berkowitz Big6TM Skills for Information Literacy was adopted as a framework for interviews and the analysis was done using grounded theory coding method. The findings revealed the presence of twenty-eight biases in different stages of information behaviour, including availability bias (affects the preference for information seeking strategies), attentional bias (leads to biased attention to some information), anchoring effect (persuades users to anchor in special parts of information), confirmation bias (increases the tendency to use information that supports one's beliefs), and choice-supportive bias (results in confidence in information seeking processes). All stages of information seeking were influenced by some biases. Biases might result in a lack of clarity in defining the information needs, failure in looking for the right information, misinterpretation of information, and might also influence the way information is presented. [ABSTRACT FROM AUTHOR]

This article reports on the findings of an international online survey of early career researchers (ECRs) with regard to their authorship and peer review, attitudes, and practices, which sought to discover how the new wave of researchers were utilizing these key aspects of the scholarly communications system. A questionnaire was developed on the back of a 3‐year longitudinal, qualitative study and was distributed through publisher lists, social media networks, university networks, and specialist ECR membership organizations. Identical English, Polish, Russian, Chinese, Spanish, and French versions of the questionnaire were used. Results from 1,600 respondents demonstrated that 82.7% had co‐authored a paper, and most had performed a variety of authorship tasks. Almost half the respondents reported being subject to various authorship policies, although a quarter said they were not aware of any such policies. Almost all Chinese ECRs reported being subject to authorship policies, but only a third of UK ECRs reported the same. Three‐quarters of ECRs had experience in responding to peer review, and half had been peer reviewers. Half the respondents had a good experience of review and viewed it as a valuable way to improve their authorship skills. However, there was some criticism of some shortcoming such as lengthy peer review and superficial or uninformed comments by reviewers. Double‐blind review was the preferred methodology, and there were few suggestions for how to improve the review process. [ABSTRACT FROM AUTHOR]

Introduction. This study aimed to understand the extent to which doctoral students receive training relating to open access publishing, and the form of that training. Method. An international online survey of 1,569 current and recent doctoral students and supervisors was undertaken. Questions covered the extent and nature of training in open access offered to doctoral students, sources of respondents' open access knowledge, and their perspectives on open access. Analysis. Descriptive statistical analysis was conducted with some non-parametric tests. Free-text data were thematically analysed. Results. The large majority of current and recent doctoral students and supervisors indicated there was no mandatory open access training at their institutions. More than half of respondents thought they had good or excellent understanding of open access, with those who had completed training more likely to highly rate their understanding. Only 27% of respondents felt the level of training offered was sufficient. Respondents suggested that institutions could take further action to support understanding of open access. Conclusion. There is a need for institutions to develop further training in open access. Researchers who undertake training in report a better level of understanding of open access and place more importance on it as a factor in selecting a journal. [ABSTRACT FROM AUTHOR]