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Since 2002, Project COUNTER has led the way in developing and maintaining systems of measurement for download counts. While these counts have often been used as a proxy measure in determining journal and article value for libraries and publishers, they miss an important post-download secondary usage factor - namely, that of sharing. Likewise, altmetrics, while accounting for the impact of social media, misses some aspects of sharing as distribution often occurs via email. This creates difficulty in quantifying an exact measure of use. One aim of the Beyond Downloads project was to develop a calculator for measuring total digital usage - including sharing. Through an examination of a range of sharing systems, we identified the most commonly used platforms for sharing scholarly articles, while an international survey provided data on access, download, saving, and sharing behavior. Survey results indicated that a range of sharing patterns can be estimated, but post-download usage often is too skewed to establish exact calculations. Therefore, in lieu of a sharing calculator, we derived ranges of sharing patterns at a confidence level of 95%. These ranges vary dependent on many factors. Furthermore, our project highlighted the primary issues in developing a secondary usage calculator -namely, the lack of global standards in sharing data and the necessity to extend a survey data approach into a longitudinal study. As a consequence, we recommend a two-fold approach going forwards: 1) data-based approach in which a COUNTER-like universal standard for sharing data is developed and adopted across multiple platforms; 2) survey-based approach in which a longitudinal study is administered to a multi-disciplinary online community. [ABSTRACT FROM AUTHOR]

This study proposes an alternative and complementary method to bibliometric analysis to measure disciplinary diversity in research teams. Shannon's entropy index, which is used in ecology to measure biodiversity in habitats, is adapted to measure disciplinary diversity of a research team (habitats become teams, and biodiversity becomes disciplinary diversity). Data come from the National Aeronautics and Space Administration Astrobiology Institute, which funded 14 interdisciplinary virtual research teams in 2012. Authors examined not only team rosters but also the project rosters (167 projects for 2012) of each team to calculate disciplinary diversity. Results suggest that the intended diversity is being achieved for some teams. However, for more than half of the teams, disciplinary diversity scores are lower on the project level compared to the overall team level, which suggests that for these teams, the intended diversity is not being achieved. [ABSTRACT FROM AUTHOR]

Introduction. This paper reports on an interview-based citation behaviour study, part of a wider study of trust in information resources, investigating why researchers chose to cite particular references in one of their publications. Their motivations are explored, with an emphasis on whether they regarded the reference as an authoritative and trustworthy source, and, if so, to what extent and why. Method. Semi-structured critical incident interviews were carried out with eighty-seven researchers from the UK and the USA. Analysis. The answers were analysed using qualitative techniques and then grouped under descriptive headings of the types of reasons for citation provided. These were then used to create a table of these types of reason and the frequency of their use. Results. The motivations for citing were found to be complex and multi-faceted but, in nearly all cases, researchers do regard the authority and trustworthiness of the cited source as an important factor in choosing to cite it. This suggests that citation is at least partly an acknowledgement of the intellectual influence of the content of the cited source. It was also found, however, that researchers have strong social networks of trust and collaboration. They make considerable use of these in receiving and gathering information for research and thus context is also important in their eventual citation decisions. Conclusions. Citing behaviour does include an acknowledgement of useful intellectual content, but this process cannot be separated from the researcher's position in networks of trusted social and research influence. The digital transition has provided tools to help maintain and develop these social networks and it has also made it easier for researchers to investigate the credentials of the sources of documents. This suggests that the current distinction in the literature between normative and constructionist theories of citation behaviour may not capture the nuanced and complex relationship between these two factors. [ABSTRACT FROM AUTHOR]

This study explores the roles federal (government) libraries and librarians play in scientific (international) knowledge development within federal agencies and in the larger scientific enterprise. In particular, this research looks at libraries' and librarians' facilitation of scientific inquiry through the application of research data services (RDS). Currently, librarians' research and data consultation activities with administrators and researchers typically involve creating citations and finding datasets; less frequently, librarians are engaged in data management planning and other RDS activities. However, federal libraries and librarians have been identified as key stakeholders in collaborative science generally and specifically in scientific data cyberinfrastructures, such as the NSF-funded DataONE Project. "DataONE (Data Observation Network for Earth) enables science through cyberinfrastructure development for data storage, preservation, use, and reuse and by building a community of data literate researchers and information practitioners" (see dataone.org). [ABSTRACT FROM AUTHOR]

This paper presents five tools for librarians to use in building effective intercultural communication that reaches out to diverse populations. Librarians can more successfully cross intercultural boundaries if they are aware of the key tenets of intercultural communication and information provision, and then apply the five leadership tools in extending traditional information creation-organization-dissemination processes. The five tools are derived from an extensive literature review and from findings from seminar discussions with library and information science students. [ABSTRACT FROM AUTHOR]

Knowledge creation relies on melding powerful technological tools with efficient human organizations. Digital libraries (DLs) provide the technological mechanisms to cross national and disciplinary boundaries, and promote an organizational structure that encourages communication between scholars who are both creating and consuming information. The DL is especially good at coordinating and integrating findings about a specific topic that is being studied by different disciplines and different nations, which is an essential component to further our knowledge. This paper will briefly outline the knowledge creation process, and will introduce the author's SEEK model (structure for encompassing extensible knowledge) that provides a framework for exploring the relationship between technology and human organizations in international interdisciplinary knowledge creation. The paper will also introduce two models of electronically-based scholarly organizations that promote international collaboration and facilitate knowledge creation, and will offer eight steps towards building the effective organization for utilizing DLs for international collaboration. [ABSTRACT FROM AUTHOR]

Investigates whether junior researchers believe that the scholarly communication system is changing in a significant way, whether they have contributed to the changes they envisaged, whether the pandemic has fast‐forwarded change and what they thought a transformed system might look like. The data are drawn from the Harbingers‐2 project, which investigated the impact of the pandemic on the scholarly communications attitudes and behaviours of early career researchers (ECRs), employing repeat interviewing with around 170 science and social science junior researchers from eight countries. The article focuses on the findings of the last of three rounds of interviews, with comparisons made with the first round, held 18 months earlier, when the pandemic was most active. A majority of ECRs thought that there had been significant changes in the scholarly system, and a large minority thought that the pandemic was responsible. Most of them wanted a system that was more open in terms of open access and open data, with a third taking personal action to bring about change. [ABSTRACT FROM AUTHOR]

This study's research aim is to discover how the COVID-19 pandemic impacts early career researchers' work lives, prospects, and scholarly communication behavior. Early career researchers (ECRs), including doctoral students, post-docs, and pre-tenure faculty, are the next generation of scientists, researchers, scholars, teachers, and academic leaders, and are considered "vulnerable" when compared to their more senior colleagues. Part of an eight-country study, we present findings from long semi-structured interviews of 22 ECRs within the sciences and social sciences from a variety of regions in the United States. Transcripts were approved by the participants and responses were coded into a project-approved spreadsheet for analysis. The coding sheets were multi-faceted, containing both quantitative and qualitative data. Key findings include loss of research productivity due to lab closures and/or human subject research. The most recurring negative impact is the loss of formal and informal in-person meetings. For the majority, the pandemic has not deterred ECRs to deviate from their chosen academic career paths. [ABSTRACT FROM AUTHOR]

Explores science and social science early career researchers' (ECRs) perceptions and experiences of peer review, seeking also to identify their views of any pandemic-associated changes that have taken place. Data are drawn from the Harbingers-2 project, which investigated the impact of the pandemic on scholarly communications. Peer review, one of the activities covered, is singled out as it proved to be the activity of greatest concern to ECRs. Findings are obtained from interviews, which covered around 167 ECRs from China, France, Malaysia, Poland, Russia, Spain, UK and US, supplemented by an international survey that took the data out to a bigger and wider audience for confirmation and generalisation. Results obtained are enhanced by comparisons with pre-pandemic evidence yielded by Harbingers-1, the forerunner of the present study, and anchored in an extensive review of the literature. Main findings are: 1) most ECRs were experienced in peer review, both as reviewers and authors, but few had formal training; 2) half the ECRs had a lot or some reservations as to whether peer review vouches for the trustworthiness of research; 3) inadequate reviewers and slow processes were the main peer review associated problems; 4) there was a strong feeling that some kind of compensation, whether monetary or reputational, could help in dealing with these problems; 5) the pandemic impacted most on the speed of processing, with the majority of ECRs saying it had slowed the process; 6) nearly everyone thought that any pandemic-induced impacts would be temporary. [ABSTRACT FROM AUTHOR]

After two‐years of repeat interviewing early career sciences/social sciences researchers from around the world about their work life and scholarly communications in pandemic‐times, the Harbingers‐2 project is in a position to release quantitative data on the pandemic's overall impact. The data comes from around 50 questions asked in the third and final round of interviews with 147 early career researchers (ECRs), which had a codifiable element to them (such as yes, no, do not know). The 19 scholarly topics covered include: pandemic‐related research; research funding; changes to the workplace/working from home; pandemic‐incurred stress and anxiety; teaching; employment security; career progression; mentoring; assessment (including metrics); collaboration; searching/finding information; ethics; networking; informal communication; publishing; sharing; pre‐prints; outreach; and scholarly transformations. The main findings are that in six broad aspects of ECRs' work‐life and scholarly behaviour, more than 50% of ECRs were impacted by the pandemic, with remote teaching having the greatest impact. By way of comparison, in another six aspects there was little change, least of all when it came to sharing activities. Among the countries studied, Malaysia stood out as being the most impacted, and of the disciplines it was the medical sciences and the soft social sciences most impacted. [ABSTRACT FROM AUTHOR]

Key points: 170 early career researchers interviewed three times over 2 years, have uniquely contributed towards a stress test of scholarly communications and cracks have been identified.The perfect storm created by the convergence of millennial values and the pandemic appears to have fast‐forwarded the cracking process, perhaps, for the good.The cracks in question are: (1) peer review; (2) reputational assessment; (3) unethical/questionable practices; (4) collaboration; (5) networking. [ABSTRACT FROM AUTHOR]

Presents findings from a study into the attitudes and practices of pandemic‐era early career researchers (ECRs) in regard to obtaining access to the formally published scholarly literature, which focused on alternative providers, notably ResearchGate and Sci‐Hub. The study is a part of the Harbingers project that has been exploring the work lives and scholarly communication practices of ECRs in pre‐pandemic times and during the pandemic, and utilizes data from two rounds of interviews with around 170 ECRs from the sciences and social sciences in eight countries. Findings show that alternative providers, as represented by ResearchGate and Sci‐Hub, have become established and appear to be gaining ground. However, there are considerable country‐ and discipline‐associated differences. ECRs' country‐specific level of usage of the alternative providers is partly traceable to the adequacy of library provisions, although there are other factors at play in shaping ECRs' attitudes and practices, most notably convenience and time saving, as well as the fact that these platforms have become embedded in the scholarly dashboard. There is a dearth of evidence of the impact of the pandemic on ECRs' ways of obtaining scholarly papers. [ABSTRACT FROM AUTHOR]

Introduction: As part of the Harbnger-2 project, this study aimed to discover the impact of the COVID-19 pandemic on junior researchers' work-life, career prospects, research and publishing practices and networking. Methods: An online international survey of 800 early career researchers (ECRs) was conducted in 2022. A questionnaire was developed based on three rounds of interviews and distributed using multiple channels including publishers, social media, and direct email to ECRs. Results: The impact of the pandemic on career prospects, morale, job security, productivity, ability to network and collaborate, and quality and speed of peer review has on the whole been more negative than positive. A quarter of ECRs shifted their research focus to pandemic-related topics and half of those who did, benefited largely due to increased productivity and impact. The majority worked remotely/from home and more than two-thirds of those who did so benefitted from it. While virtual or hybrid conferences have been embraced by the majority of ECRs, around a third still preferred face-to-face only conferences. The use of library online platforms, Sci-Hub, ResearchGate, Google Scholar and smartphone to search and access full-text papers increased. ECRs prioritised journals with fast submission procedures for the publishing of their papers and spent more time on increasing the visibility of their research. Fees were a problem for publishing open access. Conclusion: Although, generally, the pandemic negatively impacted many aspects of ECRs' work-life, certain research areas and individuals benefited from being more appreciated and valued, and, in some cases, resulted in increased resources, better productivity and greater impact. Changes, such as the use of digital technologies and remote working created new opportunities for some ECRs. While continuing work flexibility and hybrid conferences might benefit some ECRs, institutions should also take measures to help those ECRs whose career and productivity have been adversely impacted. [ABSTRACT FROM AUTHOR]

Objective. The public has a high interest in seeking personal genetic information, which holds implications for health information seeking research and health care policy. Rapid advances in cancer genetics research promise early detection, prevention and treatment, yet consumers may have greater difficulty finding and using the information they may need to make informed decisions regarding their personal health and the future of their families. Design. A statewide telephone survey was conducted of non-institutionalized Kentucky residents 18 years of age or older to investigate factors associated with the intention to seek cancer genetics information, including the need for such information seeking help. Results. The results show that intention to seek cancer genetics information, if testing were readily available, is moderately high (62.5% of those responding; n=835), and that status as a racial minority, the perception that cancer runs in one's family, and frequent worrying about cancer risk are statistically significant predictors of intent to seek genetics information. Conclusions. We argue that an already complex health information environment will be even more difficult for individuals to navigate as genetic research becomes more ubiquitous in health care. An increase in demand for genetics information in various forms, as suggested by these results and those of other studies, implies that enduring intervention strategies are needed to help individuals acquire necessary health information literacy skills, with special attention given to racial minorities. [ABSTRACT FROM AUTHOR]

This article focuses on the role of knowledge in hampering the free flow of information. Knowledge has generally existed within strict disciplinary boundaries, creating barriers against the free flow of information. The World Wide Web provides an example of the growth that can be experienced by a technologically based information resource. In 1993 the Web had about 100 sites as of March 1998 it was estimated that there were nearly 320 million publicly accessible sites. The reach of technology is growing in society. Additionally technology is being integrated into education, allowing students and teachers to become regular consumers of online information. The growth in this area is reflected in these statistics for U.S. public schools. In 1984 the average public school had 1 computer for every 63.5 students, in 1997 that number had changed to 1 computer for every 6.3 students. We can conceptualize information and knowledge as two points on a continuum. Information is data that have been given meaning through the human action of assigning relationships. Knowledge is the ability to apply information to explain or predict situations.

Around 170 early career researchers (ECRs) from 8 countries were interviewed about the whole range of their scholarly communication attitudes/behaviours during pandemic times and this paper analyses what they said about predatory journals in a wide range of scholarly communication contexts. Because of the delicacy of the topic there was just one question exclusively directed at predatory journals, which asked about policies rather than actions, which yielded nevertheless wide-ranging comments on the topic. ECRs also volunteered information on predatory journals in another half dozen questions, most notably including one on questionable research practices. The source of data was mainly the final interview of three undertaken, with some comparisons made to rounds one and two. Findings disclose the existence of a whole raft of formal and informal assessment policies/codes that direct ECRs to legitimate journals and away from predatory ones. Despite being junior, ECRs are very accultured to the criteria of what is considered as prestige and quality and believe predatory publishing is not even conceivable. They are far more concerned about low-quality research, preprints and borderline 'grey' journals. The pandemic has increased the level of questionable practices and low-quality research, but predatory journals were only singled out by a relatively small number of ECRs. [ABSTRACT FROM AUTHOR]

After two-years of talking to around 170 early career science/social science researchers from China, France, Malaysia, Poland, Russia, Spain, UK and US about their work life and scholarly communications during the pandemic, the Harbingers-2 project is in possession of a mountain of verbatim data. The purpose of this paper is to highlight the kinds of comments ECRs are raising, with a focus on those that provide a particular interesting and illuminating take on ECRs' experiences under difficult times. Comments, for instance, that might challenge the established order of things or that presage big changes down the line. The selection of comments presented here were made by the national interviewers shortly after the completion of the last of three rounds of interviews (two interviews in the case of Russia). The understandings, appreciations and suggestions thus raised by the ECRs are insightful and constructive, which is what we might have expected from this cohort who are very much at the forefront of the research enterprise and veritable research workhorses. Sixteen broad scholarly topics are represented by quotes/comments, with the main focus of the comments on a subset of these: research performance and assessment, scholarly communication transformations, networking and collaboration, social media and access to information/libraries, which suggests, perhaps, where the action, concerns and interest mainly lie. [ABSTRACT FROM AUTHOR]

After two-years of repeat interviewing around 170 early career science/social science researchers from China, France, Malaysia, Poland, Russia, Spain, UK and US about their work life and scholarly communications in pandemic-times, the Harbingers project is now in possession of a mountain of data on what constitutes a very important academic topic. The purpose of the paper is to share the early highlights of the data, with a focus on the main and lasting impacts of the pandemic. The data presented comes from the national interviewers, who had conducted 3 rounds of interviews with their 20 or so early career researchers (ECRs) over two years and, thus, knew them well. They were asked to provide an ‘aerial view’ by identifying the most important impacts they had detected while things were still fresh in their minds. The main findings are that: 1) ECRs, the research workhorses, have generally proved to be resilient and perseverant and some have prospered; 2) the pandemic has fast-tracked researchers to a virtual and remote scholarly world, with all the advantages and disadvantages that comes with it. The data, however, is nuanced, with significant differences occurring between countries, especially China and France. The paper also updates a literature review on the topic previously published in this journal. [ABSTRACT FROM AUTHOR]

In order to take account of the impact of the pandemic on the already changing scholarly communications and work-life of early career researchers (ECRs), the 4-year long Harbingers study was extended for another two years. As a precursor to the study (featuring interviews and a questionnaire survey), currently underway, an analytic review of the pertinent literature was undertaken and its results are presented here. The review focuses on the challenges faced by ECRs and how these compare to the ones more senior researchers have to tackle. In the examination of the literature three general questions are posed: Q1) What are the identifiable and forthcoming impacts of the pandemic-induced financial pressures felt in the Higher Education sector on ECRs' employment and career development prospects? Q2) What are the identifiable and forthcoming pandemic-associated disruptions in the pace/focus/direction of the research undertaking? Have any disruptions been predicted to exert an impact on ECRs' research activities, and if so, with what scholarly consequences? Q3) How is the work-life of ECRs shaping up under the virus-dictated rules of the 'new normal' in the research undertaking? What challenges, if any, arise from the changes in practices identified, and what might their potential consequences be for ECRs? The broad conclusion of the study is that the literature leaves little room for doubt: junior researchers are already disproportionally affected by and bear the burden of the ongoing pandemic-incurred hardships and they are likely to remain similarly impacted when more trials, still unfolding, materialise. [ABSTRACT FROM AUTHOR]

STEM liaison librarians' roles have broadened with new policies, data, and services stemming from the increase of data-driven research across sciences. The problem this study addresses is the lack of understanding of what tasks STEM liaison librarians do and how often. STEM liaison librarians from a sampling frame of 135 at 16 similarly Association of Research Libraries were surveyed with demographic and job analysis questions. A total of 41 participants completed the entirety of the survey. Findings indicate the majority of respondents serve 4 or more departments and continue to spend a majority of their time on traditional liaison tasks, but data-related duties are in greater demand. In these continually uncertain times with dwindling resources in academic libraries, a clearer picture of STEM liaison librarian tasks and the duration expended on each helps inform staffing of services. A better understanding of these duties and their frequency will add value to more accurate job descriptions, relevant curriculum, and training, as well as advance the understanding of what these information professionals do with their work time as well as tell us what they no longer do as much. • STEM liaison librarians spend most of their time on traditional duties, but data-related tasks are on the rise. • Most librarians (43.9%) reported that 25–49% of their jobs were specifically dedicated to liaison tasks. • Results indicate the majority (63.4%) of liaison librarians indicate serving 4 or more departments. • Participants recommend more data management training specifically tailored for scientific data in education. [ABSTRACT FROM AUTHOR]

Purpose While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.Design/methodology/approach In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.Findings In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.Research limitations/implications At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.Originality/value This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings. [ABSTRACT FROM AUTHOR]

Libraries often lack the in-house information technology (IT) expertise required to (1) implement mobile applications and related technologies (MAT); (2) attain maximum return on investment including patron satisfaction for using MAT; and (3) reduce reliance on expensive IT consultants. Based on secondary analysis of the experiences and advice offered by librarians and IT professionals engaged in implementing MAT in libraries, we identify four core and six supplementary competencies needed to help libraries better serve their patrons using MAT. LIS graduate programs could equip students with the skills and knowledge needed to build 10 competencies so that they could serve as mobile technology consultants (MTCs) for libraries. Core competencies are mobile application development, human-computer interaction, computer networking, and planning and management of mobile technologies; and the supplementary competencies are: project management, change management, negotiation, data management, policy management, and grant writing. [ABSTRACT FROM AUTHOR]