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The purpose of the present study is to measure levels of burnout among Greek academic librarians and to assess its relation with certain background characteristics.

The Maslach Burnout Inventory (MBI) was administered to 136 academic librarians across Greece.

Findings suggested that respondents experienced low levels of emotional exhaustion and depersonalization and moderate levels of personal accomplishment. Of the background characteristics, age, number of years as a librarian and participation in decision‐making were found to be independent of experienced burnout. Direct contact with library users seemed to enhance feelings of personal accomplishment. In addition, employees with short‐term contracts reported higher levels of emotional exhaustion in comparison to their colleagues holding lifetime positions.Research limitations/implications – Future research can focus on different types of libraries where the predominance of different organizational characteristics might have a different impact on individual burnout. Another direction for future research is the study of the specific job conditions that might contribute to burnout.

Provides valuable results concerning burnout among library professionals in Greece.

The purpose of the present study was to expand the knowledge of student computer competencies and IT self‐efficacy in two LIS departments in Greece.

The participants in the study were students in the two LIS departments of the Technological Educational Institutes (TEI) situated in Thessaloniki and Athens, Greece. The survey was addressed to sophomores, juniors and seniors, because IT courses are taught after the first year of study. The instrument of the survey was a structured questionnaire comprising three parts, measuring a total of 48 variables.

The levels of students' IT self‐efficacy is rather high, while the mean score of computer competence indicates a rather low level of perceived ability in using computers. Students were more competent in using e‐mail and Facebook, as well as using the internet for personal purposes. IT self‐efficacy and perceived computer competence were positively related to the frequency of use of certain electronic activities and previous PC/internet experience. In addition, the frequency of IT use was a strong predictor of IT self‐efficacy, and both frequency of use and experience were predictors of computer competence. The findings also suggested that increased levels of self‐efficacy and computer competence were associated with higher grades.

By being aware of the factors that predict self‐efficacy and perceived ability, educators in both LIS departments can design instruction or other interventions in a way that will boost self‐efficacy beliefs. Such an approach is likely to increase the acceptance and use of IT and help LIS students meet the learning objectives of IT courses.

The purpose of this paper is to give an insight to the motivation processes and learning strategies of the students of the Library and Information Systems (LIS) Department of Alexander Technological Educational Institute (ATEI), Thessaloniki, in courses encompassing Information Technology (IT).

The students participated in the study between the 10th and 12th week of a 13‐week semester. Data were collected with the Science Motivation Questionnaire (SMQ) and the Self‐Regulated Learning Strategies component of the Motivational Strategies for Learning Questionnaire (MSLQ). Independent samples t‐tests were used to indicate any associations between motivation to learn and learning strategies, with students' background characteristics. Multiple regression analysis was used to predict students' levels of motivation from the background characteristics, and their intention to continue their studies and to work as librarians/information professionals.

Results showed that participants reported relatively increased levels of motivation and employment of effective learning strategies. Participants' intention to continue their studies in library/information science emerged as the only variable that significantly contributed to the equation for predicting self‐regulated learning from the whole set of predictors and also to the prediction of motivation to learn.

The SMQ was originally designed for science courses and the use of the translated and slightly modified version did not seem to be very sensitive in the IT learning context. A follow up study with different methodologies, would add to the weight of the present findings. In addition, future studies could focus on the particular factors that motivate students to learn IT and to achieve the learning objectives of the IT courses.

The intended outcome of this survey was to provide LIS students and instructors with an assessing tool to evaluate motivation to learn IT and the effectiveness of the strategies employed in the process of acquiring knowledge and skills. Based on the results, faculty members can provide learning environments that promote motivation towards learning and encourage students to select and use more advanced and effective learning strategies. In addition, the results of the study provide an additional argument for organizing a postgraduate program at the LIS Department of ATEI, Thessaloniki.

Empirical research on learning attitudes of LIS students is limited. Moreover, motivation and learning strategies use have never been studied in the Greek context of library education, although IT literacy is an essential task and all LIS Departments' instructors share the important goal of fostering students' motivation to learn IT.

Job satisfaction and burnout are two multidimensional constructs, which represent affective work responses. The present study was designed to examine: the multivariate relationship between burnout and job satisfaction, and the degree of their distinctiveness. Self‐reported questionnaires were administered to 135 academic librarians to assess burnout (Maslach burnout inventory) and job satisfaction (employee satisfaction inventory). A two‐factor model with correlated factors was postulated and supported. Structural equation modeling procedures showed that the two constructs although highly correlated (r=−0.75) represent distinct responses to work.