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Scholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.

Data from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.

Results reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.

This exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.

Results highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.

This research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.

This chapter examines the impact of information digitization on the rise of misinformation, and the broader implications that this has for democracy. It is based on the Researching Students Information Choices (RSIC) project, which looks at how students evaluate scientific information on the internet.¹ Part of this study looked at container collapse.

In previous decades, information was contained in a physical book, newspaper, journal, magazine, or the like. These containers offered important contextual information about the origin and validity of the information. With information digitized, this context is lost. This can facilitate misinformation, as people might make incorrect judgments about information credibility because of the lack of context.

It is vital that citizens have the information literacy skills to initially evaluate information correctly. One possibility for misinformation being pervasive is that, once encoded, it becomes resistant to correction. This underscores the importance of teaching students to evaluate the credibility of information prior to the point of encoding.

To combat misinformation, librarians can teach students to evaluate containers and the indicators of credibility that they provide. Information containers can be evaluated prior to consuming information within a resource, while fact-checking only can happen after. Because of this, container evaluation can help prevent misinformation from being encoded. Our research demonstrates that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them, and that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet.

The purpose of this paper is to indicate the place of assessment of the impact of libraries in the overall quality evaluation of these institutions. In the paper, an attempt has been made to separate the concepts of the impact and values of library services and, according to the designated scope, the most important areas of research, methods and indicators for the assessment of the impact of academic libraries were characterized. The focus was on the most important areas, i.e. on the impact of libraries on didactics and academic research, information literacy and on its assessment in the cultural and environmental aspect.

A literature-based overview of actual insights on tasks and areas, methods, indicators research on the impact of academic is provided.

The author has determined that the analysis of the impact of academic libraries can mainly concern the following areas: information (influence on didactics, research and information competence of users), cultural and environmental. That is why it is worth analyzing the most important methods and indicators of research on the impact of academic libraries in these areas. The best way to research the quality of libraries, and especially to determine its impact on users and the environment, is to use a mixed methodology – a whole set of quantitative and qualitative methods and techniques. Triangulation can involve the use of both qualitative and quantitative data or the use of multiple methods to develop one type of data.

However, these methods were used to study the impact of academic libraries, whose results do not determine the financial value.

The paper shows the methods of research on the quality of the functioning of academic libraries with a special emphasis on the study of their impact on users and the social environment.

The paper shows the methodology of determining the social role of academic libraries.

The paper intends to add to the body of knowledge about the research methodology for the impact of academic libraries.

Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.

This paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.

Academic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.

The study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.

Academic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.

This is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.

Ideally, information literacy instruction is sequenced throughout students’ academic careers, reinforcing and building on earlier instruction. The purpose of this exploratory study is to identify structural problems that potentially impact student learning. This research surveyed school librarians and academic instruction librarians along the K-20 pipeline to capture information about their instruction programs, their pedagogical approaches and their perceptions on student information literacy skills at points of transition.

The study uses a 58-item survey instrument to capture the perceptions on elements of information literacy instruction from school librarians and academic instruction librarians in the state of Utah. The exploratory survey generated 255 eligible responses.

The study identifies several areas where the information literacy pipeline has challenges: staffing, scheduling, curriculum integration, teacher collaboration and student assessment. Suggestions for improvement include providing educational support for paraprofessionals, facilitating cross-institutional collaboration and creating a scope and sequence document that spans the entire educational spectrum paired with specifically teaching for transfer.

The study was limited to surveying the perceptions of library employees who teach students information literacy as part of a school or university. Study findings imply that better support for information literacy learners requires increased collaboration across the pipeline.

Information literacy education is often siloed – in the way it is taught, studied and discussed. This research is unique in that it explores the information literacy pipeline as a whole, as each level of instruction is related to the next and studying a single section might obscure larger issues.