The Realities of Relevance: A Survey of Librarians' Use of Library and Information Science Research
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article grew out the authors' desire to explore the widely held notion that librarians disregard LIS research because they consider it irrelevant. For example, in the early stages of this project one colleague commented that librarianship "is all practice" and that LIS research has had no effect upon his own work. Editors of many LIS journals also question whether research exerts influence on practice. Peter Hernon and Candy Schwartz, editors of Library and Information Science Research, lament that “research has not penetrated the soul” of the library profession, and William Katz, former editor of Research Quarterly, notes that many authors have failed to show the implications of their research for practice. A survey of LIS scholars revealed that many researchers themselves doubt whether their findings affect practice. While many authors within the profession have thus agreed upon the existence of a research-practice gap in librarianship, they differ in regards to the gap's causes. Some authors blame researchers; some blame practitioners; and some attribute the breakdown to deficiencies in LIS education or dissemination channels. This article examines the research-practice gap by discussing the results of a recent survey that measured the use of LIS research among Alabama’s academic reference librarians.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.006 |
| Scholarly communication | 0.001 | 0.025 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it