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Open research questions in Library Science and Administration

187 unresolved questions extracted from the limitations and future-work sections of 12,390 Library Science and Administration papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • management tools and software are widely available for any project (Özdamli, Sultan, and Karanfiller 2023). Select a tool to use based on an understanding of the context of the project, how the team and stakeholders will use the tool, and specific project needs. For this project, the tools were kept simple (see Table 5) because it was a team of one, and the project stakeholders only needed status reports rather than daily interaction with the project tasks. Project management is not about the tool, as the tool may change depending on the project, but it is about asking the right questions and communicating effectively. The following recommendations can be used for any project, regardless of context or size. Write a One-Pager: Write a one-page document with all the key details of the project (title, summary, contact, timeline, milestones, etc.), developed based on the “Start” questions (see Table 3). The goal is to create a succinct document (charter) that is a great executive summary for anyone, especially leadership, to learn about the project quickly. Most people outside the project team do not have time to read and understand detailed and complex project plans. This is also a reference throughout the project to quickly confirm that the project is on track and meets the defined goals. Develop a Project Plan/Tracker: Develop a document, project management software, or simple spreadsheet that outlines and tracks all the steps, timelines, milestones, and resources needed to implement and complete the project. The goal is to have a plan for completing the project, whether that project is simple or complex, and a tool for tracking V o l u m e 3 9, n u m b e r 2 Page 19 all the details and statuses throughout the project. Use the “Plan and Track” questions (See Table 4) as a guide. Create a Communication Plan: Create a document that outlines the plan for regular communication (meetings, text, email, software, wiki, phone, conference call, etc.) throughout the project with the stakeholders, team members, and others. Understanding how people communicate and the best way to share information will help to make the project successful. The goal is to effectively share information about the project in the best way possible and at a regular frequency. Use the “Communicate” questions (see Table 6) as a guide. Regardless of the context and size of the project, creating these documents will be a baseline that can guide the project from initiation to completion. For simple projects or teams of one, these documents may be all that is needed to manage the full lifecycle of the project. Although each project will have its own additional documentation, these three pieces of documentation will make it easier to understand and execute the goals of the project, communicate effectively with project stakeholders and leadership, and help the project be successful. Knowing and documenting the clarity of the goals and what it means to be done will help the project be successful.

    Always Create a Plan · 2026 · DOI

  • academic librarians ask and answer questions about the project goals throughout the project lifecycle. The growth of generative artificial intelligence (AI) in the years since the project’s completion fuels a need to address the role of AI in project management in academic libraries as a future research direction. Project management in academic libraries continues to evolve, and future research can build on the ACP and ways to streamline project management so that it works more efficiently for academic librarians. Bjornen, Kay K., and Cinthya Ippoliti. 2021.

    Always Create a Plan · 2026 · DOI

  • This study was the first to explore the perspectives and experiences of Black youth in Canadian public libraries. It was also the first known Canadian LIS study to use a CBPR- approach with Black-led organizations. Thus, it has brought forward voices that have never been heard in Canadian LIS (or elsewhere). This approach to community-based participatory research in LIS can also be applied in other contexts to exam- ine broader challenges with belonging and representation in public libraries. Particularly, we see important opportunities for the Canadian library sector to consider how many of the themes (lack of representation, lack of belonging, performa- tive inclusion) are experienced in other communities (e.g., other youth, Indigenous communities, people experiencing homelessness, addictions and mental health concerns, and people with disabilities) that experience similar forms of ex- clusion to Black youth. There are also interesting transna- tional research opportunities that can shed new light on how structural barriers are similarly and differently experienced in other geographic locations. Future research could build on the findings of this study to identify potential linkages between representation and erasure experiences with youth in Canada, the US, and even more broadly.

    ‘It Can’t Just be One’: Canadian Black Youth Perspectives on Representation and Belonging in Public Libraries · 2026 · DOI

  • Findings from this study offer school library researchers myriad avenues for further research. Self- censorship in school libraries has been less frequently studied compared to censorship in general (Dawkins, 2018). The majority of existing studies employ methodologies such as surveys (e.g., Oltmann, 2018; School Library Journal, 2016; Whelan, 2009; Yitzhaki, 2001; Yorio, 2022), interviews (Becnel & Moeller, 2020; Dawkins, 2017), and collection analyses (Bellows, 2005; Coley, 2002) and have concluded that self-censorship is a common and persistent practice among school librarians, both in the U.S. and internationally. These studies, however, were all conducted prior to legislation being enacted, and only one was conducted after the unprecedented wave of challenges began in 2021. This legislative element, with the threat of vague punitive legal and professional consequences, adds a level of complexity not yet explored in scholarly literature until now. As other states adopt legislation that dictates selection policies, it will be important to ask, how are school librarians responding? To what extent are they censoring beyond what the legislation specifies? To what extent, if any, are school librarians in states without such legislation changing their collection development behaviors in ways that limit the materials available for students? This new legislation also creates opportunities for a more extensive exploration of inter- school relationships, as relationships between school librarians and various stakeholder groups (teachers, students, parents) are becoming more strained and contributing to self-censorship, as well as professional burnout, anxiety, and disillusionment among school librarians. While these questions have been considered among educators more generally, the specific impact they have on school librarians is an area that needs to be explored. 81 Spiering et al.

    Navigating The Impact of State Regulations on School Librarians’ Collection Development Practices · 2026 · DOI

  • Limitations This study has several important limitations. First, international schools are complex, locally specific institutions, and the category “international school” itself encompasses a wide range of funding models, curricula, regulatory environments, and student populations. The experiences described here therefore represent only a small portion of international schools. Second, participants were purposefully selected for their leadership and visibility in the field, so their perspectives are likely more reflective, well-resourced, and professionally networked than those of international school librarians who are isolated, newer to the role, or working in less well-funded schools. While many of our librarians had experience working as teachers or librarians in national school systems, they did not all have this experience and in some cases their experience in national school systems had been many years in the past. Therefore, their comparison of their experiences may not be nuanced in all areas. Finally, the study relies on self-reported data from a limited number of interviews and focus groups, conducted in English and framed around IFLA’s School Library Guidelines (2015), which may have shaped what participants emphasized and how they narrated their work. Taken together, these limitations suggest that the findings are best understood as a grounded, leader-focused view of international school librarianship, and that additional research is needed that reaches out to a wider audience of practitioners.

    Librarians at International Schools: An Exploratory Study · 2026 · DOI

  • The findings contribute essential insights to the limited research on school librarians' experiences with social capital, emphasizing that when librarians feel empowered through strong professional relationships, they demonstrate increased collaboration, innovation, and impact on student success.

    Lonely But Linked: Solo Middle School Librarians And the Power and Potential of Social Capital · 2026 · DOI

  • Contracts and Copyright Library staff may be unsure whether a contract allows a particular use. The first recommended action is to examine the contract and confirm the terms. If any terms are unclear, library staff might contact the vendor or publisher for clarification. In the case of incarcerated students, some vendors our project team spoke with were unaware of the issue and agreed that it was important that the students be given special consideration. It is also important to remember that “contracting out” of the Copyright Act is not a legal absolute but an unsettled question.60 Challenging this assumption is essential if libraries wish to preserve their users’ fair dealing and equity rights.

    Locked Out of the Library · 2026 · DOI

  • Second, it's about library instruction, a topic of relevance to all types of libraries - and where much of the literature specifically discusses formal library instruction, this column also addresses passive programming, informal instruction, and casual patron interaction, which are also vitally important and under-studied aspects of the library worker's role in education.

    Refusal as Instruction · 2026 · DOI

  • Although the researchers gained insight into the experience of library workers, the following are some of the limitations of this research study. One limitation was that of the sample size for each phase of this research study. Efforts were focused on garnering participation and responses from non-librarian staff colleagues at both Geisel and WongAvery libraries at UCSD, rather than at academic institutions across the state or country. This ultimately led to a smaller sample size for each phase of the research study, which then provided limited results. As more research is pursued on this topic, the researchers aim to collect responses and experiences from a much larger pool of participants from academic institutions both nationally and internationally. In addition, this research brought up many questions surrounding the definition of digital initiatives and what that phrase means to staff members across the library. As more research on this topic is pursued, the researchers would suggest confirming and providing a definition of this phrase prior to collecting responses from participants. This would allow participants to reflect on MAKING ACCESS POSSIBLE GARCIA-OLVERA AND GARZÓN VARGAS 11 INFORMATION TECHNOLOGY AND LIBRARIES MARCH 2026 their experiences, skillsets, and ideas from the perspective of the defined meaning, rather than focusing on what digital initiatives means to them specifically. This research study is only the start of the conversation surrounding the human impact of digital initiatives in a post-COVID-19 world. This study touched the surface of topics such as invisible labor, required staff skillsets and responsibilities, expectations going forward, and so on. The researchers’ hope is that this conversation prompts further research into staff experiences and engagement with digital initiatives and how to use information from staff to better inform library structures, position titles and requirements, and the ways in which users are served.

    Making Access Possible · 2026 · DOI

  • Our study has two limitations. First, finding participants involved in creating and distributing IAMPs was challenging. To address this issue, we relied on contacts from whom we had previously purchased film licenses. We also searched the internet, social media, and related film festival catalogs to gather the names of additional participants and consulted with film scholars for potential contacts. One scholar refused to provide contact information directly, alluding to privacy considerations. Ultimately, we invited fifty-one people to interview. Second, the first five interviews were conducted in English as initially planned. However, we decided to revise our research design to allow interviews in Spanish because one of the principal investigators was a native Spanish speaker. After we received approval from our institution’s IRB, the remaining eight interviews were conducted in Spanish.

    Voices from the Field: Library Acquisition Pathways for Indigenous Audiovisual Media · 2026 · DOI

  • Essayez de : ● ● ● ● ● Reconnaître le rôle social plus large de votre bibliothèque au sein des écosystèmes caribéens de la recherche, de l’ éducation et de la culture. Identifier vos domaines d’action prioritaires et la valeur ajoutée qu’ils apportent à votre institution et à la société. Définir les éléments essentiels de votre stratégie de plaidoyer, notamment un message clair, une théorie du changement et des actions concrètes. Identifier les occasions de mettre en avant vos projets, notamment par le biais de l’édition ouverte, de la collaboration avec les médias et de l’alignement sur les agendas décisionnels. Élaborer une première matrice d’action personnalisée, construite collectivement avec votre équipe de direction / votre équipe. Deux derniers conseils avant que vous ne vous lanciez : ○ ○ Formulez un message fort et assuré. Reconnaissez que publier et obtenir des financements — même modestes — confère une visibilité institutionnelle réelle et durable.

    The influence of libraries on the social sphere : "Placing libraries on the Agenda" - to strengthen universal access to Knowledge and elevate local academic outputs · 2026 · DOI

  • KIJER 3(2) 67 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer Based on the findings of the study, the following recommendations were suggested: 1. Libraries should integrate social media and digital platforms into their outreach efforts to attract more youths and make environmental education more interactive. 2. Regular training programs should be organized to equip library staff with the necessary skills to lead discussions and workshops on urbanization and environmental sustainability. 3. Awareness campaigns should be conducted in schools, community centers, and on digital platforms to inform youths about available library resources on environmental sustainability. 4. Libraries should collaborate with environmental organizations, schools, and government agencies to develop programs that align with youth interests and current environmental issues. 5. Government and private sector support should be sought to ensure that libraries have adequate resources to organize impactful environmental awareness programs. 6. Libraries should continually update their collections to include the latest materials on urbanization, climate change, and sustainability, ensuring relevance to contemporary environmental issues.

    Investigating the Role of Libraries in Urbanization and Environmental Awareness among Undergraduate Students in Selected University Libraries in Ogun State, Nigeria · 2026 · DOI

  • The conclusion mentions that librarians require training in copyright workshops and project management to optimize service delivery, but does not identify the specific competency gaps, training duration, delivery methods, or post-training assessment mechanisms needed for Limpopo library staff.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • Respondents cite lack of library awareness as a barrier to utilization and negative community attitudes, but the paper does not conduct audience segmentation analysis or test specific awareness campaign strategies (media types, messaging, target demographics) needed to increase library usage across diverse age groups in Limpopo.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • While the paper identifies lack of user education as a primary problem affecting library rule compliance and material theft, it does not specify what forms of user education (orientation sessions, information literacy workshops, digital skills training) should be implemented, at what frequency, or measure their effectiveness in reducing non-compliance in Limpopo communities.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • The study reports that municipality officials appropriate library reading spaces for meetings and events, displacing patrons, but does not systematically document the frequency of space appropriation incidents, duration of disruptions, or develop policy frameworks for preventing non-library use of library facilities in Limpopo municipalities.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • Respondents indicate that library study space is inadequate to accommodate simultaneous users, yet the paper provides no baseline data on current seating capacity, actual concurrent user demand, or architectural specifications needed to meet Ayorinde's (2005) standard of seating for at least one-quarter of the served community in Limpopo.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • The study documents that most libraries experience unstable internet and insufficient computer resources creating resource-sharing problems, but does not assess the specific bandwidth requirements, device-to-user ratios needed, or pilot alternative power supply systems (such as solar backup) mentioned as necessary for Limpopo public libraries.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • While respondents report encounters with difficult library users who make noise and violate library regulations, the paper lacks quantitative data on the frequency, severity, and specific types of user misconduct, and does not investigate evidence-based behavioral management interventions tailored to Limpopo library contexts.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • The study identifies that Limpopo public and community libraries lack up-to-date and appropriate collection materials for users of different ages, but provides no empirical data on specific collection age, currency metrics, or comparative analysis of collection development practices across the surveyed libraries versus best-practice standards.

    Optimizing the Usage of Public and Community Libraries in the Limpopo Province, South Africa · 2026 · DOI

  • Practice-driven conferences can offer interpretations of LIS practitioner experiences, however, there is limited research focusing on Australian LIS conference proceedings.

    An Historical Analysis of the Library Technology as Described and by Practitioners: Exploring Themes in VALA Conference Papers · 2024 · DOI

  • Although many public library services maintain ongoing partnerships with early childhood education (ECE) providers, the extent to which these collaborations support digital fluency remains unclear.

    Building Strong Digital Foundations: Digital Fluency-focused Partnerships among Early Childhood Education Service Providers and Public Libraries in Aotearoa New Zealand · 2024 · DOI

  • This is scarcely studied in Chile and particularly in the Maule Region, which is why an investigation was carried out in 13 public and state-funded private schools, based on the application of a mixed questionnaire to the LRC work team.

    Rol de las bibliotecas escolares en una región chilena · 2024 · DOI

  • Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals.

    Cultural Competence in Libraries: Utilizing the Critical Incident Technique and Reflective Journaling to Encourage Reflective Practice · 2023 · DOI

  • In this article, the authors discuss issues around defining FGS and provide an overview of the limited research regarding FGS in the LIS literature, the challenges that first-generation graduate students face, and why LIS professionals should care about this group of students.

    Who Are First-Generation Graduate Students and Why Should LIS Care? · 2023 · DOI

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187 open questions have been extracted from the limitations and future-work passages of 12,390 Library Science and Administration papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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