دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 01 21 Identification and Validation of Indicators and Criteria for Evaluating the Quality of Public Access to Information and Information and Communication Technology (ICT) Services in Public Libraries of Selected Middle Eastern Countries شناسایی و اعتبارسنجی شاخص‌ها و معیارهای ارزیابی کیفیت دسترسی همگانی به خدمات اطلاعاتی و فناوری اطلاعات و ارتباطات در کتابخانه‌های عمومی کشورهای منتخب خاورمیانه 1 16 13000 10.30473/mrs.2026.77422.1692 FA کریمه نواصری گروه علم اطلاعات و دانش شناسی، واحد تهران شمال، دانشگاه آزاد اسلامی تهران، ایران عبدالرضا نوروزی چاکلی علم اطلاعات و دانش شناسی، دانشکده علوم انسانی، دانشگاه شاهد، تهران،ایران زهرا اباذری گروه علم اطلاعات و دانش شناسی، واحد تهران شمال، دانشگاه آزاد اسلامی تهران، ایران 0000-0001-9398-6590 Journal Article 2026 02 14 Introduction Universal access to information and communication technologies (ICT) has become one of the principal responsibilities of public libraries in advancing sustainable development, lifelong learning, digital inclusion, and information justice. As public libraries increasingly expand their digital infrastructure and online services, ensuring equitable access to information resources for all members of society has become a strategic priority. Reliable evaluation frameworks are therefore essential for assessing service quality, identifying gaps in accessibility, and supporting evidence-based decision-making. Although international organizations such as IFLA and UNESCO have introduced general guidelines for inclusive library services, no comprehensive and validated framework has been specifically developed to evaluate the quality of universal access to information services and ICT in public libraries across the Middle East. This study addresses this gap by identifying and validating a comprehensive set of indicators and evaluation criteria tailored to the regional context. Methodology This applied research employed a descriptive–exploratory design. Data collection began with a comprehensive review of printed and electronic literature, international standards, policy documents, professional guidelines, and previous empirical studies related to public libraries, universal access, digital inclusion, ICT accessibility, and information equity. The preliminary indicators extracted from the literature were subsequently evaluated using the Delphi technique. A panel of experts specializing in library and information science, public library management, and information systems participated in multiple Delphi rounds. During each round, participants assessed the relevance, clarity, applicability, and importance of the proposed indicators. The iterative Delphi process continued until a satisfactory level of consensus was achieved, resulting in the validation of a comprehensive framework for evaluating the quality of universal access in public libraries. Findings The Delphi process confirmed that the quality of universal access to information services and ICT in public libraries is represented by four interrelated dimensions: user empowerment, access to information resources, reduction of the digital divide, and information equity. Within the user empowerment dimension, information literacy, digital literacy, lifelong learning, artificial intelligence literacy, and digital skills development were identified as the most influential indicators for strengthening users' capabilities and enhancing their effective participation in the digital society. The access to information resources dimension emphasized unrestricted and equitable access to scientific, educational, governmental, agricultural, health-related, and specialized information resources, alongside digital collections, electronic databases, online reference services, and remote information services that support informed decision-making and community development. The reduction of the digital divide dimension highlighted the importance of strengthening digital infrastructure through reliable high-speed Internet connectivity, modern computer facilities, assistive technologies, accessible digital platforms, continuous technological innovation, and user-centered digital services. These indicators contribute to minimizing disparities in access to information technologies among different population groups. The fourth dimension, information equity, focused on ensuring inclusive and equitable services for disadvantaged and vulnerable populations, including people with disabilities, older adults, women, children, immigrants, rural communities, and economically marginalized groups. Equal opportunities to access information regardless of demographic, social, economic, or physical characteristics were identified as essential indicators of high-quality public library services. Collectively, these validated indicators provide a multidimensional perspective for evaluating universal access and demonstrate the close relationship between digital inclusion, information justice, technological accessibility, and sustainable public library development. Discussion and Conclusion The validated framework developed in this study offers a comprehensive and evidence-based model for evaluating the quality of universal access to information services and ICT in public libraries throughout the Middle East. By integrating internationally recognized principles with the specific cultural, social, and technological characteristics of the region, the framework addresses an important gap in the existing literature and provides a practical instrument for systematic library assessment. The proposed indicators enable policymakers, public library administrators, and decision-makers to evaluate current services, identify strengths and weaknesses, prioritize strategic investments, improve technological infrastructure, and formulate evidence-based policies that promote equitable access to information. Furthermore, the framework supports digital inclusion initiatives, strengthens information equity, and contributes to achieving broader sustainable development goals through more inclusive public library services. From a theoretical perspective, this research expands the literature on universal access by presenting a regionally validated evaluation model that combines concepts of digital inclusion, information justice, ICT accessibility, and user empowerment. The framework also provides a foundation for future comparative studies, benchmarking initiatives, and the development of standardized assessment instruments applicable to public library systems in the Middle East and other developing regions. هدف پژوهش حاضر شناسایی و اعتبارسنجی شاخص‌ها و معیارهای ارزیابی کیفیت دسترسی همگانی به خدمات اطلاعاتی و فناوری اطلاعات و ارتباطات (ICT) در کتابخانه‌های عمومی کشورهای منتخب خاورمیانه است. این پژوهش از نظر هدف کاربردی و از نظر روش، توصیفی‌–اکتشافی است. گردآوری داده‌ها با بهره‌گیری از مطالعات کتابخانه‌ای و روش دلفی انجام شد. در مرحله نخست، شاخص‌های اولیه ارزیابی کیفیت دسترسی همگانی از متون و منابع چاپی و الکترونیکی مرتبط استخراج گردید. سپس این شاخص‌ها طی چند دور دلفی و با مشارکت ۱۶ نفر از خبرگان حوزه علم اطلاعات و کتابخانه‌های عمومی که به روش نمونه‌گیری گلوله‌برفی انتخاب شده بودند، مورد بررسی و اعتبارسنجی قرار گرفت. تحلیل داده‌ها به شیوه کیفی انجام شد. یافته‌های پژوهش نشان داد ارزیابی کیفیت دسترسی همگانی به خدمات اطلاعاتی و ICT در کتابخانه‌های عمومی کشورهای منتخب خاورمیانه در چهار بعد اصلی شامل توانمندسازی کاربران، دسترسی به منابع اطلاعاتی، کاهش شکاف دیجیتالی و عدالت اطلاعاتی قابل تبیین است. در بعد توانمندسازی کاربران، شاخص‌هایی نظیر آموزش سواد اطلاعاتی و دیجیتال، یادگیری مادام‌العمر و سواد هوش مصنوعی از اهمیت بالایی برخوردار بودند. در بعد دسترسی به منابع، دسترسی آزاد به منابع تخصصی، بهداشتی، کشاورزی و پژوهشی بیشترین اهمیت را داشت. همچنین توسعه زیرساخت‌های دیجیتال، دسترسی همگانی به اینترنت و توجه به نیازهای اطلاعاتی گروه‌های خاص اجتماعی به‌عنوان مؤلفه‌های کلیدی کاهش شکاف دیجیتالی و تحقق عدالت اطلاعاتی شناسایی شد. نتایج پژوهش می‌تواند مبنایی علمی برای برنامه‌ریزی، سیاست‌گذاری و ارتقای کیفیت خدمات اطلاعاتی و دیجیتال در کتابخانه‌های عمومی فراهم آورد.

https://lib.journals.pnu.ac.ir/article_13000_c09cfcf09000e9b79f270474ba24b700.pdf

دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 01 21 The Role of School Organizational Culture in the Relationship between Teachers' Digital Literacy and Educational Knowledge Sharing نقش فرهنگ سازمانی مدرسه در رابطه بین سواد دیجیتال معلمان و اشتراک‌گذاری دانش آموزشی 17 34 13259 10.30473/mrs.2026.77877.1702 FA علی بیرانوند دانشیار، گروه علم اطلاعات و دانش شناسی، دانشگاه پیام نور، تهران، ایران. رویا ارجمند کرمانی استادیار، گروه روان شناسی، دانشگاه پیام نور، تهران، ایران. زهره السادات حسینی کارشناسی ارشد، گروه علوم تربیتی، گرایش تحقیقات آموزشی، دانشگاه پیام نور، تهران، ایران. Journal Article 2026 04 30 Introduction The rapid expansion of digital technologies in recent years has fundamentally transformed teaching–learning processes, professional interactions, and knowledge management practices within educational systems. In this evolving landscape, teachers’ digital literacy has emerged as a critical twenty-first century competency that plays a pivotal role in the effective integration of technology, the creation of digital content, and the facilitation of educational knowledge sharing. Beyond technical proficiency, digital literacy encompasses cognitive, social, and ethical dimensions that enable teachers to critically evaluate information, engage in collaborative networks, and actively participate in digital knowledge ecosystems. Despite its recognized importance, empirical evidence indicates that possessing digital skills alone does not necessarily lead to active engagement in knowledge-sharing behaviors. This gap suggests the presence of underlying organizational and cultural mechanisms that influence how individual competencies are translated into professional practices. Among these, school organizational culture—characterized by shared values, norms, trust, and collaborative orientations—plays a crucial role in shaping teachers’ willingness to share knowledge and engage in collective learning processes. Furthermore, in the context of digital transformation, the boundaries between educational institutions and information systems have become increasingly blurred. Schools are no longer merely sites of instruction but are evolving into knowledge-intensive environments that function similarly to digital libraries in terms of knowledge production, organization, storage, and dissemination. From this perspective, teachers’ digital literacy can be seen as a key driver for effective interaction with digital information infrastructures, including digital libraries and knowledge management systems. Simultaneously, digital libraries are not only repositories of information but also interactive platforms that support knowledge exchange, collaboration, and continuous professional development. This conceptual convergence highlights the necessity of examining the dynamic interplay between digital literacy, organizational culture, and knowledge-sharing behaviors within educational contexts. Accordingly, the present study aims to investigate the mediating role of organizational culture in the relationship between teachers’ digital literacy and educational knowledge sharing, while also providing insights relevant to the design and development of digital knowledge environments and intelligent library systems. Mothodology This study is applied in terms of purpose and employs a quantitative, descriptive-survey design. The statistical population consisted of teachers working in primary and secondary schools in Tehran during the 2025–2026 academic year. Using stratified random sampling, 320 participants were selected as the final sample. Data were collected through standardized questionnaires, including the Digital Literacy Scale (based on Carretero Gomez et al., 2017), Denison’s Organizational Culture Scale, and a Knowledge Sharing Scale. The reliability of the overall instrument was confirmed with a Cronbach’s alpha coefficient of 0.87, indicating satisfactory internal consistency. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS4 software. Fingdings The evaluation of the measurement model indicated that all factor loadings exceeded 0.60 and t-values were greater than 1.96, confirming the adequacy of construct validity. Additionally, convergent validity (AVE > 0.50) and composite reliability (CR > 0.70) were established for all constructs. The structural model results revealed that teachers’ digital literacy has a positive and statistically significant effect on educational knowledge sharing (β = 0.171, t = 3.548, p < 0.001), although the effect size was weak (f² = 0.026). This finding indicates that digital competencies alone have a limited direct explanatory power for knowledge-sharing behaviors. In contrast, digital literacy demonstrated a very strong and significant effect on organizational culture (β = 0.921, t = 92.029, p < 0.001, f² = 0.574), highlighting its critical role in shaping organizational norms and interactions. Furthermore, organizational culture exhibited a strong and significant impact on knowledge sharing (β = 0.751, t = 16.157, p < 0.001, f² = 0.502), underscoring the importance of a supportive cultural context in promoting knowledge-sharing behaviors. The mediation analysis confirmed that organizational culture plays a significant mediating role in the relationship between digital literacy and knowledge sharing (β = 0.802, t = 9.27, p < 0.001). In addition, the coefficient of determination for educational knowledge sharing (R² = 0.829) indicates a high level of explanatory power of the model. Model fit indices also demonstrated a satisfactory fit (GOF = 0.759, SRMR = 0.073, NFI = 0.831). Discussion and Conclusion The findings suggest that while digital literacy is a necessary individual capability for interacting with digital technologies and information resources, its translation into actual knowledge-sharing behavior largely depends on the presence of a supportive, collaborative, and trust-based organizational culture. In other words, organizational culture acts as a mediating mechanism that fosters professional interactions, psychological safety, and collaborative norms, thereby enabling teachers to effectively share knowledge. These findings are consistent with theoretical perspectives in knowledge management and organizational culture, which emphasize the role of social context in activating knowledge processes. From a practical perspective, the results indicate that policies focusing solely on providing technological infrastructure in schools, without addressing cultural and organizational dimensions, are likely to have limited effectiveness. Therefore, educational interventions should simultaneously promote teachers’ digital literacy and strengthen a learning-oriented organizational culture. Furthermore, given the functional similarities between schools and digital libraries in terms of knowledge management, the findings of this study can inform the design and improvement of digital information systems and digital libraries, particularly in fostering interactive environments, enhancing knowledge-sharing cultures, and increasing user participation in knowledge creation and exchange. In conclusion, this study proposes an integrated model demonstrating that the interaction between individual factors (digital literacy) and organizational factors (organizational culture) plays a crucial role in shaping knowledge-sharing behaviors. These insights contribute to the development of the knowledge management literature in educational contexts and offer practical implications for improving digital learning environments and intelligent knowledge systems. این پژوهش با هدف بررسی نقش واسطه‌ای فرهنگ سازمانی مدرسه در رابطه بین سواد دیجیتال معلمان و اشتراک‌گذاری دانش آموزشی انجام شده است. این پژوهش از نظر هدف کاربردی و از نظر روش، توصیفی-پیمایشی با رویکرد کمی است. جامعه آماری شامل معلمان مقاطع ابتدایی استان تهران در سال تحصیلی-1406 1405 بود که با استفاده از روش نمونه‌گیری طبقه‌ای تصادفی، 320 نفر به‌عنوان نمونه انتخاب شدند. ابزار گردآوری داده‌ها پرسشنامه‌های استاندارد سواد دیجیتال، فرهنگ سازمانی و اشتراک‌گذاری دانش بود. تحلیل داده‌ها با استفاده از مدل‌سازی معادلات ساختاری و روش حداقل مربعات جزئی (PLS) در نرم‌افزار SmartPLS4 انجام شد. یافته‌ها نشان داد که سواد دیجیتال معلمان تأثیر مثبت و معناداری بر اشتراک‌گذاری دانش آموزشی دارد (β=0.171، t=3.548)، هرچند اندازه اثر آن ضعیف (f²=0.026) برآورد شد. همچنین، سواد دیجیتال تأثیر بسیار قوی و معناداری بر فرهنگ سازمانی دارد (β=0.921، t=92.029، f²=0.574) و فرهنگ سازمانی نیز تأثیر قوی و معناداری بر اشتراک‌گذاری دانش آموزشی دارد (β=0.751، t=16.157، f²=0.502). نتایج آزمون میانجی‌گری نیز نشان داد که فرهنگ سازمانی نقش واسطه‌ای معناداری در رابطه بین سواد دیجیتال و اشتراک‌گذاری دانش آموزشی ایفا می‌کند (β=0.802، t=9.27). همچنین، مقدار ضریب تعیین برای متغیر اشتراک‌گذاری دانش آموزشی (R²=0.829) نشان‌دهنده قدرت تبیین بالای مدل است. در مجموع، نتایج پژوهش نشان می‌دهد که اگرچه سواد دیجیتال به‌طور مستقیم بر اشتراک‌گذاری دانش تأثیر دارد، اما این تأثیر عمدتاً از طریق بستر فرهنگ سازمانی تقویت می‌شود. بنابراین، توسعه فرهنگ سازمانی مشارکتی و حمایتی در مدارس، پیش‌شرط بهره‌گیری اثربخش از توانمندی‌های دیجیتال معلمان در جهت ارتقای اشتراک‌گذاری دانش آموزشی است.

https://lib.journals.pnu.ac.ir/article_13259_477c249115d0fe85060edb91002ca6bd.pdf

دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 01 21 Validation of the Knowledge Audit Instrument for Improving Services in Urban Service Institutions: A Case Study of Subsidiary Organizations اعتبارسنجی ابزار ممیزی دانش برای بهبود خدمات در نهادهای خدمات شهری : مطالعه موردی سازمان‌های تابعه شهرداری گرگان 35 48 13260 10.30473/mrs.2026.76394.1676 FA اسماعیل تیموری دانشجوی دکتری، گروه علم اطلاعات و دانش‌شناسی، دانشگاه پیام نور، تهران، ایران مریم سلامی دانشیار، گروه علم اطلاعات و دانش‌شناسی، دانشگاه پیام نور، تهران، ایران. Journal Article 2025 11 07 Introduction Knowledge has increasingly become a strategic organizational asset, particularly in public service organizations that rely heavily on data, experience, expertise, and tacit knowledge. Municipalities, as complex public organizations, generate and utilize substantial amounts of explicit and tacit knowledge in areas such as urban planning, transportation, environmental management, cultural services, and infrastructure development. However, fragmented knowledge resources, inadequate documentation, repeated organizational processes, and weak mechanisms for transferring employees’ experiences may limit the effective use of knowledge in urban decision-making. Knowledge auditing provides a systematic mechanism for identifying, assessing, and optimizing knowledge assets and flows, while revealing knowledge gaps and supporting the alignment of knowledge resources with organizational strategies. Despite the growing importance of knowledge auditing in urban management, empirical research validating an integrated and context-specific knowledge audit model for municipal organizations in Iran remains limited. Therefore, this study aimed to design and validate a knowledge audit model for improving the effectiveness of urban management in subsidiary organizations of Gorgan Municipality. The proposed model examined a sequential relationship among organizational planning and readiness, knowledge audit implementation, knowledge strategy development, implementation and feedback, and improvement of urban management efficiency. Methodology The study was applied in terms of purpose and employed a quantitative, descriptive-survey research design. The statistical population consisted of 230 managers and experts working in subsidiary organizations of Gorgan Municipality, including the Fire Department, Transportation and Traffic Organization, Parks and Green Space Organization, and Cultural, Social, and Sports Organization. Based on Cochran’s formula, the required sample size was estimated at 144 respondents. To increase the accuracy of the study, 160 questionnaires were distributed using proportionate stratified random sampling, of which 150 valid questionnaires were returned and analyzed. Data were collected using a researcher-developed structured questionnaire consisting of 42 items across five dimensions: planning and readiness, knowledge audit implementation, knowledge strategy development, implementation and feedback, and improvement of urban management efficiency. The questionnaire was based on established knowledge audit frameworks and adapted to the organizational context of Gorgan Municipality. Confirmatory factor analysis was used to assess construct validity, while internal consistency was evaluated using Cronbach’s alpha. Data analysis was conducted using SPSS 26 and AMOS 28. Pearson correlation, path analysis, and structural equation modeling (SEM) were employed to examine the proposed relationships and assess the model’s overall fit. Findings The findings demonstrated that all hypothesized relationships among the dimensions of the knowledge audit model were positive and statistically significant. The relationship between organizational planning and readiness and knowledge audit implementation was significant, with a standardized path coefficient of β = 0.72. Knowledge audit implementation was also positively associated with knowledge strategy development (β = 0.74). The strongest relationship in the proposed model was observed between knowledge strategy development and implementation and feedback (β = 0.76). Furthermore, implementation and feedback had a significant positive relationship with the improvement of urban management efficiency (β = 0.71). All relationships were significant at the 0.01 level. The model also demonstrated acceptable overall fit, with χ²/df = 2.41, GFI = 0.92, AGFI = 0.89, CFI = 0.95, TLI = 0.94, and RMSEA = 0.061. The coefficient of determination for improvement in urban management efficiency was R² = 0.52, indicating that the dimensions included in the proposed model collectively explained approximately 52% of the variance in urban management efficiency. Discussion and Conclusion The results indicate that knowledge auditing should not be regarded merely as an inventory mechanism for identifying organizational knowledge. Rather, it constitutes a strategic process that connects knowledge resources to organizational strategies, learning, decision-making, and performance improvement. The significant relationship between planning and readiness and knowledge audit implementation suggests that organizational preparedness is an essential prerequisite for effective knowledge auditing. Once the audit is systematically implemented, the resulting information can provide an evidence-based foundation for identifying knowledge gaps and formulating appropriate knowledge strategies. The significant relationship between knowledge strategy development and implementation and feedback further demonstrates that knowledge strategies achieve practical value only when translated into organizational action and supported by continuous feedback and learning mechanisms. Finally, the positive relationship between implementation and feedback and urban management efficiency indicates that the effective use of audited knowledge can contribute to more informed decision-making, improved urban services, and enhanced managerial effectiveness. Thus, the validated model presents a coherent causal chain from organizational readiness and knowledge auditing to knowledge strategy development, implementation and feedback, and ultimately improved urban management efficiency. The findings emphasize the strategic role of knowledge auditing in transforming organizational knowledge into actionable managerial knowledge and provide an evidence-based framework that can be adapted and tested in other municipalities and public organizations. شهرداری‌ها به‌عنوان خدمت‌رسان عمومی، از جمله سازمان‌هایی‌ هستند که با حجم گسترده‌ای از داده‌ها، تجربه‌ها و اطلاعات مواجه‌اند. ازاین‌رو ممیزی دانش به‌عنوان ابزاری ساختارمند برای شناسایی، ارزیابی و بهبود منابع دانشی، نقش تعیین‌کننده‌ای در ارتقای اثربخشی مدیریت شهری ایفا می‌کند. پژوهش حاضر با هدف اعتبارسنجی ابزار مفهومی ممیزی دانش برای بهبود خدمات در سازمان‌های تابعه شهرداری گرگان انجام شد. روش تحقیق از نوع کاربردی و کمی است. ابزار گردآوری داده‌ها، پرسشنامه ساختاریافته مبتنی بر مقیاس پنج‌درجه‌ای لیکرت بوده که بر اساس چارچوب‌های استاندارد ممیزی دانش طراحی شده است. روایی ابزار از طریق تحلیل عامل تأییدی و پایایی آن با ضریب آلفای کرونباخ (α =0/915) تأیید شد. جامعه آماری شامل مدیران، کارشناسان سازمان‌های تحت نظر شهرداری گرگان (N = 230) بوده و با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای، نمونه‌ای به حجم 150 نفر انتخاب گردید. داده‌ها با نرم‌افزار SPSS و آزمون همبستگی پیرسون و تحلیل مسیر در چارچوب مدل‌سازی معادلات ساختاری تحلیل شد. نتایج نشان داد میان ابعاد ممیزی دانش و بهبود کارایی مدیریت شهری رابطه مثبت و معنادار وجود دارد (0.01 p<, 0.72-0.76 r ≈). به‌طور کلی، استقرار نظام‌مند ممیزی دانش به‌عنوان سازوکاری ساختارمند در شناسایی و بهره‌برداری از منابع دانشی، می‌تواند موجب افزایش اثربخشی تصمیم‌گیری، بهبود خدمات شهری و رضایت شهروندان گردد. یافته‌های تحقیق بر اهمیت جایگاه دانش به‌عنوان سرمایه‌ای استراتژیک در بخش عمومی تأکید دارد و مسیر آینده پژوهش را به سمت گسترش الگوهای ممیزی دانش در سایر نهادهای محلی و سازمان‌های دولتی هدایت می‌کند.

https://lib.journals.pnu.ac.ir/article_13260_cad183d2d08471b60f9cc447dc0c661b.pdf

دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 09 11 Identifying the Factors Influencing the Design and Application of Artificial Intelligence in Academic Libraries in Iran: A Qualitative Grounded Theory Study شناسایی عوامل مؤثر بر طراحی و کاربست هوش مصنوعی در کتابخانه‌های دانشگاهی ایران: یک مطالعه کیفی مبتنی بر نظریه داده‌بنیاد 49 72 13338 10.30473/mrs.2026.79221.1711 FA سیمن حداد عراقی دانشجوی دکتری، گروه علم اطلاعات و دانش شناسی،واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران میترا قیاسی دانشیار، گروه علم اطلاعات و دانش‌شناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران. 0000-0003-0649-8121 سید علی اصغر رضوی دانشیار، گروه علم اطلاعات و دانش‌شناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Journal Article 2026 06 26 Introduction Artificial intelligence (AI) has created significant opportunities for transforming information services, operational processes, professional practices, and decision-making in academic libraries. However, the effective design and application of AI in library environments cannot be reduced to the adoption of isolated technological tools. Previous studies have largely focused on identifying AI applications, examining librarians’ or users’ attitudes, assessing technological readiness, or reviewing emerging trends. A comprehensive explanation of how technological, human, organizational, economic, scientific, and ethical factors interact in the design and implementation of AI in academic libraries remains limited, particularly in the Iranian context. Therefore, this study aimed to develop a model of factors influencing the design and application of artificial intelligence in academic libraries in Iran. Methodology This study was applied in terms of purpose and qualitative in terms of research approach, conducted using grounded theory methodology. Data were collected through in-depth, semi-structured interviews with 35 purposively selected participants from three professional and academic groups: 12 experts in library software and technological systems, 14 faculty members in Library and Information Science, and 9 academic library managers. This selection aimed to provide a multidimensional understanding by covering technological/data-related, scientific/professional, and managerial/organizational perspectives. Data were analyzed through open, axial, and selective coding. In open coding, initial concepts were extracted and consolidated. In axial coding, categories were organized according to the paradigmatic logic of grounded theory (causal, contextual, and intervening conditions, action/interaction strategies, the central phenomenon, and consequences). In selective coding, main categories were integrated around the core phenomenon to develop the final theoretical model. Theoretical saturation was assessed concurrently; by the 30th participant, no new fundamental concepts emerged, and subsequent interviews served a confirmatory function to stabilize the conceptual structure. Findings The findings showed that technological and data readiness, along with the architecture of library systems, constituted the primary causal condition for AI design and application. The availability of high-quality data, appropriate metadata structures, interoperability, open/connectable system architectures, and adequate technological infrastructure formed the foundation for AI-enabled services. Human and professional readiness of librarians, organizational support and change management, and economic sustainability emerged as major contextual conditions. Specifically, AI literacy, professional competencies, continuous training, acceptance of technological change, managerial commitment, strategic orientation, organizational coordination, and access to sufficient financial resources were identified as critical factors for creating an enabling environment. Scientific legitimacy, data ethics, and AI governance functioned as important intervening conditions, influencing the quality, credibility, and boundaries of AI use. Consequently, concerns regarding transparency, explainability, privacy, accountability, algorithmic bias, professional judgment, and human oversight were integral to the implementation process. Discussion and Conclusion The analysis indicated that gradual, data-driven, problem-oriented, and responsible implementation strategies provide the pathway for translating these conditions into the actual use of AI in library services. Practical applications include intelligent reference services, user behavior analysis, personalized recommendations, intelligent resource organization, metadata quality control, data-driven collection management, and decision support. When implemented under appropriate conditions, AI can generate positive functional, managerial, and transformational outcomes, including improved service quality, speed, accuracy, user experience, operational efficiency, and a redefined role for academic libraries in the broader scholarly ecosystem. The proposed model demonstrates that AI implementation in academic libraries is not merely a technological modernization project but a multidimensional socio-technical transformation process, relying on the alignment of data infrastructure, professional capabilities, organizational readiness, economic resources, and ethical governance. This context-sensitive framework can support managers, policymakers, developers, and professionals in planning responsible and sustainable AI-based library services. هوش مصنوعی ظرفیت گسترده‌ای برای تحول در خدمات، فرایندها و تصمیم‌گیری‌های کتابخانه‌های دانشگاهی فراهم کرده است. با این‌ حال، بخش عمده پژوهش‌های پیشین بر شناسایی کاربردها، بررسی نگرش کاربران و کتابداران یا سنجش آمادگی برای پذیرش این فناوری متمرکز بوده‌اند و هنوز تبیین جامعی از چگونگی تعامل عوامل مؤثر بر طراحی و کاربست هوش مصنوعی، به‌ویژه در بستر کتابخانه‌های دانشگاهی ایران، ارائه نشده است. ازاین‌رو، پژوهش حاضر با هدف تبیین مدل عوامل مؤثر بر طراحی و کاربست هوش مصنوعی در کتابخانه‌های دانشگاهی ایران انجام شد. این پژوهش از نظر هدف، کاربردی و از نظر رویکرد، کیفی است و با استفاده از روش نظریه داده‌بنیاد انجام شد. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ۳۵ مشارکت‌کننده که به‌ صورت هدفمند انتخاب شدند، شامل ۱۲ متخصص نرم‌افزارهای کتابخانه‌ای، ۱۴ عضو هیئت علمی علم اطلاعات و دانش‌شناسی و ۹ مدیر کتابخانه‌های دانشگاهی گردآوری و با استفاده از کدگذاری باز، محوری و انتخابی تحلیل شدند. اشباع نظری هم‌زمان با گردآوری و تحلیل داده‌ها و بر اساس روند تجمیع ‌شده سه گروه مشارکت‌کننده ارزیابی شد؛ به‌گونه‌ای که از مشارکت‌کننده سی‌ام به بعد، مفهوم یا رابطه نظری جدیدی به مدل افزوده نشد و مصاحبه‌های بعدی عمدتاً نقش تأییدی و تکمیلی داشتند. یافته‌ها نشان داد که آمادگی فناورانه، داده‌ای و معماری سامانه‌های کتابخانه‌ای به‌عنوان شرط علّی اصلی، بنیان طراحی و کاربست هوش مصنوعی را شکل می‌دهد. آمادگی انسانی و حرفه‌ای کتابداران، حمایت سازمانی و مدیریت تغییر و پایداری اقتصادی به‌عنوان شرایط زمینه‌ای، بستر تحقق این فرایند را فراهم می‌کنند؛ درحالی‌که مشروعیت علمی، اخلاق داده و حکمرانی هوش مصنوعی به‌عنوان شرایط مداخله‌گر، کیفیت، اعتبار و حدود استفاده از این فناوری را تنظیم می‌کنند. همچنین، راهبردهای تدریجی، داده‌محور و مسئولانه مسیر پیاده‌سازی را شکل داده و به کاربست عملی هوش مصنوعی در خدمات و فرایندهای کتابخانه‌ای و بروز پیامدهای مثبت کارکردی، مدیریتی و تحولی منجر می‌شوند. مدل حاصل نشان می‌دهد که طراحی و کاربست هوش مصنوعی در کتابخانه‌های دانشگاهی صرفاً یک مسئله فناورانه نیست، بلکه فرایندی چندبعدی و اجتماعی ـ فناورانه است که تحقق اثربخش آن مستلزم هماهنگی میان زیرساخت و داده، منابع انسانی، ظرفیت‌های سازمانی و اقتصادی و الزامات علمی و اخلاقی است.

https://lib.journals.pnu.ac.ir/article_13338_326fd83cd18cb611ceacda644de34e7e.pdf

دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 01 21 The Mediating Role of Knowledge Management in the Relationship between Professional Ethics and Organizational Intelligence with Organizational Effectiveness نقش واسطه‌ای مدیریت دانش در رابطه بین اخلاق حرفه‌ای و هوش سازمانی با اثربخشی سازمانی 73 88 12196 10.30473/mrs.2025.75049.1639 FA علی عبدی دانشیار، گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام ‌نور، تهران، ایران، نسا فیضی کارشناسی ارشد، گروه برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام‌ نور، تهران، ایران. فرامرز سهیلی دانشیار، گروه علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام ‌نور، تهران، ایران. Journal Article 2025 07 02 Introduction Organizational effectiveness is a fundamental concern for educational organizations and is closely associated with their ability to achieve organizational goals and respond effectively to changing environmental conditions. Professional ethics and organizational intelligence are among the factors that can contribute to improving organizational effectiveness. Professional ethics provides an ethical framework for responsible and appropriate professional behavior, while organizational intelligence reflects an organization’s collective capacity to acquire knowledge, adapt to change, make effective decisions, and achieve its objectives. Knowledge management can also facilitate the creation, acquisition, organization, dissemination, and application of knowledge and thereby contribute to organizational effectiveness. Accordingly, this study aimed to develop and test a causal model of organizational effectiveness based on professional ethics and organizational intelligence, with knowledge management as a mediating variable among primary school teachers. Methodology This developmental study employed a survey-correlational research design. The statistical population consisted of 199 primary school teachers in Sahneh County, Iran. Using simple random sampling and the Morgan table, 150 teachers were selected as the sample. Data were collected through four standardized questionnaires: Parsons’ Organizational Effectiveness Questionnaire, Qasemzadeh’s Professional Ethics Questionnaire, Albrecht’s Organizational Intelligence Questionnaire, and Lawson’s Knowledge Management Questionnaire. The reliability of the instruments was confirmed using Cronbach’s alpha coefficients, which were 0.956 for organizational effectiveness, 0.948 for professional ethics, 0.987 for organizational intelligence, and 0.875 for knowledge management. Data were analyzed using descriptive statistics, confirmatory factor analysis, and partial least squares structural equation modeling (PLS-SEM) through SmartPLS software. Findings The findings indicated significant positive relationships among professional ethics, organizational intelligence, knowledge management, and organizational effectiveness. The correlation coefficients between organizational effectiveness and professional ethics, organizational intelligence, and knowledge management were 0.320, 0.676, and 0.727, respectively. Professional ethics had a significant direct effect on organizational effectiveness, while organizational intelligence and knowledge management also exerted significant direct effects on organizational effectiveness. In addition, both professional ethics and organizational intelligence had significant direct effects on knowledge management. The mediation analysis showed that knowledge management significantly mediated the relationships of professional ethics and organizational intelligence with organizational effectiveness. The proposed conceptual model demonstrated an acceptable fit with the empirical model, and all research hypotheses were supported. Discussion and Conclusion The results demonstrate that organizational effectiveness among primary school teachers is associated not only with professional ethics and organizational intelligence but also with the effective management of organizational knowledge. Professional ethical behavior can create a climate of trust, responsibility, cooperation, and knowledge sharing, thereby facilitating knowledge management and indirectly strengthening organizational effectiveness. Similarly, organizational intelligence can enhance an organization’s capacity to identify, acquire, share, and apply knowledge and consequently improve effectiveness. The mediating role of knowledge management highlights the importance of transforming ethical and intellectual capacities into practical knowledge processes. Therefore, educational organizations can strengthen organizational effectiveness by promoting professional ethics, developing organizational intelligence, and establishing effective mechanisms for knowledge creation, storage, dissemination, and application. In particular, professional ethics training and the identification and promotion of teachers who demonstrate responsible behavior, knowledge sharing, cooperation, and commitment may help create conditions conducive to knowledge-based organizational effectiveness. هدف پژوهش حاضر تدوین و آزمون مدل علّی اثربخشی سازمانی بر اساس اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش در معلمان دورۀ ابتدایی بود. روش‌شناسی این پژوهش به لحاظ هدف جزء پژوهشهای توسعهای و ازلحاظ روش گردآوری داده‌ها از نوع پیمایشی- همبستگی می‌باشد. جامعه آماری این پژوهش شامل کلیۀ معلمان دورۀ ابتدایی شهرستان صحنه به تعداد 199 نفر که با روش نمونه‌گیری تصادفی ساده و با استفاده از جدول مورگان تعداد 150 نفر به‌عنوان نمونه انتخاب شدند. ابزارهای گردآوری داده‌ها شامل: پرسشنامة اثربخشی سازمانی پارسونز (۱۹۶۹)؛ اخلاق حرفه‌ای قاسم‌زاده (1393)؛ هوش سازمانی آلبرخت (2003) و مدیریت دانش لاوسن (2003) بود. تحلیل داده‌ها به ‌وسیلة نرم‌افزار Smart PLS انجام شد. یافته‌ها نشان داد که اخلاق حرفه‌ای، هوش سازمانی و مدیریت دانش بر اثربخشی سازمانی تأثیر مستقیم دارد. همچنین اخلاق حرفه‌ای و هوش سازمانی بر مدیریت دانش تأثیر مستقیم دارد. اثر غیرمستقیم اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش بر اثربخشی سازمانی معنادار می‌باشد. به‌طور کلی نتیجه می‌شود تدوین و آزمون مدل علّی اثربخشی سازمانی بر اساس اخلاق حرفه‌ای و هوش سازمانی با نقش واسطه‌ای مدیریت دانش با مدل تجربی برازش دارد.

https://lib.journals.pnu.ac.ir/article_12196_67f0811cef580cbae386216a2ab2cbe5.pdf

دانشگاه پیام نور پژوهش های کتابخانه های دیجیتالی و هوشمند 2383-1049 12 شماره 4 (پیاپی 47) 2026 01 21 A Hybrid Intelligent Recommender System Based on Data Mining for Personalizing Services in Digital Libraries ارائه یک سیستم توصیه‌گر ترکیبی هوشمند مبتنی بر داده‌کاوی برای شخصی‌سازی خدمات در کتابخانه‌های دیجیتال 89 104 13010 10.30473/mrs.2026.77677.1698 FA پیمان الماسی نژاد استادیار، گروه مهندسی کامپیوتر و فناوری اطلاعات، دانشکده فنی و مهندسی، دانشگاه پیام نور، تهران، ایران. محمد ذهابی استادیار، گروه مهندسی کامپیوتر و فناوری اطلاعات، دانشکده فنی و مهندسی، دانشگاه پیام نور، تهران، ایران Journal Article 2026 03 25 Introduction The rapid growth of digital resources has increased the difficulty of identifying relevant information efficiently in digital libraries. Traditional search and filtering approaches are often unable to address users’ diverse and personalized information needs. Intelligent recommender systems have therefore emerged as an important solution for improving information discovery and user experience. However, relying solely on content-based or collaborative filtering may lead to limitations such as the cold-start problem, popularity bias, and insufficient recommendation coverage. Accordingly, this study aims to develop a hybrid intelligent recommender system based on data mining to personalize services in digital libraries. The proposed approach combines users’ behavioral information with content-based features to generate more accurate, diverse, and reliable recommendations. Methodology This study developed a hybrid recommendation framework consisting of three main components: data preprocessing, two complementary recommendation engines, and an intelligent aggregation layer. The first engine uses content-based information to identify resources with characteristics similar to users’ interests, whereas the second employs collaborative filtering based on users’ behavioral patterns and interactions. The outputs of these two engines are subsequently integrated through an intelligent aggregation mechanism to produce the final recommendations. Behavioral data were obtained from the Book-Crossing dataset, while content-based information was extracted from both the Book-Crossing and CiteULike datasets. The performance of the proposed system was evaluated using precision, recall, diversity, coverage, and a simulated user-satisfaction measure. The evaluation focused on comparing the hybrid approach with single-strategy recommendation methods. Findings The findings demonstrate that the proposed hybrid recommender system performs better than single-strategy recommendation approaches in terms of recommendation accuracy and coverage. Combining behavioral and content-based information enables the system to provide recommendations that are simultaneously more precise and diverse. The results also indicate that the hybrid framework can alleviate important limitations of conventional recommender systems, particularly the cold-start problem and popularity bias. The integration of data mining with semantic analysis of textual content contributes to more effective modeling of user preferences and resource characteristics. Overall, the experimental results confirm the effectiveness of combining complementary recommendation strategies for improving personalized information services in digital libraries. Discussion and Conclusion The findings suggest that hybrid recommendation provides an effective framework for addressing the complexity of personalized information retrieval in digital libraries. Integrating collaborative and content-based approaches allows the system to exploit both behavioral patterns and the semantic characteristics of digital resources, thereby improving recommendation quality and coverage. From a practical perspective, the proposed framework can help digital libraries deliver more personalized services, improve users’ information-search experience, and facilitate more effective utilization of available resources. Its scalable and adaptable structure also provides potential for application in next-generation digital library environments. In conclusion, combining data mining, collaborative filtering, and semantic content analysis can provide a practical foundation for developing intelligent and personalized recommendation services in digital libraries. با رشد فزاینده منابع دیجیتال، کاربران کتابخانه‌های دیجیتال با چالش‌های قابل توجهی در یافتن مؤثر و سریع منابع مرتبط مواجه هستند. روش‌های سنتی جستجو و فیلتر، اغلب نیازهای شخصی‌سازی‌شده کاربران را برآورده نمی‌کنند و به همین دلیل سیستم‌های توصیه‌گر هوشمند اهمیت ویژه‌ای یافته‌اند. این پژوهش یک سیستم توصیه‌گر ترکیبی ارائه می‌دهد که با بهره‌گیری هم‌زمان از داده‌های رفتاری و مبتنی بر محتوا، خدمات شخصی‌سازی‌شده را در کتابخانه‌های دیجیتال ارتقا می‌دهد. چارچوب پیشنهادی شامل پیش‌پردازش داده‌ها، دو موتور توصیه‌گر (محتوایی و مشارکتی) و یک لایه ادغام هوشمند است که خروجی‌ها را ترکیب کرده و پیشنهادهای دقیق، متنوع و قابل اعتماد تولید می‌کند. داده‌های رفتاری از مجموعه داده Book-Crossing و اطلاعات محتوایی از منابع Book-Crossing و CiteULike استخراج شد تا ترجیحات کاربران و ویژگی‌های محتوایی منابع مدل‌سازی شود. عملکرد سیستم با معیارهای دقت، پوشش، تنوع و رضایت کاربر مبتنی بر ارزیابی هوشمند ارزیابی شد و نتایج نشان داد که روش ترکیبی نسبت به مدل‌های تک‌رویکرد، دقت و پوشش بالاتری دارد. یافته‌ها نشان می‌دهند که این رویکرد علاوه بر کاهش مشکلاتی مانند «شروع سرد» و سوگیری محبوبیت، موجب بهبود تجربه کاربری و بهینه‌سازی بهره‌برداری از منابع کتابخانه‌های دیجیتال می‌شود و پتانسیل بالای ترکیب داده‌کاوی و تحلیل معنایی متن را در نسل بعدی بازیابی اطلاعات نشان می‌دهد.

https://lib.journals.pnu.ac.ir/article_13010_34d92b36625f4c555208c462d5584d5a.pdf