At the turn of the twenty-first century, academic libraries revived their tradition of working with readers, which resulted in a surge of publications in this area. However, the nature and thematic coverage of these publications has not changed dramatically in the past 18 years, signaling little advancement in the reach and scope of this professional activity. This paper aims to address the following research problem: What do citation patterns reveal about reading research and practice in academic libraries and do they point to interdisciplinary research and the presence of an evidence base or do they carry a mark of an inward disciplinary orientation?,This is a qualitative exploratory study, also involving descriptive statistics, that uses bibliographic and citation analysis as a method.,The study discovers a disconnect between the diversity of interdisciplinary research cited in the published work on reading in academic libraries and the sameness of respective professional practices; it describes a relatively small community of reading researchers in academic libraries, emerging as leaders who can change the direction and scope of reading practices; and it highlights a preference of academic librarians for relying on interdisciplinary knowledge about reading over building on the readers’ advisory experience of public librarians.,Translating the incredible wealth of interdisciplinary reading knowledge possessed by academic librarians into practical applications promises to advance and diversify reading practices in academic libraries. One method that could aid in this effort is more intentional learning from the readers’ advisory practices of public librarians.

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关于在大学图书馆阅读研究和实践的引用方式揭示了什么

二十一世纪初，高校图书馆恢复了与读者合作的传统，这导致该领域的出版物激增。但是，在过去的18年中，这些出版物的性质和主题覆盖范围并没有发生太大变化，这表明该专业活动的范围和范围几乎没有进展。本文旨在解决以下研究问题：在大学图书馆中阅读研究和实践的引用方式揭示了什么，它们是否指向跨学科研究和证据基础的存在，还是带有向内学科取向的标记？，这是一项定性的探索性研究，也涉及描述性统计，该研究使用书目和引文分析作为方法。该研究发现已发表的关于在大学图书馆阅读的著作中所涉及的跨学科研究的多样性与各个专业实践的相同性之间存在脱节；它描述了一个相对较小的大学图书馆中的阅读研究者社区，它们逐渐成为可以改变阅读实践的方向和范围的领导人。它突显了大学图书馆员偏爱于阅读的跨学科知识，而不是依靠读者对公共图书馆员的咨询经验的建立。在大学图书馆。