Advocacy of the Sustainable Development Goals in Jordanian academic libraries

Abstract

In view of the increased importance of the Sustainable Development Goals and the limited number of public libraries in Jordan, it is important to investigate the role and practices of academic libraries in promoting knowledge and skills to support the Sustainable Development Goals in Jordan. It is also important to explore the challenges that might hinder the accomplishment of the Sustainable Development Goals. The results of this study support the fact that academic libraries can significantly contribute to the Sustainable Development Goals (M = 3.53) by providing access to relevant and up-to-date information (M = 4.16) and giving training on information literacy (M = 4.03). Access to information contributes to the quality of life of society (M = 4.41). This article provides insights for academic librarians and decision-makers into disseminating measures for promoting knowledge and skills related to the Sustainable Development Goals among students and the public community in Jordan. The study recommends some relevant strategies, such as the collaboration of academic libraries with governmental and health institutions to support the realization of the Sustainable Development Goals in Jordan.

Keywords

Sustainable Development Goals SDGs academic library advocacy United Nations Agenda access to information Jordan

Introduction

The Sustainable Development Goals (SDGs) are gaining the attention of almost all institutions and firms, including libraries and information centres, across the globe. The United Nations (UN) 2030 Agenda for Sustainable Development is a framework of 17 SDGs integrating economic, environmental and social development. Their purpose is to engage countries in creating a better world for their people, providing a comprehensive list of critical issues that affect decision-making (IFLA, 2019). In this regard, the International Federation of Library Associations and Institutions (IFLA) has played a major role in the creation of the UN 2030 Agenda. It strongly called for the inclusion of access to information, the safeguarding of cultural heritage, universal literacy, and access to information and communications technologies (ICTs) in the framework (IFLA, 2020b). The IFLA (2020b) affirmed the role of libraries as key institutions for achieving the SDGs through guaranteeing access to information. Also, the IFLA (2020a) has explained the role of libraries in promoting universal literacy, better understanding information needs, and preserving culture and heritage – among other things. The role of the library and information science profession as a key partner and active contributor cannot be neglected (Pinto and Ochôa, 2017). Ojiambo and Kasalu (2015) point out that academic libraries play a role in providing information resources that meet the information needs of their community, including students, teaching staff, non-teaching staff and all other society members. They provide support for society members and enable them to educate themselves. Public libraries can drive development for a sustainable, inclusive and healthy future for all people (Kosciejew, 2020).

Libraries around the world serve their communities by providing access to information through various information resources that meet their information needs. For instance, Ojiambo and Kasalu (2015) affirm that academic libraries provide a variety of information services to support the educational environment they are part of. They add that special libraries play a key role in providing information that is in line with their organization’s vision and mission in order to support decision-makers in making insightful decisions. The IFLA (2019) also explains that libraries offer a wide range of information services that promote the achievement of each and every one of the 17 SDGs. For example, they promote literacy innovation and creativity, offer free access to information and understand local community needs. Similarly, Benson et al. (2019) note that academic libraries particularly are engines of change and have to contribute effectively towards the development of their country in several key areas, such as quality education, ending poverty and hunger, improving the living conditions of the people, gender equality, access to water and sanitation, and healthy lives. Bawack (2018) points out that the success of any society, country or institution is strongly associated with the adequacy of its library collections, infrastructure and information dissemination policy. Moreover, Onah et al. (2015) affirm that access to information in information agencies, especially libraries, is required for the realization of all the SDGs. In line with this, Abdullahi and Abdullahi (2017) note that libraries have a vital role to play in national development, which means that they have national responsibilities in providing information services for the attainment of the SDGs.

In Jordan, the number of public libraries is limited to one active library – Abdul Hameed Shoman (2021) – while there are around 34 academic libraries in the country (MOHE, 2021). Therefore, the inadequacy of public libraries in Jordan and the prevalence of academic libraries calls for academic libraries to carry out the mission of public libraries and support lifelong learning. Also, the number of studies that have investigated libraries’ contribution to the achievement of the SDGs in Jordan is very limited, as there is only one study that has investigated Abdul Hameed Shoman, the main active public library in Jordan (Tbaishat, 2021). This study investigates the contribution of academic libraries to the SDGs and will be the first to investigate academic libraries in relation to the SDGs.

Libraries in general and academic libraries in particular are undergoing major changes, especially following the information and technology revolution. Many institutions, including academic libraries, now believe that it is essential to make informed decisions to contribute towards national development. Evidently, it is important to investigate the role of academic libraries at Jordanian universities in the actualization of the SDGs. This study mainly aims to investigate (1) the perception of librarians of the library’s role in the accomplishment of the SDGs; (2) the practices they implement; (3) the requirements for actualizing the SDGs; and (4) obstacles related to academic libraries’ contribution to the realization of the SDGs in Jordan. The findings of this study will help public and professional experts to fully understand their key roles in contributing towards achieving the SDGs.

Literature review

There have been many research studies on the SDGs, with most asserting the role of public libraries in the advocacy of the SDGs. A comprehensive search was conducted in Google Scholar using the University of Jordan domain. The aim was to gather most of the existing literature on the topic.

The SDGs

In 2015, at the Sustainable Development Summit, the UN implemented the 2030 Agenda for Sustainable Development, which includes 17 SDGs and 169 targets spanning different categories such as the economy, education, the environment and social development. It provides a framework for development. It called on all world nations to adopt the SDGs to end poverty, combat inequality and injustice, protect the planet, guarantee peace for all people, innovate and, above all, tackle climate change by 2030. The goals are interconnected, where tackling some goals will lead to the success of others. The 17 SDGs, according to the UN, are shown in Figure 1. The Division for Sustainable Development Goals in the UN Department of Economic and Social Affairs provides support and capacity-building for the SDGs. The Division for Sustainable Development Goals evaluates the UN system’s implementation of the 2030 Agenda. It also supports outreach activities relating to the SDGs (IFLA, 2020b; United Nations, 2021). The UN 2030 Agenda is considered a political commitment. This means that organizations at different levels, including libraries and civil society organizations, are required to make sure that their government is accountable for the implantation of the SDGs in their country (IFLA, 2017). Moreover, the IFLA has been advocating for the inclusion of access to information, ICT and culture as part of the UN 2030 Agenda.

Figure 1.

The SDGs.

Libraries’ contribution to the SDGs

The development of all aspects of individual life – the economy, education and business, for example – is attributed to information. This reflects the reality of the information society, where information is essential to accomplish every task that an individual carries out. For instance, the IFLA (2020a) affirms the importance of free access to information to enable individuals to make informed decisions to improve their lives. Moreover, it is noted that communities that have access to information have an advanced position in eradicating poverty and inequalities. They also have improved agriculture, quality education, health support, culture, research and innovation (Okuonghae and Igbinovia, 2019). Access to information is an essential service for libraries to provide. In relation to the attainment of the SDGs, academic libraries have a critical role to play in providing access to information for individuals in various formats without contradiction and discrimination. Realizing the great potential of the role of libraries in achieving the SDGs, many African countries have signed a declaration in support of providing the resources necessary to aid the contribution of libraries in their nations (Bradley, 2016). Wand (2016) affirms the need and importance of data and information to achieve sustainable development, and that this is where libraries and information centres are essential for socio-economic development. Abdel Hadi (2017) points out the role of Egyptian libraries and information centres in realizing the SDGs at the national and international levels by ensuring access to information, promoting information literacy and increasing awareness about the SDGs among library patrons.

In 2003, the IFLA called for ‘libraries for lifelong literacy’ IFLA (2016). The goal here is to facilitate access to information alongside understanding and using information effectively. However, with information available everywhere, it is essential to focus on developing lifelong information literacy skills (Gorman, 2003). The IFLA (2020b) affirms that access to information is essential in achieving the SDGs. In line with this, libraries are not only key partners for governments, but are also already contributing to progress towards the achievement of the 17 SDGs. Their main role revolves around offering free access to information. They utilize advances in digital technology and promote digital inclusion through access to ICTs, Internet connection and skills. They also promote innovation, creativity and access to the world’s knowledge for future generations (IFLA, 2019). The UN’s 2030 SDGs are directly and indirectly affirming the role of information in social and economic development, which is related to the human need for information (Wand, 2016).

The IFLA states:

Libraries and access to information contribute to improved outcomes across the Sustainable Development Goals (SDGs) by:

Promoting universal literacy, including digital, media and information literacy and skills, with the support of dedicated staff;

Closing gaps in access to information and helping government, civil society and business to understand local information needs better;

Providing a network of delivery sites for government programmes and services;

Advancing digital inclusion through access to ICT;

Serving as the heart of the research and academic community; and

Preserving and providing access to the world’s culture and heritage. (IFLA, 2020a)

It recommends that libraries should partner with governments to implement national strategies, as libraries are considered to be well-established, cost-effective and powerful partners in the fight for poverty reduction, economic development and learning for all (IFLA, 2020a). The report also points out the role of libraries in raising national awareness of the SDGs by providing information and updates about the SDGs for decision-makers and local communities.

Further, the IFLA initiated the International Advocacy Programme – a capacity-building programme – in 2016. The programme was designed to promote and support the role of libraries in the planning and implementation of the UN 2030 Agenda and the SDGs. It ran from 2016 to 2018 in order to raise the level of awareness of library staff with regard to the SDGs at all levels – community, national and regional (IFLA, 2020a, 2020b).

Moreover, the IFLA (2017) issued a tool kit aimed at the inclusion of libraries in formal national and regional development plans to activate their role in achieving the UN 2030 Agenda. This tool kit has helped libraries in many countries to have the opportunity to relate to their government on their partnership for advancing their development priorities. Furthermore, the tool kit affirms that leaving access to information and libraries off the grid of national development plans means that governments are missing out on cost-effective and ready-to-use information platforms that are able to provide public access to information and skills. Libraries are valuable in achieving health, education, economic and cultural goals, and in advocating to governments about the need for adequate resources to provide high-quality library programmes and services. In relation to this, the third UN World Conference on Disaster Risk Reduction, held in Sendai, Japan, in 2015, developed a global agenda for safeguarding cultural heritage. The Addis Ababa Action Agenda framework for financing was also announced in 2015 for the creation of an open-access knowledge-sharing platform with the support of the IFLA. Moreover, Moldova, Georgia and Ukraine have access to information and library commitments as part of their open government partnership national action plans.

Public libraries and the SDGs

Access to and the provision of information is essential for the attainment of sustainable development, either economic, social or environmental (Kosciejew, 2020). Kosciejew (2020) affirms that it is important to increase awareness of the UN 2030 Agenda among libraries and information specialists alongside promoting the role of public libraries in the actualization of the SDGs. In line with this, Uzuegbu (2019) points out that rural residents who received information literacy provision contributed more in achieving sustainable development targets compared to their counterparts who received information from existing information communication systems. Information literacy provision appeared to have affected their behaviour. Library staff play a major role in the actualization of the SDGs. For instance, Igbinovia and Osuchukwu (2018) posit that the knowledge-sharing behaviour of library staff of SDG-related information can effectively contribute to the realization of the SDGs. Wand (2016) found that, in a Middle Eastern and North African sample of countries, there was a significant correlation between access to information centres and socio-economic development.

Furthermore, Abdullah (2017) investigated Arab libraries as partners in achieving sustainable development. She studied Egyptian public libraries as a model and the findings indicate that 50% of the libraries under investigation contributed to the achievement of the SDGs while the other 50% were facing obstacles, such as the lack of human development programmes. Al Nabhani et al. (2021) investigated the efforts of information institutions in the Sultanate of Oman in making information accessible to all and helping achieve the Oman Development Goals 2030. The results indicate that information institutions are providing access to information in different ways and to many different types of users. They also provide training for users to guarantee successful access to information (Al Nabhani et al., 2021). In line with this, Mohammed (2019) points out that libraries in Egypt are essential partners in the attainment of the SDGs by facilitating access to information. Also, Gazhal (2019) states that public libraries are among the institutions that may make a significant contribution to the implementation of the SDGs. They realize that increasing access to information in an equal, flexible and sustainable manner is necessary to support and implement sustainable development. The study affirms that Arab public libraries play a major role in achieving the SDGs. It also indicates the importance of integrating the SDGs among the priorities of public library activities.

Academic libraries and the SDGs

Scanning the literature revealed many studies that have investigated academic libraries’ contribution to the SDGs. Brydges and Clarke (2015) point out that academic libraries are playing a major role in scholarly communication, including in the preservation of research data, measurement of research impact and promotion of institutional repositories. However, more than just providing access to data and knowledge that support research, libraries and librarians can take part (have hands-on involvement) throughout the research process (Okuonghae and Igbinovia., 2019). Librarians’ involvement in cross-disciplinary research is essential because of their information literacy skills. Cross-disciplinary research is a way of attaining the SDGs. It provides a framework for understanding and updating the SDGs. It also provides a multifaceted approach to addressing SDG problems (Igbinovia, 2017). This corroborates the assertion of Hamad et al. (2019) that academic libraries are shifting towards supporting and even partnering with researchers in their research. SDG-related information-sharing among librarians is required in order to realize the SDGs. They need to develop themselves in areas related to the SDGs, such as ICT skills, which will stimulate a high rate of knowledge-sharing. This reflects libraries’ management role in setting up infrastructures such as ICTs and information repositories that foster knowledge-sharing on the SDGs (Igbinovia and Osuchukwu, 2018).

Bawack (2018) affirms that academic libraries in Cameroon can assist the government in achieving its agenda related to the SDGs by 2035. The research bases its argument on the fact that academic libraries are pillars for collecting, organizing and disseminating information, which helps to create well-informed and educated individuals. They also help in the identification, selection, analysis, creation, storage and dissemination of research work and publications created by faculty members. Benson et al. (2019) also assert that libraries are key actors in the attainment of the SDGs, regardless of their type. Libraries are considered social service organizations and therefore occupy a central position in the overall actualization of the SDGs. Benson et al. (2019) conclude that libraries need to reposition their services to provide SDG-target-specific information services through partnership with other institutions and agencies in order to attain the SDGs.

Okuonghae and Igbinovia’s (2019) results show that academic libraries in Nigeria contribute to the achievement of the SDGs by providing encouraging learning spaces and information resources for users. Also, academic libraries need to collaborate with government and non-governmental institutions in order to foster the attainment of the SDGs by providing information support for these institutions. Poor networking and SDG-knowledge-related information-sharing among libraries and library professionals, in addition to the inadequacy of library staff training, can prevent or present hurdles in the provision of information services for the attainment of the SDGs. Okuonghae and Igbinovia (2019) also point out that academic libraries should bridge information gaps and help in the understanding of users’ information needs. It is an important step to be able to provide equal access to information in accordance with users’ needs.

Tachie-Donkor et al. (2019) and Atta-Obeng and Dadzie (2020) affirm the fact that academic institutions, and specifically their libraries, contribute significantly to lifelong learning (SDG 4) and promoting knowledge and skills for lifelong learning opportunities among students in Ghana. Their role is in providing access to relevant information and giving training on research publication, search strategies, communication skills and information literacy. Moreover, the attainment of SDG 4 needs effective collaboration among school and academic libraries, educational systems and stakeholders to provide access to information in many formats. This is in an attempt to ensure inclusive and quality education, as well as the acquisition of lifelong learning skills (Tachie-Donkor et al., 2019). Library staff should be able to improve users’ digital skills in order to support the digital inclusion of their patrons (Okuonghae and Igbinovia, 2019).

Mbagwu et al. (2020) investigated the role of academic libraries in sub-Saharan Africa in the attainment of SDG 2 and SDG 3. They found that natural disasters, food insecurity, and the lack of agricultural and health information are the main obstacles to the achievement of SDGs 2 and 3. They conclude that academic libraries can achieve SDGs 2 and 3 by preparing and providing access to agricultural and health information in different formats and languages that rural communities can understand. Libraries also need to collaborate with agricultural and health professionals in the provision of extension services to their target communities.

Method

In Jordan there are 10 public universities with academic libraries (MOHE, 2021). These libraries are considered to be a catalyst for change. They provide support to their parent institutions by acquiring relevant information resources and making them available to support learning, teaching and research. They also support users by providing training and workshops for skills related to information literacy and how to efficiently use various information resources. These 10 public universities were chosen for this research (see Table 1). Their libraries provide services to students, academic staff and other university staff. They also provide research support for the public.

A questionnaire was used as the data collection method for better outreach and a comprehensive exploration of librarians’ perceptions of the library’s role in the accomplishment of the SDGs. It was also used to investigate librarians’ perceptions of the practices they were implementing, the requirements to actualize the SDGs, and obstacles related to academic libraries’ contribution to the realization of the SDGs in Jordan. The questionnaire was prepared and distributed in the Arabic language and then translated into English. All professional library staff (N = 359) in all of the participating academic libraries during the academic year 2020–2021 were included in the study and invited to complete the questionnaire. The questionnaire was distributed to the library staff electronically via Google Forms (15 March–17 April 2021) and the data was transferred from Google Forms to the SPSS Statistics 25 programme.

Table 1.

Number of library staff and respondents at academic libraries in Jordan.

University	Number of staff	Number of respondents
University of Jordan	74	46
Jordan University of Science and Technology	30	21
Al-Balqa Applied University	53	39
Yarmouk University	54	40
Mu’atah University	50	30
The Hashemite University	31	17
Al al-Bayt University	22	15
Al-Hussein Bin Talal University	20	11
Tafila Technical University	17	10
German Jordanian University	8	4
Totals	359	233

Of the 359 responses, 233 questionnaires were suitable for analysis, giving a response rate of 64.9%. The term ‘library staff’’ is used to refer to any personnel working in a library, including top managers (such as heads of divisions and heads of departments) and professionals performing routine tasks. A ‘division’ represents multiple departments – for example, the technical division or the information division. A ‘department’, however, deals with certain processes and includes a number of employees – for example, the acquisitions department or the cataloguing and classification department. Table 2 shows the distribution of the sample based on several factors that might affect the respondents’ perceptions of the library’s role in the accomplishment of the SDGs. The varying factors are gender, job title, educational level, years of experience and specialization.

Table 2.

Study sample distribution based on variant factors.

Factor/variable	Variable type	Number	%
Gender	Male	137	58.8
Gender	Female	96	41.2
Job title	Higher administration	10	4.3
	Head of division/department	50	21.5
	Employee	173	74.2
Educational level	Diploma	78	33.5
	Bachelor of Science	119	51.1
	Higher education	36	15.5
Years of experience	< 5	38	16.3
	≥ 5 and < 10	91	39.1
	≥ 10	104	44.6
Specialization	Library and information science	165	70.8
	Information technology	47	20.2
	Other	21	9

Research objectives and questions

This research set out to investigate the role of academic libraries in realizing the SDGs. For this purpose, a questionnaire was developed. The first part of the questionnaire collected personal demographic information to establish the extent to which certain external factors (gender, job title, educational level, years of experience and specialization) might affect the respondents’ assessment of the role of academic libraries in the accomplishment of the SDGs. The second part of the questionnaire consisted of 44 items (ranked questions) in an attempt to answer the main research questions, which are as follows:

What is the role of academic libraries towards the accomplishment of the SDGs? (18 items)

What are the practices that academic libraries implement to accomplish the SDGs? (7 items)

What are the requirements to actualize the SDGs? (9 items)

What are the obstacles that academic libraries are facing in relation to the realization of the SDGs? (10 items)

Are there significant differences at the significance level (α = .05) in the staff’s assessments of the role of academic libraries towards the accomplishment of the SDGs based on different variables (gender, job title, educational level, years of experience and specialization)?

A Likert scale was applied to weigh the degree of agreement with the questionnaire items. Table 3 shows the range of weights used to determine the degree of agreement for each item using the mean (M) value.

Table 3.

The weights used to determine the degree of agreement for each item.

Degree	M
High	3.68–5
Moderate	2.34–3.67
Weak	1–2.33

To ensure validity, the questionnaire was reviewed by a group of referees from the faculty of educational sciences and library professionals to check for clarity and grammatical errors and to identify the suitability of the questionnaire items to provide answers to the main research questions. All reviewer recommendations were taken into consideration, and the questionnaire was revised accordingly. Moreover, to ensure the reliability or internal consistency of all of the items on the questionnaire, a Cronbach’s alpha test was conducted. A good and acceptable Cronbach’s alpha value is above .70 (above .80 is better and above .90 is the best). The Cronbach’s alpha value for this study was high at .90 (see Table 4). This strongly established the reliability of the questionnaire items.

Table 4.

Cronbach’s alpha test.

Factor	Number of items	Cronbach’s alpha
The role of academic libraries towards the accomplishment of the SDGs	18	0.86
The practices that academic libraries implement to accomplish the SDGs	7	0.88
The requirements to actualize the SDGs	9	0.85
The obstacles that academic libraries face related to the realization of the SDGs	10	0.92
Totals	44	0.9

Statistical analysis

Means and standard deviations (SDs) were calculated to assess the degree of the respondents’ agreement with the items and thereby their perceptions of the role of academic libraries towards the accomplishment of the SDGs, the practices that the libraries under investigation were implementing, the requirements to actualize the SDGs, and the difficulties faced in order to accomplish the SDGs. A multi-way analysis of variance (ANOVA) was conducted to investigate the existence of any statistical differences at the significance level (α = .05) by using F-tests between the responses based on different variables (gender, job title, educational level, years of experience and specialization).

Results

The role of academic libraries towards the accomplishment of the SDGs

To answer the first research question – ‘What is the role of academic libraries towards the accomplishment of the SDGs?’ – the means and standard deviations were calculated for all factors under the main research question to investigate the services that Jordanian academic libraries offered to their patrons during the pandemic (see Table 5).

Table 5.

Means and standard deviations of responses on the perceptions of librarians of the library’s role towards the accomplishment of the SDGs.

Item number	Item description	M	SD	Degree of agreement
14	Help individuals locate information to create better-informed societies	4.41	0.94	High
10	Provide accurate, up-to-date information	4.16	0.80	High
4	Support the research community	4.11	0.74	High
11	Provide information resources for library users related to community development	4.04	0.94	High
3	Promote digital media and information literacy skills	4.03	0.89	High
1	Provision of information literacy programmes to help users locate information	3.98	0.94	High
18	Cooperate with both local and central government to establish a real partnership to make access to information much easier	3.96	1.10	High
13	Assist library users in information search and retrieval from different databases	3.81	1.03	High
8	Provide free access to a variety of information sources for all groups of people in the community, regardless of differences in gender, age, profession or political orientation, or religious or sectarian differences	3.78	1.07	High
2	Help individuals locate information to make informed choices	3.70	1.08	High
9	Provision of selective dissemination of information and current awareness services	3.70	1.06	High
12	Provision of both quiet and collaborative spaces that are conducive to all types of learning	3.64	0.99	Moderate
5	Provide programmes to promote lifelong learning	3.54	1.07	Moderate
7	Provide access to the world’s culture and heritage	3.50	1.07	Moderate
16	Hold educational, cultural and guidance seminars on employment and innovation	3.06	1.31	Moderate
15	Help library users to identify the various support programmes that are provided by the government and other charities	2.97	1.32	Moderate
6	Preserve the world’s culture and heritage	2.12	0.87	Weak
17	Provision of seminars related to sustainable communities and cities	2.05	0.93	Weak
Totals		3.53	0.38	Moderate

As indicated by the results in Table 5, the staff assessment of the role of academic libraries towards the accomplishment of the SDGs was generally moderate, with a total mean of 3.53 and a standard deviation of 0.38. Of the 18 questionnaire items, 11 scored a high mean, ranging between 3.70 and 4.41. Five of the 18 items scored a moderate mean, ranging between 2.97 and 3.64, and, finally, two items scored weak means of 2.05 and 2.12. The respondents indicated that libraries helped individuals locate information to create better-informed societies (M = 4.41, SD = 0.74). They were also responsible for providing accurate and up-to-date information (M = 4.16, SD = 0.80). Moreover, the respondents emphasized that libraries provided information resources for library users related to community development (M = 4.04, SD = 0.94) and promoted digital media and information literacy skills (M = 4.03, SD = 0.89). Cooperating with both local and central government to establish a real partnership to make access to information much easier was also rated highly (M = 3.96, SD = 1.10). Moreover, the respondents indicated that their libraries were moderately responsible for the provision of both quiet and collaborative spaces that were conducive to all types of learning (M = 3.64, SD = 0.99). It is interesting that the respondents perceived that libraries moderately provided programmes to support lifelong learning (M = 3.54, SD = 1.07). However, the respondents indicated that libraries provided seminars related to sustainable communities and cities (M = 2.05, SD = 0.93). In general, it was noted that library staff perceived that academic libraries played a major role in the advocacy of the SDGs by providing access to information. They also provided support in terms of increasing their patrons’ information literacy skills so that they could locate suitable information.

The practices that academic libraries implement to accomplish the SDGs

The second question focused on finding out what practices the academic libraries implemented to actualize the SDGs. The results show that staff assessment of the practices that academic libraries implemented to accomplish the SDGs was moderate (low moderate), with a mean score of 2.78 and standard deviation of 0.49 (see Table 6). The respondents indicated that the libraries organized awareness campaigns through different media on the different SDGs and their specific targets (M = 4.07, SD = 0.87). The next practice that libraries implemented was advancing digital inclusion through access to ICTs and dedicated staff to help people develop new digital skills (M = 3.42, SD = 1.20). Also, the libraries were organizing periodic information literacy training for community members (M = 3.31, SD = 1.19). However, the respondents indicated that forming a consortium or collaboration with UN depository libraries that support the dissemination of information and research to help decision-makers achieve the SDGs was poor in their libraries (M = 2.24, SD = 1.00). Table 6 shows more of the practices that academic libraries implemented for the advocacy of the SDGs in Jordan.

Table 6.

Means and standard deviations of responses on the practices implemented by libraries to actualize the SDGs.

Item number	Item description	M	SD	Degree of agreement
19	Organizing awareness campaigns through different media on the different SDGs and their specific targets	4.07	0.87	High
23	Advancing digital inclusion through access to ICTs and dedicated staff to help people develop new digital skills	3.42	1.20	Moderate
20	Organizing periodic information literacy training for community members	3.31	1.19	Moderate
24	Forming a consortium or collaboration with UN depository libraries that support the dissemination of information and research to help decision-makers achieve the SDGs	2.24	1.00	Weak
21	Closing gaps in access to information and helping government, civil society and business better understand local information needs	2.23	0.95	Weak
25	Making an appropriate space for discussion on various developmental issues, particularly rural community development	2.12	0.92	Weak
22	Promoting universal literacy through the campaign over different media	2.09	0.91	Weak
Totals		2.78	0.49	Moderate

The requirements to actualize the SDGs

The third question focused on finding out the requirements for academic libraries to actualize the SDGs, and the staff assessment of these was high, with a mean of 3.85 and standard deviation of 0.38 (see Table 7). For instance, the respondents thought that libraries needed to create and design powerful and effective library programmes to contribute to the implementation of the SDGs, including literacy programmes, especially for older persons, as well as programmes that helped increase the demand to visit libraries (M = 4.20, SD = 0.76). They also thought that selecting suitable resources based on the development indicators raised in the SDGs was important for libraries to contribute to achieving the SDGs (M = 4.16, SD = 0.80). Other important requirements indicated by the respondents were the use of ICT tools for sustainability in academic libraries to advance their services (M = 4.12, SD = 0.84) and raising awareness of the developmental issues covered in the SDGs (M = 4.08, SD = 0.81). Hosting local forums to discuss the challenges faced by local communities and institutions, such as infectious diseases, community health, education and human rights (M = 3.64, SD = 0.99), and supporting libraries in rural areas by providing them with appropriate collections to meet the needs of the local community (M = 2.97, SD = 1.06) were the least important requirements as perceived by the respondents (see Table 7).

Table 7.

Means and standard deviations of responses on the requirements to actualize the SDGs.

Item number	Item description	M	SD	Degree of agreement
27	Creating and designing powerful and effective library programmes to contribute to the implementation of the SDGs, including literacy programmes, especially for older persons, as well as programmes that help increase the demand to visit libraries	4.20	0.76	High
28	Selecting suitable resources based on the development indicators raised in the SDGs	4.16	0.80	High
31	Using ICT tools for sustainability in academic libraries to advance their services	4.12	0.84	High
26	Raising awareness of the developmental issues covered in the SDGs	4.08	0.81	High
32	Increasing electronic resources to embrace green collections and green technologies	4.04	0.94	High
34	Strengthening community partnerships between academic libraries and other relevant state agencies for easy understanding, exchange and joint coordination to meet the SDGs	3.81	1.03	High
30	Understanding local community needs and their various issues to help solve them	3.70	1.06	High
33	Hosting local forums to discuss the challenges of local communities and institutions, such as infectious diseases, community health, education and human rights	3.64	0.99	Moderate
29	Supporting libraries in rural areas by providing them with appropriate collections to meet the needs of the local community	2.97	1.06	Moderate
Totals		3.85	0.38	High

Obstacles related to the realization of the SDGs in academic libraries

The fourth question focused on finding out the obstacles related to the accomplishment of the SDGs that librarians working in academic libraries in Jordan might face. The results show that the librarians’ perception of the challenges they might face in order to realize the SDGs was moderate, with a total mean value of 3.31 and standard deviation of 0.43 (see Table 8). The results show that librarians saw the lack of funds allocated to invite guest speakers to deliver awareness lectures as the main challenge they faced in order to realize the SDGs (M = 4.16, SD = 0.80). Also, the librarians indicated that inadequate library infrastructures might hinder the realization of the SDGs in academic libraries (M = 4.00, SD = 0.99). It appears that financial considerations were the main challenge. However, the librarians did not regard poor networking among libraries and library professionals as a challenge for them to realize the SDGs (M = 1.97, SD = 0.98). More of the challenges and the librarians’ perceptions of these challenges can be seen in Table 8.

Table 8.

Means and standard deviations of responses on obstacles faced by academic libraries in the realization of the SDGs.

Item number	Item description	M	SD	Degree of agreement
43	Lack of funds allocated to invite guest speakers to deliver awareness lectures	4.16	0.80	High
35	Inadequate library infrastructure	4.00	0.99	High
36	Lack of funding allocated to organize awareness campaigns	3.98	0.94	High
37	Lack of library staff time to deliver information literacy seminars	3.78	1.07	High
40	Inadequate training of library staff	3.70	1.06	High
42	Lack of information literacy skills among users	3.38	1.15	Moderate
44	Lack of library staff awareness of their social responsibility towards the local community	3.18	1.33	Moderate
38	Poor policy by the parent institution	2.97	1.32	Moderate
39	Too much external interference	2.01	0.91	Weak
41	Poor networking among libraries and library professionals	1.97	0.98	Weak
Totals		3.31	0.43	Moderate

Effect of external factors on the results

It was crucial to investigate whether there were external factors that might have influenced the responses to the fifth research question: ‘Are there significant differences at the significance level (α = .05) in the staff’s assessments of the role of academic libraries towards the accomplishment of the SDGs based on different variables (gender, job title, educational level, years of experience and specialization)?’ The means and standard deviations of the responses based on the five variables, as well as a multi-way ANOVA, were calculated to confirm if the variables influenced the responses (see Table 9).

Table 9.

Means and standard deviations of the responses based on the different factors/variables.

Factor/variable	Variable type	n	M	SD
Gender	Male	137	3.44	0.32
Gender	Female	96	3.45	0.35
Job title	Higher administration	10	3.54	0.34
	Head of division/department	50	3.46	0.29
	Employee	173	3.44	0.35
Educational level	Diploma	78	3.43	0.36
	Bachelor of Science	119	3.49	0.32
	Higher education	36	3.34	0.28
Years of experience	< 5	38	3.41	0.43
	≥ 5 and < 10	91	3.47	0.31
	≥ 10	104	3.44	0.32
Specialization	Library and information science	165	3.41	0.33
	Information technology	47	3.56	0.3
	Other specialization	21	3.47	0.37

The results reveal that the mean values of the responses varied between the respondents with different factors (gender, job title, educational level, years of experience and specialization). For instance, respondents with the specialization ‘information technology’ appeared to have more agreement about the role and responsibilities of academic libraries in the advocacy of the SDGs, with a mean value of 3.56, compared to the respondents with ‘library and information science’ and ‘other’ specializations, with mean values of 3.41 and 3.47, respectively (see Table 9). To support the results, a multi-way ANOVA at the significance level (α = .05) was conducted between the means of the responses of the different library staff based on the different variables. The analysis suggests that there were no statistically significant differences at the significance level (α = .05) between the means of the responses based on the different variables. This could indicate that the staff were aware of the important role and responsibilities of academic libraries towards the accomplishment of the SDGs (see Table 10).

Table 10.

F-test analysis of the responses based on the different factors/variables.

Variable	Sum of squares	df	Mean square	F	Significance level
Sex	0.006	1	0.006	0.049	.825
Educational level	0.430	2	0.215	3.795	.053
Years of experience	0.001	2	0.001	0.006	.936
Specialization	0.480	2	0.240	4.237	.061
Job title	0.375	2	0.187	3.308	.070
Error	223	25.737	0.373
Total	233	2801.440
Corrected total	232	26.644

Discussion

It appears that realizing the SDGs rests on access to and the provision of information. This is to say that economic, health and educational growth is directly related to information. It is known that public libraries are the libraries that are responsible for the achievement of the SDGs. However, this is not the case in Jordan because of the limited number of public libraries, compared to the large number of academic libraries, for a sustainable, prosperous, inclusive and healthy future for all people. The results of this research reveal that the implementation of the SDGs in academic libraries in Jordan is still in its initial stages, focusing mainly on facilitating access to information. Academic libraries should help individuals locate information to create better-informed societies by providing accurate and up-to-date information through subscriptions to a wide range of electronic resources and databases. In line with this, the IFLA 2020b affirms the advancement of the SDGs through awareness and contributing resources and services to meet various goals and targets. These results confirm along IFLA (2019) followed by IFLA (2020, 2020a, 2020b) which affirm that libraries can support the SDGs through access to information. Access to information guarantees a better world for people, enhances decision-making (IFLA, 2019) and contributes to the quality of life of society (Chow and Tian, 2021).

The contribution of academic libraries to the accomplishment of the SDGs

This study was able to determine a moderate perception level among academic library staff about the roles and responsibilities of academic libraries in Jordan towards the accomplishment of the SDGs. For instance, library staff affirmed that academic libraries should help individuals locate information to create better-informed societies, along with providing accurate and up-to-date information. This could be achieved by library subscriptions to a wide range of electronic resources and databases to support the learning process, as well as research. These results are in line with the IFLA (2019), which affirms the inclusion of access to information to support the achievement of the SDGs, and the IFLA (2020a, b), which affirms that libraries are key institutions for achieving the SDGs through guaranteeing access to information. Also, Onah et al. (2015) and Abdullahi and Abdullahi (2017) state that access to information and libraries especially are required for the realization of all the SDGs. Access to information guarantees a better world for people and enhances decision-making (IFLA, 2019). Access to information contributes to the quality of life of society (Chow and Tian, 2021). This supports the results indicated in this research where the respondents asserted that academic libraries helped individuals locate information to make informed choices and decisions.

Moreover, the respondents emphasized that libraries should provide information resources for library users related to community development, and promote digital media and information literacy. The IFLA (2019) and Mbagwu et al. (2020) also state that libraries can empower their local communities through establishing ICT centres and digital consumer libraries, primarily to help people in their information seeking and locating. Cooperating with both local and central government to establish a real partnership to make access to information easier was also perceived among the roles of academic libraries. The IFLA (2017) and Abdullahi and Abdullahi (2017) point out that libraries have a national responsibility in providing information services for the attainment of the SDGs, which will lead to national development. Benson et al. (2019) affirm that libraries should partner with other institutions and agencies in order to attain the SDGs. The IFLA (2020a) recommends that libraries should partner with governments to implement national strategies, where libraries are considered as partners in the fight for poverty reduction, economic development and learning for all. Moreover, Pinto and Ochôa (2017) affirm that the contribution of the library and information science profession to the SGDs cannot be neglected. ICTs and information literacy can be used to empower communities with the technological information and skills necessary for sustainable health, a sustainable economy, education, and food production and security (Mbagwu et al., 2020).

Another role of academic libraries was to provide support for lifelong learning. This can be explained by the support that libraries provided in terms of information literacy skills. This result is in accordance with Tachie-Donkor et al.’s (2019) research, which indicates that academic libraries are responsible for user education, information literacy, and lifelong learning programmes for students and researchers. Users are helped to learn how to use a library and its various services and resources. Also, the respondents indicated that libraries provided seminars related to sustainable communities and cities. In line with this, Mbagwu et al. (2020) affirm that libraries (universities) can establish adult education centres/community libraries to satisfy the information needs of the local community and other community groups. Moreover, libraries should provide free access to a variety of information sources for all groups of people in the community, regardless of differences in gender, age, profession or political orientation, or religious or sectarian differences. This means that academic libraries should provide equitable spaces and access to information, ICTs, skills training and other educational opportunities that can help individuals develop skills and build knowledge for employment and other economic opportunities (Kosciejew, 2020). Another example with regard to academic libraries’ contribution to the SDGs was the role of academic libraries during the COVID-19 pandemic, where they played a major role in spreading health awareness about the pandemic. Libraries hold a social responsibility towards their users and the community they support. Ali and Gatiti (2020) and Hamad et al. (2021) affirm that access to information remains a social responsibility of librarians and information personnel.

It was noted that library staff perceived that academic libraries played a major role in the advocacy of the SDGs by providing access to information. Academic libraries have a variety of information sources in different formats and subjects. This variety can help in providing sustainable information that can contribute to health awareness, food security and respond to or prevent climate change, for example. The academic libraries also provided support in terms of increasing their patrons’ information literacy skills so that they could locate suitable information. The information needs of a community are enormous. However, access to and dissemination of information in a community will make any intervention sustainable. Bawack (2018) affirms that academic libraries can create well-informed and educated individuals. Moreover, Rayward and Jenkins (2007) point out that libraries can provide virtual communication and thereby information support for people in isolation. They also highlight that libraries are responsible for supporting social continuity and social change by providing an information infrastructure.

Academic libraries’ practices to accomplish the SDGs

The academic libraries appeared to have moderately adopted practices that could support the realization of the SDGs in Jordan. The overall assessment of the practices that academic libraries in Jordan implemented for SDG advocacy had a mean score of 2.78, indicating a low moderate score. This suggests that these libraries might still be at the initial stages of the advocacy of SDGs. The respondents indicated that academic libraries focused on the importance of raising public awareness of the SDGs and their specific targets through awareness campaigns on different media – for example, they held employment days, which supported SDGs 1 and 5. In addition, they focused on advancing digital inclusion through access to ICTs and dedicated staff to help people develop new digital skills, which in turn would provide them with life learning skills. Also, the libraries were organizing periodic information literacy training sessions for community members. However, forming a consortium or collaboration with UN depository libraries that support the dissemination of information and research to help decision-makers achieve the SDGs was poor, indicating that libraries are still not realizing the importance of collaboration with other institutions. Furthermore, closing gaps in access to information and helping government, civil society and business to better understand local information needs, and making an appropriate space for discussion on various developmental issues – particularly rural community development and promoting universal literacy through campaigns over different media – were considered to be weakly practised given that the nature of academic libraries should be to provide support to their local community and focus on supporting the learning process.

Given the results presented here, the libraries’ overall practices to accomplish the SDGs appeared to be weak, regardless of staff awareness of academic libraries’ role and responsibilities towards the accomplishment of the SDGs. Academic libraries are information and research institutions which are responsible for dispensing authentic and reliable information that helps in making informed decisions. It is crucial for libraries to increase staff awareness of their role in realizing the SDGs. Furthermore, it is important to train library staff to provide support and be innovative in the practices they can implement for the advocacy of the SDGs. The library staff appeared to believe that providing access to a range of electronic resources was the main role of academic libraries, and so their main role was as a service and access provider – which is at the core of realizing the SDGs. This argument is supported by the fact that sustainable development efforts can be attained by access to and the provision of information. A lack of information hinders economic, social and environmental development. Overall, libraries of different types are engines of change that can help drive development for a sustainable, prosperous, inclusive and healthy future for a community (Kosciejew, 2020).

Requirements to actualize the SDGs in academic libraries

The respondents indicated that creating and designing powerful and effective library programmes was one of the main requirements to actualize the SDGs in academic libraries. For instance, they affirmed that literacy programmes, especially for older persons, as well as programmes that encouraged and increased library visits contributed to the implementation of the SDGs. They also thought that selecting suitable resources based on the development indicators raised in the SDGs was important for libraries to contribute significantly to achieving the SDGs. The use of ICT tools for sustainability in academic libraries to advance their services and raising awareness of developmental issues covered in the SDGs was also needed in order to provide SDG-related services in libraries. Hosting local forums to discuss the challenges of local communities and institutions, such as infectious diseases, community health, education and human rights, and supporting libraries in rural areas by providing them with appropriate collections to meet the needs of the local community was required by academic libraries, as perceived by the respondents, in order to support the SDGs.

Obstacles related to the realization of the SDGs in academic libraries

The lack of funds allocated to invite guest speakers to deliver awareness lectures on the SDGs, an inadequate library infrastructure and little funding for organizing awareness campaigns were considered to be the main challenges to the realization of the SDGs in academic libraries. Another obstacle was the inadequate training of library staff about the practices needed to accomplish the SDGs. It appears that financial considerations are the main challenge. In the main, the challenges are directly or indirectly related to financial issues. Okuonghae and Igbinovia’s (2019) results show that inadequate library staff training can prevent or present a hurdle in the provision of information services for the attainment of the SDGs. Staff training and awareness workshops are crucial to realizing the SDGs. However, these require financial allocations out of the main library budget. The poor library infrastructure might also be considered a money/budget-related issue. Pinfield et al. (2017) point out that a library infrastructure needs to be in place in order for libraries to provide full services and information access. One interesting finding is the lack of library staff awareness of their social responsibility towards the local community. It appears that the librarians did not seem to have time for training, which might reflect the size of the workload in the library environment. The responses imply the significant demands on staff time in the context of information organization. Poor policy on the part of the parent institution reflects the need to increase the library management’s awareness of the needs of their library staff and how to improve their library services to support the advocacy of the SDGs.

Given the results presented here, it is important to provide training for librarians to improve their ICT skills and increase digital inclusion and practices. Also, the library administration needs to organize awareness campaigns for its staff so that they have confidence in their skills, which will reflect on their performance in supporting the accomplishment of the SDGs. Furthermore, it is important to increase the library administration’s awareness of their librarians’ needs, which calls for a continuous needs assessment procedure in light of new technologies that might add value to the library service.

Effect of external factors on the results

Another relevant finding is that the library staff’s perceptions of the role of academic libraries in Jordan towards the accomplishment of the SDGs were not affected by external factors such as gender, job title, educational level, years of experience and specialization. This clearly indicates the importance of the roles and responsibilities of academic libraries towards the accomplishment of the SDGs, regardless of the staff’s experience or job title, for example (see Table 10). This affirms the important role of academic libraries in sustainable development at the national level.

The research results confirm the participatory role of academic libraries in the accomplishment of the SDGs in Jordan. The responses are aligned with the 17 SDGs. Table 11 shows the perceived roles and practices related to the SDGs as indicated by the respondents. All of the libraries’ participatory actions and perceived roles and responsibilities towards advocacy of the SDGs revolve around access to information that supports self-learning practices, along with seminars and workshops related to development issues.

Table 11.

Academic libraries’ perceived responsibilities and practices related to the SDGs.

Item description	SDGs
Helping individuals locate information to create better-informed societies	1, 2, 3, 8
Providing accurate, up-to-date information	All
Supporting the research community	All
Providing information resources for library users related to community development	All
Promoting digital media and information literacy skills	All
Provision of information literacy programmes to help users locate information	All
Cooperating with both local and central government to establish a real partnership to make access to information easier	16, 17
Assisting library users in information searches and retrieval from different databases	All
Providing free access to a variety of information sources for all groups of people in the community, regardless of differences in gender, age, profession or political orientation, or religious or sectarian differences	5, 10, 16
Helping individuals locate information to make informed choices	All
Provision of selective dissemination of information and current awareness services	All
Provision of both quiet and collaborative spaces that are conducive to all types of learning	All
Providing programmes to promote lifelong learning	All
Providing access to the world’s culture and heritage	11
Holding educational, cultural and guidance seminars on employment and innovation	9
Helping library users to identify the various support programmes that are provided by the government and other charities	All
Preserving the world’s culture and heritage	11
Provision of seminars related to sustainable communities and cities	11
Organizing awareness campaigns through different media on the different SDGs and their specific targets	All
Advancing digital inclusion through access to ICTs and dedicated staff to help people develop new digital skills	All
Organizing periodic information literacy training for community members	All
Forming a consortium or collaboration with UN depository libraries that support the dissemination of information and research to help decision-makers achieve the SDGs	16, 17
Closing gaps in access to information and helping government, civil society and business to better understand local information needs	16, 17
Making an appropriate space for discussion on various developmental issues, particularly rural community development	16
Promoting universal literacy through campaigns over different media	All
Organizing awareness campaigns through different media on the different SDGs and their specific targets	All

This study has practical implications for academic libraries in Jordan. It provides insights into a strategic planning framework to cover all the relevant SDGs. The study also adds to the existing literature by emphasizing the role and contribution of libraries in general, and academic libraries in particular, in the attainment of the SDGs at the national and international levels. The results presented here support the arguments of many previous studies (e.g. Al Nabhani et al., 2021; Atta-Obeng and Dadzie, 2020; Benson et al., 2019; Gazhal, 2019; IFLA, 2020a, 2020b; Okuonghae and Igbinovia, 2019; Tachie-Donkor et al., 2019).

Conclusion

Research implications

This research aimed to identify the roles and responsibilities of academic libraries in Jordan in the realization of the SDGs, considering libraries as key institutions for achieving the SDGs through guaranteeing access to information. The study will be useful, first, for library managers in realizing the role of their libraries in relation to the local community, and therefore the advancement of the SDGs. It will help them to plan for employee training programmes and workshops. Second, it will be useful for trainers in arranging training for academic librarians in Jordan and other developing countries. The research results will also be useful for other libraries, such as specialized and school libraries, as they are all considered to be part of the information support system. Moreover, the results will help library and information science departments and schools revise their curricula in accordance with the required skills and competencies for academic librarians.

Given the results presented here, it is crucial to maintain ongoing training for library staff on the important roles and responsibilities of academic libraries in relation to the SDGs. All of the respondents acknowledged the library’s role and responsibilities in providing help to individuals with locating information to create better-informed societies (M = 4.41). Moreover, libraries need to concentrate more on training their staff to provide information services to support the SDGs, mainly providing information access at all countries level by mainly providing access to information to all society members and at all country level. It is also important to collaborate with other libraries, the government and charities in order to build a strong information community and understanding, exchange and joint coordination to meet the SDGs. This is needed to increase educational, agricultural, climate change and health awareness for all society members. Furthermore, it is important to increase staff awareness about their role in providing information support and to train them to fulfil their role.

The results indicate that the practices implemented by these libraries to embrace the SDGs are still relatively low. Academic libraries need to advance in embracing the SDGs and shift from awareness campaigns to training campaigns, taking participatory action. It is apparent that academic libraries in Jordan are playing an increasing role in the national development process. Librarians are now having greater collaboration with professionals in different fields, giving them more exposure and allowing them to become involved in providing solutions to various issues. Based on the IFLA’s (2020b) recommendations, it is important that libraries raise awareness about the SDGs, what they mean and how libraries fulfil them.

Recommendations

Academic libraries contribute to almost every SDG. However, their contribution is still limited to facilitating access to information as the grounds for supporting other goals. The overall assessment of the practices that academic libraries in Jordan implement for SDG advocacy has a mean score of 2.78, indicating a low moderate score. This suggests that these libraries might still be in the initial stages to fully embrace SDGs. Mostly, current library practices are focused on organizing awareness campaigns and facilitating access to information. However, academic libraries in Jordan are vital in achieving the SDGs at the national level. Accordingly, it is essential for these libraries to undertake more practices in order to embrace more SDGs.

Although academic libraries provide access to a variety of information resources on different subjects, they need to benefit more from and collaborate with scholars at universities to advance the realization of the SDGs. There is expertise in education (SDG 1, SDG 4), health (SDG 3), agriculture (SDG 2) and climate change (SDG 13). This collaboration could result in strategic planning for SDG advocacy in Jordan and academic library programmes and services.

Academic libraries have embraced practices related to organizing awareness campaigns on the different SDGs and their specific targets using different media. They also need to organize training sessions for users in different subjects, such as health-related issues (e.g. COVID-19), agriculture and employment skills (SDGs 1, 2, 3, 4 and 6).

Furthermore, libraries need to collaborate with health institutions, such as the King Hussein Cancer Centre and Jordan University Hospital, to organize awareness sessions about topics such as cancer (especially for women), family protection and planning (SDG 4), and public health. Libraries need to focus more on women’s empowerment projects and provide training sessions in collaboration with university scholars as part of their social responsibility towards the community (SDG 5).

Libraries need to train their staff about their role in supporting the achievement of the SDGs. For example, they could provide support for sustainable economic growth and help people with online applications and advice on entrepreneurship and employment skills. Academic libraries could collaborate with each other and with government, and attend civil society meetings to help in developing the country’s plan. This indicates the role of libraries and access to information in delivering open government partnership commitments.

The results also, lay the ground for academic libraries to be innovative in their practices and take more actions to embrace the realization of the SDGs. Although public libraries hold social responsibilities towards the community at the national level, academic libraries share these responsibilities. The prevelence of academic libraries in Jordan calls for such social responsibility, as there is only one main active public library – Abdul Hameed Shoman located in Amman. Based on the requirements identified by the respondents, libraries can convert these requirements into practices such as hosting local forums to discuss the challenges of local communities and institutions (infectious diseases, community health, education, human rights). Furthermore, libraries need to create and design programmes that can effectively contribute to the implementation of the SDGs, including literacy programmes, especially for older persons. Further studies investigating academic libraries’ activities related to the SDGs are needed to measure the actual contribution of these libraries to the achievement of the SDGs.

Footnotes

Acknowledgements

We thank our colleagues at the National Library in Jordan, who provided insights and expertise that greatly assisted the research. We also thank our colleagues at the academic libraries in Jordan for their contributions and insights, although they may not agree with all of the interpretations and conclusions of this article.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

This research was partially supported by the National Library in Jordan.

ORCID iD

Faten Hamad

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