The article reveals the experience of creating a Digital Repository by the Zonal Scientific Library of the Southern Federal University. It is organized and technically supported as the central repository of the SFedU intellectual property objects. Having studied the experience of other universities, it was decided to develop its own software platform built in Python. As a result, a high level of service was provided for the use of the repository not only by librarians and users, but also by other structural divisions of the university. The repository contains the intellectual products of the university, provides access to the results of scientific research of the university, has the ability to exchange metadata through the API interface, has a customized search interface, ensures the safety of content, and minimizes the labor costs of users and service personnel.

The paper deals with an approach to finding the ultimate number of papers Russian authors deliver to scientific journals. The approach is based on an assessment of the entire audience interested in publications in scientific journals, an assumption that each author personally pursues a research and writes a paper for the scientific journal, as well as an account for the co-authorship indicator, i.e. the involvement of colleagues into the research performed by the author. The research employs data by Rosstat, Higher School of Economics and Scientific Electronic Library to reveal all the authors interested in publication. This indicator is then multiplied by a value of co-authorship. The number of papers the authors publish per year is recommended to be taken as a random value, to be used later as a basis for building a probabilistic distribution of the ultimate number of papers among all authors. The distribution is built by the Monte Carlo method, and the analysis employs the apparatus of the probability theory and linear algebra. The obtained data and data from the Scientific electronic library have been exposed to comparative analysis. The work revealed that for the annual amount of more than one article the distribution of the number of papers received from the Russian audience can be approximated by a normal distribution, with all its parameters depending on maximum annual number of papers, scope of audience and co-authorship indicator. This gives the ultimate number of papers for any section (group of disciplines or a particular discipline). The article considers the examples of obtaining the distribution for the ultimate number of papers. The results can be used for correcting the research policy of an organization or an institute of higher education in the directions of activity being researched, and can serve as a guide to the necessary number of papers in various fields of science.

In this work, we analyze responses of the Russian universities, research institutes and public libraries to survey questionnaire aimed to study the level of understanding and estimate the role of information literacy (IL) in the practices of Russian higher education. The survey was conducted in 2019 among 122 Russian organizations in 30 cities. In this work we study four reference groups: faculty, librarian, student/graduate student and others. We report that 90 % of the respondents emphasize the importance of IL for their organizations, 69 % agree that IL can be easily integrated into training courses of their organization, and 72 % consider such integration necessary. At the same time, only 24 % of respondents confirmed that IL was already well-integrated into the curricula of their organizations in 2019. and 53 % - that this was implemented at the level of individual modules. The majority (80 %) of the survey participants highly appreciate the participation of teachers and librarians of their organization in the development of IL and note the high level of their cooperation. Russian specialists highly estimate their competence in terms of knowledge and skills in the field of IL: 72 % of those who answered this question gave themselves good and very good ratings. Meanwhile, 80 % of the survey participants rated the ability to teach IL only as good and satisfactory.

Introduction. Educational resources for medical students are not limited to traditional resources available in the university electronic environment of (subscribed or created at the university). Studies of the usage statistics of the university information-educational environment cannot give a reliable answer to the question of what resources students use. The study analyzes the survey data on the use of publicly available and commercial educational services along with the university resources. In result, we determine how the structure of the information and educational environment of the university meets the identified needs of students.

Methods. In April 2021, we conducted an online survey of 1,765 students from 10 medical universities. Respondents were proposed to indicate the frequency with which they use different educational resources. We compare the 2021 results with the data of the 2020 survey using the methods of statistical analysis. Comparison of the use of the same type of university resources, publicly available and purchased are performed. The risks of the use of information resources of the university are assessed. Relationships between the use of different resources have been determined. Clusters of respondents demonstrating similar informational behavior are identified.

Results. No significant changes in the frequency of use of information resources have been registered since 2020. Students prefer to use free resources regardless of their source. Frequent viewing of teachers’ online lectures reduces interest in face-to-face lectures, and frequent use of paid video resources or mobile applications reduces interest in the university resources as a whole. Close links have been found between the use of different commercial resources. 42.3 % of students prefer the university-created resources, whereas 38.6 % of students are focused at the publicly available resources and 19.1 % prefer technological resources from any source.

Conclusion. The information resources of the university compete for the attention of students with a huge number of third-party resources. High-quality video content can significantly increase the use of university resources. An expert assessment of popular medical resources and an increase in students’ awareness of the quality of these resources is needed.