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Despite a body of scholarly literature about the labour conditions of Canadian academic libraries/ians, little has been written about non-unionized Canadian librarians/archivists or the related historical and evolving labour environment at the University of Waterloo. Drawing on archival records and scholarly literature, this paper situates Waterloo within the Canadian academic library landscape in conversation with existing assumptions and understandings about academic and/or faculty status. It documents failed attempts at unionization and representation of librarians/archivists by the Faculty Association of the University of Waterloo (FAUW), the role of Waterloo administration in those outcomes, and the nature of, and changes to, the Librarian and Archivist Employment Handbook over time., Malgré un corpus de publications scientifiques sur les conditions de travail des bibliothèques/bibliothécaires universitaires canadien.ne.s, peu a été publié sur les bibliothécaires/archivistes canadien.ne.s non syndiqué.e.s en général ou sur l'environnement de travail connexe historique et évolutif à Waterloo. S'appuyant sur des documents d'archives et la littérature savante, cet article situe Waterloo dans le paysage des bibliothèques universitaires canadiennes en conversation avec les hypothèses et les savoirs existants sur le statut académique et/ou professoral. Il documente les tentatives infructueuses de syndicalisation et de représentation par la Faculty Association of the University of Waterloo (FAUW—Association des universitaires de l'Université de Waterloo), le rôle de l'administration de Waterloo dans ces résultats, ainsi que la nature et les changements apportés au Librarian and Archivist Handbook (Manuel des bibliothécaires et archivistes) au fil du temps.

Cette étude compare les conventions collectives et les règlements qui régissent les bibliothécaires des universités faisant partie du regroupement des grandes universités de recherche du Canada, le U15. Elle s’intéresse aux sept composantes du modèle du statut universitaire qui sont recommandées dans les lignes directrices des organisations nationales au Canada, et en fait l’analyse. L’objectif de l’étude est de comparer les rôles, droits et responsabilités des bibliothécaires membres du U15, dont l’Université Laval fait partie. Les résultats font ressortir des similitudes entre les rôles et fonctions des bibliothécaires de l’Université Laval et ceux des autres membres du regroupement. Ils montrent aussi des disparités concernant leurs droits et conditions de travail. Cette situation soulève une question d’équité entre les bibliothécaires universitaires au Canada., This comparative study analyzes the collective agreements and policies of librarians affiliated with universities that are part of the U15 group of Canadian research universities. The authors identify seven components of the academic status model that are recommended in the guidelines of national organizations in Canada and analyze each of them. The objective of the study is to compare the roles, rights, and responsibilities of librarians who are members of the U15, of which Université Laval is a part. The results of the analysis highlight similarities between the roles and functions of librarians at Université Laval and other members of the U15 but also disparities concerning their rights and working conditions. This situation raises a question of equity among academic librarians in Canada.

This study sought to examine the importance of awareness in the adoption and implementation of green libraries in academic libraries in Nigeria. The key objectives were to determine academic librarians’ awareness of the concept of green libraries, ascertain if greening libraries is a good innovation for adoption and implementation, ascertain reasons for the slow adoption and implementation of green libraries by academic librarians in Nigeria and to identify strategies for enhancing green library implementation in Nigerian academic libraries. The methodology used was the descriptive survey research design while all the 170 academic librarians in the twelve university libraries across the six states of the North Central geo-political zone of Nigeria and the Federal Capital Territory, Abuja formed the population of the study. Questionnaire was used as the instrument for data collection. Data obtained were analyzed using simple percentages, mean scores and standard deviation. Various suggestions were made on how to create awareness and use it as a strategic tool in the implementation of green libraries in academic libraries. The paper concluded that implementing green libraries will enhance the visibility and value of libraries in society by showcasing their ability to contribute significantly to environmental sustainability and development issues, thereby demonstrating their continued relevance to humanity.

Objective - The primary purpose of this study was to better understand the nature of “reference” and reference transactions. Methods - This study looked at four years’ of reference transaction (RT) data recorded at a small, state-owned university. Results - The data clearly indicates that the overall number of RT continues to decline. It also reveals that, despite the use of student mentors, librarians are still involved with a majority of RT, regardless of whether or not they require the expertise of a librarian to resolve. Conclusion - Continuing to be involved with RT which do not require the knowledge or training of a librarian (e.g., directional) can have a diminutive effect on the perceived role, work, and value of librarians. As such, it is suggested that these sorts of questions be addressed by student mentors or staff members. In turn, this will allow librarians to focus on those questions and activities which do require their unique knowledge and skills. Along similar lines, it is also suggested that librarians explore and identify new, non-traditional ways of applying their expertise to student success initiatives and the overall academic life of the institution. With the merger of three libraries, data from this study has been and continues to be used to make informed decisions about the provision of reference services in a new, integrated library environment.

The COVID-19 Pandemic was pronounced as public health emergency by the World Health Organization early in March 2020. This leads academic librarians showcase different faces in rendering library services in the new normal environment. The purpose of this study was to describe the emerging roles and challenges encountered among academic librarians working in the new normal. This study employed descriptive phenomenological research design. Eleven (11) licensed academic librarians in an accredited higher education institution participated using Key Informant Interview (KII). The data were analyzed using Colaizzi’s method. The result shows that academic librarians emerging roles in this new normal environment are online programs/services administrators, research support/instructional partners, and enforcers of health and safety measures. Academic librarians encountered problems in accessibility, demands for ICT Skills in rendering online library services, difficulties on the new normal library operations, and the users' demands. The forms of support needed from fellow academic librarians and the academe, in general, are the Need for Budget Allocation, Administrators Moral Support, Support for Professional Developments, and Cooperations and Teamworks of their colleague. Ultimately, academic librarians strive to develop a sense of flexibility and enhance their adaptability to the changes due to the Pandemic. The different faces of academic librarians are labeled as reflections of what kind of an academic library an accredited higher education institution has.

Plagiarism is malpractice, the fabrication of others’ “ideas or work” published without the proper permission or citation of the original contributors. Plagiarism is detected through different software, i.e., Turnitin, before publishing any research data. The present survey study assesses whether academicians, researchers, and scholars around the world perceive this software as a creator or destroyer of new thoughts and ideas. A survey of this research data was conducted with academicians, researchers, and scholars around the globe. The number of respondents is 1100, including 688 teaching professionals, 347 non-teaching, and 65 others. The present study finds that 82.7 per cent of research professionals mentioned that plagiarism could be appropriately citable. 76.7 per cent suggested that plagiarism can be completely avoidable, and 72.4 per cent has been proposed to be punishable. The study also described that plagiarism software is a good, efficient, and effective creator for new ideas.

Teaching role of library staff is studied as established in the national and international professional frameworks and guidelines (CCB, REBIUN, ECIA, ALA, ACRL, IFLA), as well as the main aspects dealt with in professional literature. The specialized and academic publications analyzed deal with aspects such as the evolution of the concept; the identity, status and perception of library staff as teachers; the main responsibilities that are assumed and the need for an adequate initial and lifelong education in pedagogical theories and practices. It is concluded that professional reference frameworks are clearly established and that there is a growing international bibliography that facilitates access to research results and documented reflection on the matter. However, there are notable differences in terms of the perception and status of the teaching librarian between the Anglo-Saxon and Spanish spheres, caused both by the different institutional arrangements and by the historical trajectory of the profession in different contexts. This fact, far from assuming an obstacle, it could be understood as an incentive to value this professional facet, as an opportunity to make visible the richness of library work, on which the design of the training activities that are taught from the libraries is based.

This paper aims to provide an overall framework of how the new publishing model, namely open access, affects scholarly communication and scholarly publishing and investigate the challenges and ethical issues. The examination will focus on technological changes closely related to the topic, defining concepts such as scholarly communication and open access, and evaluating the emerging debates regarding the new publishing model, focusing exclusively on its two main paths. This paper also considers the role of academic and other research organisations’ librarians in this regard; in short, for readability employed as ‘librarians’; also, how they might effectively support this endeavour.

Why can’t librarians “Just Say No”? To answer this question, we look at workplace refusal through the fine arts, literature, and popular culture to construct a genealogy of workplace refusal. In it, we also begin to trace a lineage of crisis narrative critique alongside the library profession’s inheritance of vocational awe. We explore the librarian’s role and voice through the lens of both popular culture and academic publications. In our companion multimedia, hypertextual Scalar project also titled A Genealogy of Refusal: Walking Away from Crisis and Scarcity Narratives, we contextualize strategies of refusal in libraries through critical response to and annotations of film clips and illustrations. We examine gender differences in portrayals of workplace refusal. We laugh when in Parks and Recreation a stereotypical librarian ignores a stripper but warns noisy patrons: “Shh—This is a library!” We are horrified when aspiring librarians in Morgenstern’s Starless Sea, hands tied behind their backs, have their tongues torn from their mouths. Elinguation as a job prerequisite? No, thanks. The implications of saying “No” are many. We explicate ways librarians are made vulnerable by crisis narratives and constructed scarcity. We advocate for asset framing and developing fluencies in hearing and saying “No.” Looking forward, how long will it take librarians to reclaim “Yes” in a way that works for us?, Pourquoi les bibliothécaires ne peuvent pas être en « refus global » ? Pour répondre à cette question, nous examinons le refus en milieu de travail à travers les beaux-arts, la littérature et la culture populaire pour construire une généalogie du refus en milieu de travail. Dans ce geste, nous entamons également la tracée d'une généalogie de critiques narratives de crise aux côtés de l'héritage de la révérence vocationnelle (vocational awe) du métier de bibliothécaire. Nous explorons les rôles et la voix des bibliothécaires à travers le prisme de la culture populaire et des publications universitaires. Dans le projet Scalar hypertextuel et multimédia qui accompagne ce texte (également intitulé A Genealogy of Refusal: Walking Away from Crisis and Scarcity Narratives (Une généalogie du refus : abandonner des récits de crise et de rareté), nous contextualisons les stratégies de refus dans les bibliothèques à travers une réponse critique et des annotations de clips de films et d'illustrations. Nous analysons les différences genrées dans les représentations du refus en milieu de travail. On rigole quand dans Parcs et Loisirs une bibliothécaire stéréotypée ignore une strip-teaseuse mais réprimande les usagèr.e.s bruyant.e.s : « Chut !!!! - On est dans une bibliothèque ! » Nous sommes horrifiées lorsque dans La Mer sans étoiles de Morgenstern des bibliothécaires en herbe se font attacher les mains derrière le dos et arracher la langue. L'élinguation comme exigence professionnelle ? Non, merci. Les conséquences du refus sont nombreuses. Nous justifions comment les bibliothécaires sont rendu.e.s vulnérables par les récits de crise et la rareté calculée. Nous défendons la reconnaissance des acquis et le développement de l'aisance à entendre et exprimer le refus. Dans l'avenir, combien de temps faudra-t-il aux bibliothécaires pour réclamer un « oui » qui nous serve ?

This project focuses on supporting librarians to meet the increasing needs of researchers (students/faculty) for support and guidance during all stages of the review process. It supports and supplements an already existing literature search service. This project additionally integrates a new approach to a team-based systematic review service model to demonstrate that all librarians can provide educational support for systematic reviews regardless of their experience or mastery of systematic reviews. The model also allows for those with the most advanced training or mastery of systematic reviews to serve as a team leader/mentor, spend more time on the literature search service and continue staying up to date on current trends related to systematic reviews. Note: I am no longer employed at Temple University Libraries. Please contact me via my website. For more information visit: www.systematicreviewlibrarian.com and subscribe to my newsletter for the latest updates. This project is licensed with a Creative Commons CC-BY-SA-NC license. Attribution for the use of or any derivatives of all works contained here must be granted. These materials can't be sold or used for commercial use. Derivatives must contain the same license.

As a result of the growing impact of information and communication technologies (ICT) on many parts of life, including education, library and information science (LIS) education has been forced to incorporate e-learning into its curriculum. Due to advancements in ICTs, the curriculum of LIS schools around the world has certainly changed drastically in the recent few years. Blended learning is becoming more popular as a result of advancements in and widespread use of information and communication technology (ICT) in education, as well as the present generation of technology-savvy students in higher education institutions. It has been found to be useful in boosting educational facilities' teaching and learning processes. The article looked at how to use technology to improve teaching and learning in LIS education and training, as well as questioning the purpose of current teaching and learning approaches. The solutions needed to make blended learning methodologies more accessible, particularly in LIS education, are also explored. In addition, the paper looked at practical approaches to ensuring a beneficial blended learning experience for students, as well as the roles academic librarians play in the ever-evolving sophisticated learning environment, pointing out that insufficient funds, unskilled manpower, and librarian resistance to change are some of the challenges that can stymie effective blended learning implementation. Finally, academic librarians should be intentional in their skill acquisition so that they can play significant and vital roles in the complex learning environment that is constantly growing.

This is a two-year National Leadership Grant for Libraries Demonstration Project to facilitate a multi-university study of faculty data management plans (DMPs). The primary outputs of this project will be an analytic rubric to standardize the review of data management plans as a means to inform targeted expansion or development of research data services at academic libraries; and a study utilizing the rubric that presents the results of data management plan analyses at five universities. This project was made possible in part by the Institute of Museum and Library Services grant number LG-07-13-0328. Until we migrate all of the content from the DART web site, more information (papers, presentations, etc.) can be found: http://dmpresearch.library.oregonstate.edu/

Course materials

While a small number of studies have investigated salary negotiation in librarianship, none have focused on Canadian academic libraries. What are the motivations and barriers that impact employment-offer negotiation? When Canadian librarians negotiate, what subjects are discussed, and do they feel they were successful? This preliminary report is a descriptive summary on the results of a survey we conducted to explore the negotiation propensity and perceptions of Canadian academic librarians when presented with their most recent offer of employment. A better understanding of this topic may encourage negotiation conversations and empower librarians in future employment offer negotiations to improve salaries and working conditions., Bien qu’un petit nombre d'études aient porté sur la négociation salariale dans le domaine de la bibliothéconomie, aucune n'a porté sur les bibliothèques universitaires canadiennes. Quels sont les motivations et les obstacles qui influent sur la négociation des offres d'emploi? Lorsque les bibliothécaires canadiens négocient, quels sont les sujets abordés, et ont-ils le sentiment d’avoir réussi? Ce rapport préliminaire est un résumé descriptif des résultats d’une enquête que nous avons menée pour explorer la propension à la négociation et les perceptions des bibliothécaires universitaires canadiens lorsqu’on leur présente leur plus récente offre d’emploi. Une meilleure compréhension de ce sujet peut encourager les conversations de négociation et habiliter les bibliothécaires dans les futures négociations d’offres d'emploi pour améliorer les salaires et les conditions de travail.

The subject of this study is thenew role of an academic librarian who, as a web integrator cooperates with various experts in order to optimize the library’s online information services by means of a range of technologies provided by the web environment. The purpose of this study is to prove, that a librarian can act as a web integrator. In order to realize thisgoal, a case study was conducted, focusing on the role of the author, who is also a librarian at the Department of Information of the Nicolaus Copernicus University Library in Toruń in the field of integration of web technologies. The analyses have confirmed the view that the studied librarian performs the role of a web integrator. This study has allowed toput forward another hypothesis, according to which the role of a web integrator is a new one among academic librarians who deal with informatization and optimizationnetworking services available online.

Commonly used to indicate a new trend or that something has become suddenly fashionable (Collins English Dictionary, n.d.), the use of phrase ‘the new black’ in this essay’s title, ‘Data curation is the new black’ intentionally implies the growing trend that data curation has become over the last 10 years, particularly in research and in academic libraries. Rice and Southall confirm that “a number of recent reports have highlighted the need for librarians to be involved with data” and that “the Association of College and Research Libraries identified data curation as a top trend” in 2012 (2016, p.156-7). Data curation is seen as “a necessary response to the increased interest in identifying, preserving, and sharing research data by funders, institutions, publishers, and most importantly researchers” (Rice and Southall, 2016, p.31). This essay explores how researchers’ growing needs for data curation services are changing the role of academic libraries. This is conducted through a brief review and analysis of the following library data studies which respectively center library staff’s, researchers’, and national perspectives on the impact data curation services have had on academic libraries: o Research data management and libraries: Current activities and future priorities (Cox and Pinfield, 2014) o How Important is Data Curation? Gaps and Opportunities for Academic Libraries (Johnston et al., 2018) o Academic libraries' role in Research Data Management Services: a South African perspective (Chiware and Mathe, 2015) This essay defines data curation, digital curation, and research data management – terms that will be considered synonyms for the purpose of this essay – to set a foundation of understanding. Then after the studies’ review, this essay looks ahead at the changing and emerging role of academic libraries with further viewpoints from additional literature.

This research study measures the frequency of relational activity (e.g. mutual empowerment, empathy, community building) in Canadian academic job postings, to add to relational-cultural theory in academic library discourse

Rad analizira vidljivost visokoškolskih knjižnica kroz aspekt suradnje visokoškolskih knjižničara sa studentima i znanstveno-nastavnim osobljem. Približavanje knjižničnih službi i usluga zajednici u kojoj djeluju uvelike ovisi o angažiranosti i zauzimanju visokoškolskih knjižničara koji pridonose uspostavljanju slike suvremene knjižnice kao mjesta znanja, kvalitetnih usluga i aktivnosti. Teorijski dio rada daje pregled tema bitnih za ostvarenje što veće vidljivosti visokoškolske knjižnice. Kao preduvjet tome, u početku rada je ponuđena definicija visokoškolske knjižnice i drugih srodnih knjižnica. Uz to, misija, poslanje i zadaće visokoškolske knjižnice, kao knjižnice u sastavu, moraju odražavati i podupirati rad matične ustanove čime dodatno podižu vidljivost u zajednici. Važan doprinos ovoga istraživanja ukazuje i na potencijal suradnje knjižničara i znanstveno-nastavnog osoblja. S obzirom da su ispitani knjižničari naglasili potrebu za kvalitetnijom međusobnom komunikacijom u dijelu međusobne stručne suradnje, otvara se i mogućnost daljnje analize koja bi tu suradnju iznjedrila na konkretnoj razini, a u svrhu promicanja kvalitetnijega studija, studentskoga zadovoljstva i relevantnosti samih knjižničara u znanstvenome i nastavnome kontekstu. Naposljetku se ovim radom zaokružuje važnost i mogućnosti primjene novih tehnologija u radu knjižnice i knjižničara kako bi isti (p)ostali relevantni čimbenici u prijenosu i stvaranju znanja i u suvremenome društvu koje je sve više tehnološki određeno. This paper analyzes the academic libraries visibility through the aspect of cooperation of academic librarians with students and scientific-teaching staff.. Bringing library services and services closer to the community in which they operate largely depends on the engagement and commitment of higher education librarians who contribute to establishing the image of a modern library as a place of knowledge, quality services and activities. The theoretical part of the paper provides an overview of topics important for achieving greater visibility of the academic library. As a prerequisite for this, a definition of a academic library and other related libraries is offered at the beginning of the paper. In addition, the mission and tasks of the academic library, as a constituent library, must reflect and support the work of the home institution, thus further raising visibility in the community. An important contribution of this research also indicates the potential for cooperation between librarians and scientific-teaching staff. Since the surveyed librarians emphasized the need for better mutual communication in the area of mutual professional cooperation, the possibility of further analysis that would generate this cooperation at a specific level, in order to promote better study, student satisfaction and relevance of librarians in the scientific and teaching context. .

Why can’t librarians “Just Say No”? To answer this question, we look at workplace refusal through the fine arts, literature, and popular culture to construct a genealogy of workplace refusal. In it, we also begin to trace a lineage of crisis narrative critique alongside the library profession’s inheritance of vocational awe. We explore the librarian’s role and voice through the lens of both popular culture and academic publications. In our companion multimedia, hypertextual Scalar project also titled A Genealogy of Refusal: Walking Away from Crisis and Scarcity Narratives, we contextualize strategies of refusal in libraries through critical response to and annotations of film clips and illustrations. We examine gender differences in portrayals of workplace refusal. We laugh when in Parks and Recreation a stereotypical librarian ignores a stripper but warns noisy patrons: “Shh—This is a library!” We are horrified when aspiring librarians in Morgenstern’s Starless Sea, hands tied behind their backs, have their tongues torn from their mouths. Elinguation as a job prerequisite? No, thanks. The implications of saying “No” are many. We explicate ways librarians are made vulnerable by crisis narratives and constructed scarcity. We advocate for asset framing and developing fluencies in hearing and saying “No.” Looking forward, how long will it take librarians to reclaim “Yes” in a way that works for us?

Tema diplomskog rada je podrška suvremenih visokoškolskih knjižnica elektroničkom učenju. S obzirom na sve veću važnost informacijsko-komunikacijske tehnologije u visokoškolskom sustavu obrazovanja, rad nastoji istaknuti različite načine kojima visokoškolske knjižnice kao institucije u sastavu fakulteta, visokih škola ili sveučilišta pružaju podršku visokoškolskom obrazovanju putem elektroničkih izvora informacija i elektroničkih knjižničnih usluga. Rad stoga povezuje izvore i usluge visokoškolskih knjižnica s elektroničkim učenjem te opisuje konkretne izvore i usluge pomoću kojih visokoškolske knjižnice sudjeluju u provođenju nastave na daljinu. Diplomski rad uključuje anketno istraživanje korištenja elektroničkih izvora informacija i elektroničkih usluga Knjižnice Filozofskog fakulteta u Zagrebu te ostalih internetskih izvora za potrebe studiranja. Istraživanjem se propituje i analizira korištenje elektroničkih izvora informacija i elektroničkih knjižničnih usluga u svrhu elektroničkog učenja i provođenja nastave na daljinu na Filozofskom fakultetu u Zagrebu. The topic of the thesis is the support of modern academic libraries in e-learning. Given the growing importance of information and communication technology in the higher education system, the paper seeks to highlight the different ways in which academic libraries as institutions within colleges or universities provide support to higher education through electronic resources and online library services. The paper, therefore, connects the electronic resources and online services of academic libraries with e-learning and describes the specific electronic resources and online services through which academic libraries participate in the implementation of distance education. The thesis includes a survey of the use of electronic resources and online services of the Library of the Faculty of Humanities and Social Sciences in Zagreb and other Internet sources for study purposes. The research examines and analyzes the use of electronic resources and online library services for e-learning and distance education at the Faculty of Humanities and Social Sciences in Zagreb.

Using a lingua franca for scholarly communication offers some advantages, but it also limits research diversity, and there is a growing movement to encourage publication in other languages. Both approaches require scholars to access material through other languages, and more people are turning to machine translation to help with this task. Machine translation has improved considerably in recent years with the introduction of artificial intelligence techniques such as machine learning; however, it is far from perfect and users who are not trained as professional translators need to improve their machine translation literacy to use this technology effectively. Machine translation literacy is less about acquiring techno-procedural skills and more about developing cognitive competences. In this way, machine translation literacy aligns with the overall direction of the Association of College & Research Libraries’ (2015) Framework for Information Literacy for Higher Education, which encourages a conceptual, rather than a skills-based, approach. This case study presents a pilot project in which machine translation literacy instruction was incorporated into a broader program of information literacy and delivered to first-year students—both Anglophone and non-Anglophone—at a Canadian university. Students were surveyed and, overall, they found the machine translation literacy module to be valuable and recommended that similar instruction be made available to all students. Academic librarians are well positioned to participate in the delivery of machine translation literacy instruction as part of a broader information literacy program, and in so doing, they can promote linguistic diversity and better enable students and researchers from all regions to participate in scholarly conversations.

The need to equip society with information literacy (IL) has become essential, as evidenced by the 2016 and 2020 U.S. elections, COVID 19 pandemic, and QAnon. A deficiency in information provenance and credibility, combined with internet users’ poor information-seeking habits, has fostered the perfect environment for misinformation. In this atmosphere, higher education institutions (HEIs) must take the lead in developing a citizenry with the necessary IL skills to make informed judgments. The need to impart IL is even more crucial among the underserved student population (i.e., low-income, first-generation college students, and students of colour) who suffer from a deficiency in IL, because of the digital divide, when arriving at HEIs. The problem of practice (PoP) addressed here concerns the impact of Golden State Academy – Valley (GSA-V) not implementing an academic librarian (AL) taught IL credit-bearing course, crucial for its large underserved student population. GSA-V continues to underutilize its AL concerning the development of such courses, despite their expertise in IL and the literature demonstrating the positive impact on academic success. As a proponent of the critical paradigm, I envision this PoP as an opportunity for empowering marginalized voices. Using Kotter’s eight-stage process, combined with distributed and servant leadership principles, this Organizational Improvement Plan (OIP) proposes the development of an experimental AL-taught IL credit-bearing course. The aim is to utilize this course as an entryway for improving AL instructional roles and developing the IL skills of GSA-V’s underserved student population. The hope is that the experimental course can act as a catalyst for creating a general education IL requirement, thereby significantly increasing the reach and impact of such instruction.

This study examines the perceptions of academic librarian research at six Canadian prairie-province universities. An understanding of how librarian research is viewed and valued at academic institutions can lay the groundwork to improve the state of librarian research in the future. Surveys were sent to librarians and non-librarian faculty in the humanities, sciences, and social sciences at these universities to gather information about how both groups perceive academic librarian research. Thirty librarians and 30 non-librarian faculty responded to the survey. In general, research was viewed as an important and positive aspect of librarianship, though one that was of secondary importance to service. Non-librarian faculty largely lacked awareness about librarian research, and librarians reported being unsupported in their research needs by their institutions. Librarian research collaboration with non-librarian faculty was of high interest to both groups of respondents. The results of this survey highlight the importance of research to academic librarianship while indicating that there is room for further improvement by raising the profile of librarian research outside of the library, fostering collaborative research projects, and providing librarians with the support necessary to engage in research activities.

Hip-Hop music, business, distribution, and culture exhibit highly-comparable trends in the scholarly communication and publication industry. This article discusses Hip-Hop artists and research authors as content creators, each operating within marketplaces still adjusting to digital, online connectivity. These discussions are intended for classroom use, where students may access their existing knowledge framework of popular media and apply it to a new understanding of the scholarly communication environment. Research instructors and librarians may discover new perspectives to familiar issues through conversations with students engaging with this material in a novel way.

Time is a site of power, one that enacts particular subjectivities and relationships. In the workplace, time enables and constrains performance, attitudes, and behaviors. In this qualitative research study, I examine the impact of the values and practices of new public management on academic librarians’ experiences of time when engaged in pink-collar public service (reference and information literacy) work. Data gathered during semi-structured interviews with twenty-four public service librarians in Canadian public research-intensive universities, members of the U15 Group, serve as a site of analysis for this study. Interview data were first analyzed using thematic analysis (Braun and Clarke 2006) within a constructionist framework. Sharma’s (2014) theory of power-chronography—time as power—was then used as an analytical framework. Findings suggest that, in keeping with research on the temporal experiences of faculty, academic librarians’ temporal labor is structured and controlled by the logics and institutional arrangements of new public management. Moreover, like their faculty counterparts, academic librarians experience temporal intensification and acceleration. However, as marginal educators and members of a feminized profession, librarians also encounter “recalibration” (Sharma 2014), the need to modify the tempo of their own labor to be “in time” with the dominant temporalities of faculty and students.

Open access publishing has been relatively slow to take hold in chemistry in comparison with other STEMM disciplines. Why is this? What are the benefits of open access publishing for chemists? What encourages them to publish as open access? What are the perceived barriers or disincentives to open access publishing? How has open access publishing affected the role of librarians in the way they support researchers, and how do they facilitate it at their institutions? How has the move towards doing open science influenced all of this? This presentation will explore, from an academic librarian's perspective, the impact that open access publishing has had on chemists and how this might change in the future.

In this exploratory paper we consolidate themes discussed in literature to highlight three principles of liaison librarianship: building relationships, anticipating and meeting needs, and drawing on specialized expertise. These principles capture how liaison librarians approach their professional activities and together comprise what we define as a liaison approach. Through stories of our own work as scholarly communication librarians, we explore how a liaison approach can extend beyond subject liaison models to be relevant for librarians in functional roles. In sharing our stories, we prompt academic librarians in a variety of roles to consider how the perspective of a liaison approach might be helpful in their work. We offer this perspective, too, as a new lens through which librarians and library administrators may view organizational restructures, so as to address challenges that may be reproduced or replicated when a library moves from subject liaison model to functional model.

Subject specialist positions in Science, Technology, Engineering and Mathematics (STEM) often emphasize an understanding of the subject as well as knowledge of librarianship. Masters of Library Science (MLS) students and newly graduated librarians without formal STEM backgrounds can find it difficult to gain the skills or experience desired for these positions. The authors are designing a certification program curriculum to supplement the formal MLS curriculum. The goal of the program is to better equip MLS students and new professionals with the skills to be a good STEM librarian. Students will gain practical knowledge of a range of science and engineering disciplines to better understand their working environment. To inform the development of the program, the authors performed an investigatory analysis of the skills necessary for success as subject specialists, with a review of the literature, analysis of job ads, and a survey of current STEM librarians' responsibilities and backgrounds. This analysis supports the position that a subject background is an asset for STEM librarians, providing the knowledge to enhance their performance, communicate more effectively with users, and broaden their choices in the job market. A STEM certification program for librarians can provide a unique and valuable continuing education experience in this area.

The presentation described the findings of a study on leadership development

PurposeThe purpose of this paper is to use spatial thinking (space-time) as a lens through which to examine the ways in which the socio-economic conditions and values of the post-Fordist academy work to diminish and even subsume the immaterial affective labour of librarians even as it serves to reproduce the academy.Design/methodology/approachThe research question informing this paper asks, In what ways does spatial thinking help us to better understand the immaterial, invisible and gendered labour of academic librarians' public service work in the context of the post-Fordist university? This question is explored using a conceptual approach and a review of recent library information science (LIS) literature that situates the academic library in the post-Fordist knowledge economy.FindingsThe findings suggest that the feminized and gendered immaterial labour of public service work in academic libraries – a form of reproductive labour – remains invisible and undervalued in the post-Fordist university, and that academic libraries function as a procreative, feminized spaces.Originality/valueSpatial thinking offers a corrective to the tendency in LIS to foreground time over space. It affords new insights into the spatial and temporal aspects of information work in the global neoliberal knowledge economy and suggests a new spatio-temporal imaginary of the post-Fordist academic library as a site of waged work.

As academic librarians’ instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years of experience in instruction held different beliefs about how their teaching identities had developed. She found that individuals' years of teaching experience impacted whether fellow librarians or those outside of librarianship influenced how they thought of themselves as educators. Moreover, academic librarians who had more experience indicated that changes in their job responsibilities impacted their instructional identities at greater rates than their less experienced counterparts. Understanding these influences can help library leaders to design, provide, and facilitate meaningful learning opportunities for instruction librarians.

This paper reports on the results of a three-region survey and complementary focus group discussions held amongst the AfREN community of regional research and education networks (RRENs) in the three main regions overseen by these RENs, i.e., West and Central, Eastern and Southern, and Northern Africa.&nbsp

Presentation aimed at researchers which offers a basic overview of the main areas of good data management. Covering the storage, care and sharing of data this session introduces novice researchers to data management practices in an accessible way and can serve as a signpost for more in-depth information.

Background: University students with visual impairments (VI) can have difficulties accessing the library’s collection. The growth in academic libraries’ electronic resources alongside developments in assistive software technology have given libraries the opportunity to make their material more accessible for visually impaired students, but previous research shows that equality of access has not been achieved. Aim: This study aims find out the ways in which libraries are trying to make their resources more accessible for students with VI, focusing on the role of librarians in this process. It intends to find examples of good practice that can be shared with other practitioners. Method: A questionnaire was sent to an email list for library professionals concerned with library access issues. Twenty-nine responses were received and eight of the respondents took part in semi-structured interviews. All interview participants were librarians working in university library settings. Results: The research showed that efforts were being made to create a library collection that students with VI could access independently. In spite of this, visually impaired students often required extra support and adjustments to access the library’s digital and print materials. Librarians had found their own methods to develop this provision and many also relied on the shared resources that were available. Conclusions: Although this is a small study and does not include the views of library users, it revealed some strategies that could be used by libraries to improve the services offered to students with VI. These may also be relevant to other print disabilities, such as dyslexia.

After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes. (VLID)5719560 Version of record

This chapter describes how the Penn Libraries began collecting Japanese- and Korean-language comics, focusing largely on manga from Japan aimed at engaging language students and instructors with Japanese library materials. These patrons are a non-traditional demographic typically not targeted by Japanese-language collecting in academic libraries. Penn’s initial approach to this collection has likewise been non-traditional, as we looked to fan and commercial portals for popular audiences to assess the pulse of contemporary publishing in Japan, rather than relying solely on library-facing resources such as WorldCat or publisher advertisements. We advocate for a holistic approach to collecting manga that embraces: dialogue with previously underserved patrons; surveys of varied online sources like marketplaces, fan websites, and social media; and active awareness of current, socially relevant topics in Japan. The methods we describe to identify, catalog, and provide bibliographic access to Japanese comic material in a library setting can be applied even in libraries that do not have staff with expertise in the language. We encourage other libraries to explore partnerships with institutions like the Penn Libraries in their communities or via interlibrary lending, who have the staff expertise and resources to develop more extensive Japanese-language manga collections. In turn, institutions such as ours have an opportunity to serve as leaders in collecting and making their collections available to the broader community.

The Research Support Ambassador Programme began life as an intensive in-house training initiative for library staff at Cambridge University. Running as a series of face-to-face workshops it offered participants a chance to learn about the core areas of research support and how this related to their everyday roles. Although popular, the Programme experienced issues with participant retention and accessibility with its format meaning that it was closed to a number of potential learners - hardly the correct approach for a Programme emphasising open research. A radical overhaul of the Programme was undertaken and in 2019 it was relaunched as an Open Educational Resource (OER). Created using a standard LibGuide template, the OER features both new and adapted content designed to appeal to a range of learners including interactive guides further reading and discususion points. This poster outlines the steps taken to thnnreinvent the Programme including challenges around translating content to an open format, adapting face-to-face content for online use and making it truly accessible. Demonstrating how these challenges have been overcome it offers suggestions for how librarians could adapt their own in-house programmes into OERs to meet changing learner needs.

Collaborating with faculty in other departments on campus can be one of the most rewarding and challenging types of research partnerships for the practitioner-researcher librarian. The challenges to such a partnership can take the form of different departmental and professional needs and goals and may include accounting for different academic schedules and finding areas of mutual interest. However, when those challenges are addressed, you can develop a strong, rewarding research partnership. The most obvious benefit to cross-disciplinary research is the ability to learn about and engage with disciplines beyond your own. A partnership, such as ours at the Colorado School of Mines between and instruction librarian and a teaching faculty member, gets the librarian out of the library and more actively involved in the needs and curriculum of the departments they serve on campus. Throughout the course of the partnership, you learn more about your partner's home discipline and develop a shared vocabulary of terms and concepts. Aspects of the process for developing such a partnership can be daunting to novice practitioner-researchers. In this chapter, we provide advice on finding, growing, and maintaining a research partnership. We also provide techniques and suggestions for navigating the challenges of cross-disciplinary research that we have found useful.

With global competition, sustainable development, and economic growth in mind, organisations are under constant pressure to change and stay apace. In the knowledge society where 21st century attributes are key, the ability to use information towards continuous learning and evolution in the workplace is imperative. Among other qualities, sound workplace literacy is a necessary attribute that students as prospective employees must attain. Student learning must be augmented with relevant experiences to develop a range of literacies related to creativity, innovation, communication, collaboration and the effective use of information in a world where technology evolves rapidly. Higher education needs a better understanding of industry requirements related to the literacies and attributes expected from graduates entering the market. Exploring industry related needs, aligning support and library services accordingly and improving inter-departmental collaboration within higher education will better prepare students for the demands in the challenging and fast-changing world of work. The paper reports on a literature review and the findings of a survey on required workplace literacies in a sector of the hospitality and tourism industry. It highlights the importance of more effective collaboration between academics and librarians in supporting the development of workplace literacy. To this aim a purposive selected target population in a leading South African hotel group was approached. Evidence abound that there is a gap between the level of workplace literacy support offered to students and the actual literacy needs reported by the target group. Based on the findings and extrapolating from recent research, a meta-literacy framework is offered in support of developing 21st century workplace literacies.

Information and communication technologies (ICTs) have greatly affected our professional and personal lives in a short time. One of the areas most affected by these technologies is education. The role of ICTs in learning is significant, and today, we can see virtual learning courses in many academic fields. On the other hand, one of the most important functions of academic libraries is supporting the educational programs. With the advances in ICTs, the structure, space, and services provided by academic libraries also changed and we have witnessed a great increase in electronic resources and services in libraries. Due to these changes, libraries managed to continue their support role even in virtual education programs. Since joining libraries, ICTs and education together can have significant effects on virtual learning, this study first investigates the marketing of library services and the role of academic libraries in virtual education programs, and later discusses various library services that can be helpful in virtual learning programs such as preparation and access to information sources, digital reference services, and teaching of information literacy. Finally, the most important skills for librarians in the virtual education environment are investigated.

Academic librarians and archivists occupy a unique role as researchers and as practitioners who support faculty and student researchers. However, the ways in which librarians and archivists think about research is largely unexamined, while faculty conceptions of research have been studied extensively. In this study, we analyzed drawings and interviews of 25 Canadian academic librarians and archivists and identified six conceptions of research: research is a shared, community experience; research leads to learning and growth; research is influenced by personal and professional experience; research is a process involving interrelated components; research involves refining and answering a question; research by librarians and archivists is not “real” research. Our analysis also shows that librarians and archivists experience research in much the same way as faculty researchers. These findings represent a new understanding of librarians and archivists as researchers, and are a contribution to the literature on conceptions of research more broadly. The six conceptions of research will help librarians and archivists think in new ways about their roles as researchers and as practitioners.

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world. Refereed/Peer-reviewed

In the book Redesigning America’s Community Colleges, the authors briefly noted the role that librarians might play in informing and supporting guided pathways reform. In this short essay, one of the book’s authors joins with a librarian to provide updated and revised thoughts on the role of librarians in guided pathways. First, the authors discuss the importance of embedding critical thinking into guided pathways curricula and librarians’ unique position to support that goal. Then they discuss various models by which colleges might leverage librarians’ expertise and which models seem more or less compatible with the guided pathways framework.

Short review with episode highlights of the New York Times Music Popcast podcast. Written specifically for librarians with an interest in the similarities/disparities between popular digital media content models and scholarly digital media. This includes a short overview of the podcast, its general relation to scholarly communication, a highlight of seven episodes that relate to copyright, archiving, peer-review, vertical integration, metrics, open repositories, and piracy. (1574 words)

This chapter details the development of the Penn Libraries’ Japanese Naval Collection, from its inception in a student’s scrapbook discovery to the iterative process of searching for and purchasing Imperial Japanese Navy Training Fleet materials and related items. It also encompasses promotion of the collection online by making digital facsimiles available and posting about its context and import on social media. Des Jardin and Williams re-envision the acquisitions, cataloging, digitization, and promotion process as the result of a network of individuals (both inside and outside the library) collaborating toward a shared vision of special collections. They integrate processes rather than functioning as a unidirectional assembly line in which component parts can be be passed down a pipeline. Through a network of individuals who share their complementary but unique skills and knowledge, formerly compartmentalized area studies materials can be more cohesively unified into a global collection and enhance the value of the library’s distinctive special and research collections in an increasingly international context.

Questionnaire provided as an annex; International audience; While open access (OA) has become a significant part of scientific communication and academic publishing, qualification issues have been out of focus in the OA community until recent years. Based on findings about the qualification for OA within university-based programs in France and Germany the authors surveyed continuing professional education activities regarding OA in both countries in the years 2012-2015. The results indicate that there are different types of events qualifying for OA and reveal a lack of coherent concepts for different target groups. Until now traditional presentation formats have been dominant. Formats for distance learning, like MOOCs or webinars, might serve different needs and interests.

This pilot study explores the current situation and inter-relationship between criteria for effective authentic personal branding and authentic personal branding strategies with weight on years of working experience among 45 academic librarians in Universiti Sains Malaysia (USM). It focuses on the academic librarians’ (a) reputation in a university, (b) responsibilities to library users and library services, and (c) their relationship with library users. The result of running the Kendalls Tau B Correlation Coefficients revealed nine findings. These include: (i) authenticity, authority and persistence are the dominant criteria for effective authentic personal branding; (ii) visibility is the dominant criteria for effective authentic personal branding; (iii) distinctiveness is the dominant criteria for effective authentic personal branding related to academic librarians’ relationship with library users; (iv) persistence is the only criteria for effective authentic personal branding related academic librarians’ reputation in USM that have moderate correlation with all authentic personal branding strategies; (v) performance is the only criteria for effective authentic personal branding related academic librarians’ responsibilities to library users and library services that have moderate correlation with all authentic personal branding strategies except personal brand strategy; (vi) goodwill, visibility and authority are the three criteria for effective authentic personal branding related to academic librarians’ relationship with library users that have moderate correlation with all authentic personal branding strategies, whereas the other criteria have weak correlation; (vii) personal mission and personal key roles are the two stages in authentic personal branding strategies; (viii) personal brand statement and personal brand identity are the two stages in authentic personal branding strategies; and finally (ix) personal brand identity have strong correlation with all authentic personal branding strategies. This study can help Malaysian librarians to create a new tune of modern day needs for the librarianship profession and upgrade their personal professionalism.

The wave of changes triggered by the evolving technology has determined a major transformation for libraries in terms of their role in society and the community of users and the role of the librarian began to be reconsidered, recording an expansion into areas once reserved for specialists from other fields. Both the institutional learning ability and the employees' individual learning ability is essential at this moment in the world of informational structures. In this context, the article provides the results of a study conducted at the level of directors of academic libraries in Romania regarding the role that they believe academic librarians should play currently, their training needs, the skills needed in the digital environment, the future directions of library and information science as well as the challenges that academic libraries in Romania will have to face during the following period.

Many studies have attempted to measure the workplace morale of academic librarians through related variables such as job satisfaction. Other studies have taken a qualitative or phenomenological approach to understanding workplace morale. This exploratory study has two objectives: (1) to quantitatively measure the workplace morale of academic librarians to set an initial baseline measure for future research and (2) to analyze the variables that impact academic librarian morale with an emphasis on the variables that academic library supervisors directly influence. Findings suggest the workplace morale of academic librarians is predicted by several variables within a supervisor's influence including feedback, work autonomy, and supervisor qualities such as communication, transparency, and empowering subordinates. Outside of a small negative relationship to age and work experience, demographics were largely found to not be a predictor of workplace morale. This study also evaluated workplace morale as a predictor of turnover intention in academic librarians. There was a strong statistically significant negative correlation between workplace morale and the turnover intention of academic librarians.

The purpose of this study is to understand, compare, and contrast professional experiences, perceptions, and beliefs among personnel in academic libraries in the USA and in Germany, which may inform future library and librarian collaborations between the two countries. Notable findings include differences in: respondents’ professional backgrounds; services offered by, and perceived adequacy and support of, respondents’ libraries; and views of the library profession and its future.