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This paper explores legal considerations for how libraries in Canada can lend digital copies of books. It is an adaptation of A Whitepaper on Controlled Digital Lending of Library Books by David R. Hansen and Kyle K. Courtney, and draws heavily on this source in its content, with the permission of the authors. Our paper considers the legal and policy rationales for the process--"controlled digital lending"--in Canada, as well as a variety of risk factors and practical considerations that can guide libraries seeking to implement such lending, with the intention of helping Canadian libraries to explore controlled digital lending in our own Canadian legal and policy context. Our goal is to help libraries and their lawyers become better informed about controlled digital lending as an approach, offer the basis of the legal rationale for its use in Canada, and suggest situations in which this rationale might be strongest. [ABSTRACT FROM AUTHOR]

This paper explores the design and initial implementation of online training modules for Universal Design for Learning in the context of academic libraries. Academic libraries are shifting away from the provision of resources and toward actively providing instruction and engaging with learners. The COVID-19 pandemic saw a quick transition from many in-person resources to virtual resources. Ensuring librarians are equipped to support learners in this manner is crucial. The goal of this paper was to determine how best to assist academic librarians with developing effective online resources. To achieve this goal, we conducted interviews with academic librarians. After consulting the literature and collecting information from academic librarians, we identified four key concepts for providing valuable instruction and designing material. The four themes included making content accessible, usable, meaningful, and reliable. We then developed four online training modules using Articulate Rise. The modules provide a foundation for aiding academic librarians with their teaching practice and engaging with a broad range of learners. These modules quickly demonstrated their value in the library context, and future testing, assessing, and iterating will enable their continuous improvement via institutional and cross-institutional collaboration. [ABSTRACT FROM AUTHOR]

Five academic librarians from libraries that represent the Canadian Academic Research Libraries (CARL) were invited to share their experiences as racialized librarians. In 2021, CARL hosted an Inclusion Perspectives Webinar Series, organized by CARL's Equity, Diversity, and Inclusion Working Group (EDIWG), and the contents of this paper are presentations by these librarians who were invited to speak on systems, structures, and policies needed to dismantle racism; practical strategies to attract and retain racialized library employees; accreditation issues; and advice for what Canadian library leaders can start doing immediately. [ABSTRACT FROM AUTHOR]

Having the policies and procedures for individuals to easily move into and out of term-limited, administrative positions supports a holistic view of an academic career path. While this is normative for our academic colleagues, it is less common for academic librarians. Typically, librarians in administrative positions (chief librarians for example) either stay in those roles, seek other similar roles, or retire from those roles. Returning to the ranks is surprisingly rare and not well- enabled through transparent processes. This paper explores the experiences of four chief librarians who returned to the ranks following term appointments. It examines the resultant issues and makes recommendations on how to improve the situation. The conclusions offer advice for universities, libraries, and librarian administrators. This paper is based on a presentation to the annual conference of the Canadian Association of Professional Academic Librarians, Brock University, May 25-26, 2014. [ABSTRACT FROM AUTHOR]

This paper reports the results of a national survey of Canadian research university librarians conducted by the author in 2006. The study deals with the motivation of librarians to engage in scholarly activities, the requirement for scholarship by librarians at Canadian research universities, the perceived importance of scholarship as a criterion for promotion and tenure, levels and forms of participation in scholarship, and librarians' assessment of various types of support for scholarship. The study concluded that 13% of the sample population could be considered active scholars, and suggests that there may be a correlation between level of scholarly intensity and gender. The paper concludes with questions for further study. [ABSTRACT FROM AUTHOR]

Acquiring monographs -- print and electronic -- is a core function of an academic library. Adopting innovative methods to select and order monographs is a valuable means of demonstrating efficiency and organizational performance while focusing on timely delivery of materials to the patron community. The University of Ottawa has opted to transform the ordering process for firm orders with its principal vendor, YBP, in order to take advantage of new workflow capabilities offered by the vendor. This involved a reassessment of the division of roles between the Acquisitions service and the collection development librarians. It also involved change management practices and a refocusing on key tactical goals such as redefining workflows with a user-centered approach, exploiting technology to make our processes as streamlined and effective as possible, and working with the vendor for mutual advantage. Selectors were asked to place their orders in an Export Cart rather than a Select Cart, with no verification being undertaken by the Acquisitions staff before the orders were transmitted to the vendor. The direct ordering method allowed us to order monographs more quickly and ensure that no backlogs accumulate for orders placed with this vendor. Significant efficiencies were gained in the Acquisitions unit, allowing staff to focus on orders of greater complexity, namely electronic resources. Selectors needed to learn the new process and adjust their work routines accordingly. This paper is a case study of the rationale, implementation, and outcomes of our initiative. [ABSTRACT FROM AUTHOR]

The digital revolution changes the way we teach and learn. This paper introduces the concept of a hybrid course structure. It aims to show the benefits of blended learning and describes the course design used by the Bibliothèque Saint-Jean, University of Alberta. It is hoped this approach will assist other academic librarians in their choice of instructional models by presenting a rationale for combining onsite and online instruction, and by providing recommendations for the development and implementation of a course. [ABSTRACT FROM AUTHOR]

This paper addresses the need for academic librarians to teach and reach out to undergraduate engineering students in their own space -- engineering classrooms. The Science & Engineering Library team at the University of British Columbia (UBC) believes that teaching students the importance and relevance of using library resources in their first and second years of study will better prepare students to complete their assignments. Each year the Science & Engineering Library team presents to 850 first and second year students per term. In an investigation of our efforts, 20 more advanced, third and fourth year undergraduate engineering students were asked what informational tools and sources they used for their assignment in APSC 263 - Technology and Development: The Global Engineer. The results showed that 90% of the students in the study planned to use UBC library resources for their assignments. This positive result supports our belief that our commitment to providing extensive library instruction is creating a greater awareness of engineering librarians and the resources the library has to offer. [ABSTRACT FROM AUTHOR]