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Catherine Oliver (coliver@nmu.edu) is Metadata & Cataloging Services Librarian and Assistant Professor, Library and Instructional Support, Northern Michigan University.

Le but de cet institut est d'aider les particuliers comme les institutions a integrer la culture de l'information dans le programme des etudes. Projets de l'institut. Description du site Web

Les modeles de leadership partage dans les bibliotheques d'enseignement superieur et de recherche presentent trois caracteristiques : donner le pouvoir a quelqu'un, la comptabilite et le partenariat dans la prise de decision. Dans un tel modele, le personnel est mieux a meme de repondre aux besoins des utilisateurs

Examen des conclusions de ce rapport controverse sur les orientations a donner a l'enseignement en bibliotheconomie et science de l'information

Presentation des resultats de l'enquete menee par le College and University Personnel Association (CUPA), sur les salaires des bibliothecaires universitaires americains en 1986-1987

As part of a larger collections analysis study, this project outlines why a particular, underserved museum unit at the Smithsonian Institution is underutilizing the Smithsonian Libraries’ facilities and resources, and how the library can better support this unit’s unique research needs. Using a holistic methodology that weds quantitative and qualitative approaches, this study highlights the unit’s distinct research profile that includes the various logistical, emotional, and collection-related barriers that impede their usage of the Libraries. Findings from this study signal the utility of a holistic, user-centric methodology to gather pertinent data and facilitate ongoing, interpersonal dialogues between the Smithsonian Libraries and its diverse internal users.

The topic of using new media with young children (zero to five years old) in the library has been a focus of conversations in the field for several years. An Association for Library Service to Children (ALSC) survey, administered to children’s library staff from across the United States in 2014, provided a foundation for these conversations by revealing how library staff were using new media with young children and their families. The results of the survey, which revealed widespread inclusion of new media in library spaces, along with the innovative work of library staff and community needs, spurred profession-wide initiatives to apply research-based practices to how libraries support the literacy and media needs of families.

Differentes pratiques permettent aux bibliotheques de creer un systeme de relations publiques avec les corps constituants de leur environnement

Activite des bibliothecaires dans le cadre de l'aide a des etudiants appartenant a une minorite ethnique: programme APT (Africans Americans Partnering Talent). Formation de ces etudiants dans le domaine des sciences de l'information et des bibliotheques

Cette recompense a ete attribuee, lors du gala annuel des amis de la LSU(Louisiane State University) Library an AWIC(Animal Welfare Information Center) qui depend de la National Agricultural Library. Le role de ce centre-de relations publiques pour la protection des animaux- est redit a l'occasion de cette recompense.

In recent years, academic publishing has seen an explosion of works for librarians on information literacy instruction, yet surprisingly few book-length works have emerged presenting instructional design principles from within the field of library and information science (LIS). Melissa A. Wong, an adjunct instructor at the University of Illinois at Urbana-Champaign Graduate School of Library and Information Science, has sought to fill that gap with a well-organized and informative book presenting both the theoretical context and practical applications of learning theory to the design of library and information science courses. The book is targeted at librarians and information science professionals teaching graduate courses in library and information science; it is thus an important acquisition for those involved in LIS education. In addition, the explanations and descriptions of theories, best practices, and common challenges of teaching more generally, alongside numerous practical examples and helpful reading suggestions, make this book extremely valuable as an instructional design textbook or reference resource for graduate students or early-career instruction librarians. What is more, Instructional Design for LIS Professionals gives equal attention to the design of online and in-person instruction, which makes the text an important addition to the extant instructional design literature geared toward librarians, which has tended to focus more heavily on in-person modalities.

Presentation du projet LEADER: outil prototype de formation dans le domaine des sciences de l'information- cette formation devant etre integree au curriculum des etudiants de toute discipline (physique, ingenierie...)

Blackboard, comme d'autres progiciels de gestion des cours, donne aux bibliothecaires l'opportunite d'integrer la culture de l'information dans l'enseignement dispense a l'universite. Selon le niveau d'acces des participants, le logiciel permet de creer et d'ajouter du contenu aux cours sans connaitre l'HTML (HyperText Markup Language), de creer differents types d'evaluations et de faire communiquer etudiants et enseignants par courrier electronique, groupe de discussion ou classe virtuelle.

Comics and Critical Librarianship: Reframing the Narrative in Academic Libraries looks at comics librarianship in the context of critical librarianship. Piepmeier and Grimm describe critical librarianship as something that “comes from an intentional engagement with the political and social dimensions of libraries and librarianship, including ideas of neutrality, authorship and authority, and the histories of censorship and affirming cultural divides within our own professions” (4). The chapters held in this important book identify conversations in comics librarianship that are lacking when it comes to collection management and organization, outreach, instruction, how language and classification can affect how comics are seen in academia, and more. The authors contribute needed information to the conversation. This book is a timely and essential addition to academic library literature. The book is split into five distinct sections: the basics, collecting, organizing, teaching, and reaching.

A previous research conducted by White and Choemprayong in 2019 indicates that libraries in Thailand have encountered multidimensional challenges in contributing to global bibliographic and resource sharing networks. As libraries outside Thailand may have a strong influence on representation in the global bibliographic universe, this paper investigates how libraries outside of Thailand manage Thai collections, particularly acquisitions and cataloging. Adopting Merton’s Insiders/Outsiders doctrine as a contextual framework, this study applies an exploratory mixed-method approach using observation and interview methods.

In The Academic Teaching Librarian’s Handbook , Claire McGuinness, faculty in the School of Information and Communication Studies at the University College Dublin, offers comprehensive insights into different topics that are relevant to instruction librarians. These topics include the changing context of information literacy, social media and the rise of “fake news,” digital learning, and professional identity. The author also discusses the value of an articulated personal teaching philosophy, the importance of self-analysis and self-reflection, developing a teaching role as a new instruction librarian, and leadership and advocacy skills. McGuinness’ academic narrative style, set to small black font, is supported by a wide array of citations and data from reports and surveys. In addition, each topic offers “personal reflection points” along with figures and tables that highlight important details. The chapters conclude with exercises inviting readers to reflect on the content covered through different hypothetical scenarios.

Michael Stopel and a team of editors have crafted a unique celebration of faculty-librarian collaborations that highlights the relevance of the ACRL Framework for Information Literacy for Higher Education to all disciplines. This publication is a product of an AMICAL workshop developed to encourage faculty-librarian collaborations in the development of courses that integrated the ACRL Framework for Information Literacy. AMICAL is a consortium of 29 higher education institutions located in 22 countries across Europe, Africa, the Middle East, and Central and Southern Asia. They are accredited by American Agencies and are members of the Association of American International Colleges and Universities (AAICU). Workshop participants committed to codesigning their instruction and teaching the course the following year. The book offers a thoughtful selection of these codesigned instruction sessions that demonstrate the value and impact of librarian-faculty collaborations in information literacy instruction.

Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education by Yingyi Ma challenges the monolithic image of Chinese international students at US colleges. Ma, an Associate Professor of Sociology at Syracuse University, attained her bachelor’s degree in China and came to the United States as a fully funded graduate student. She contrasts her background with the new generation of Chinese students in the United States who are mostly self-funded and are more likely to be undergraduate students.

The Information Literacy Framework: Case Studies of Successful Implementation provides librarians with examples of how others have implemented and used ACRL’s Framework for Information Literacy in a variety of settings. The book is split into three sections: Preparing to Use the Framework , Case Studies of Instruction Using the Framework , and Educating for the Framework . Given the amount of uncertainty that librarians have expressed since ACRL introduced the Framework , this text should be useful to many. While the learning environments will differ, librarians should be inspired by the case studies to adapt the ideas to their own environments. Case studies come from a range of institutions including a private boarding (high) school, large state universities, community colleges, and large and small private universities. While the editors are current faculty at schools of Information or Information Science, practitioners author most of the chapters, with several Information Science faculty contributing to the section on educating for the Framework .

Libraries, Archives, and Museums Today: Insights from the Field aims to help students and working professionals in libraries, archives, and museums (LAMs) examine and solve the challenges faced in related professional disciplines through the shared experiences of institutional case studies. The book was written with a variety of readers in mind including archivists, librarians, museum professionals, graduate students, and staff employed in cultural heritage contexts. The authors have expertise in digital assets management, archives appraisal, and cultural heritage preservation management. They have also collaborated on a wide assortment of projects over the years with many of the institutions represented in this volume.

Graduate students are not a monolithic user population. A doctoral student in a faculty track has a very different trajectory from a master’s student in a professional track. Graduate education also varies widely by academic discipline. Variation is inevitable when the groups you serve span the full range of scholarly knowledge. The editors of Transforming Libraries to Serve Graduate Students acknowledge that there is a great deal of variation between graduate students.

This book is divided into five sections, beginning with an orientation to academic librarianship and ending with the search for one’s second professional position. The descriptive section titles tell the reader exactly what to expect from each part, and they deliver on their promises. Librarians or MLIS students short on time will benefit from the many “Try This” sections scattered throughout every chapter. These include short lists of action steps the reader can take.

The culture of an institution is often seen as an emergent property: something that arises naturally from the interactions of policies, processes, communications, and organizational behaviors. Robin Chin Roemer and Verletta Kern have embraced this idea as the editors of The Culture of Digital Scholarship in Academic Libraries, whose 10 chapters serve collectively as an extended reflective case study of the digital scholarship practices of the University of Washington (UW). The book brings readers into UW’s “shared institutional workspace” (xiv), generating a dialogue among the needs of the library’s user community, the evolving relationship between academic libraries and their parent organizations, and the volume’s 13 authors.

While many studies have been conducted under the auspices of calculating academic library value, there are no large-scale studies into the perceptions that college or university provosts have of library value, nor are there studies into how provosts prefer library value data to be communicated. This study addresses that gap through a national survey of public and private university provosts/chief academic officers, with attention to size of the institution, accrediting agency, and the status of librarians at the institution. An understanding of provosts’ perceptions of library value and preferences for communication aid library directors as they seek to leverage the findings of value studies for library advocacy.

Purpose: The present study explored tendencies of the world’s countries—at individual and scientific development levels—toward publishing in APC-funded open access journals. Design/Methodology/Approach: Using a bibliometric method, it studied OA and NOA articles issued in Springer and Elsevier’s APC journals‎ during 2007–2011. The data were gathered using a wide number of sources including Sherpa/Romeo, Springer Author-mapper, Science Direct, Google, and journals’ websites. Findings : The Netherlands, Norway, and Poland ranked highest in terms of their OA shares. This can be attributed to the financial resources allocated to publication in general, and publishing in OA journals in particular, by the countries. All developed countries and a large number of scientifically lagging and developing nations were found to publish OA articles in the APC journals. The OA papers have been exponentially growing across all the countries’ scientific groups annually. Although the advanced nations published the lion’s share of the OA-APC papers and exhibited the highest growth, the underdeveloped groups have been displaying high OA growth rates. Practical Implications: Given the reliance of the APC model on authors’ affluence and motivation, its affordability and sustainability have been challenged. This communication helps understand how countries at different scientific development and thus wealth levels contribute to the model. Originality/Value: This is the first study conducted at macro level clarifying countries’ contribution to the APC model—at individual and scientific-development levels—as the ultimate result of the interaction between authors’ willingness, the model affordability, and publishers and funding agencies’ support.

This paper presents assessment data from a first-year writing library partnership to examine the relationship between student source use and written synthesis. It finds that first-year students could locate peer-reviewed, scholarly sources but that these sources were poorly integrated in their arguments—if they were used at all. In contrast, it finds that students attempted to synthesize their in-class reading material, suggesting that students “tack on” outside sources. Ultimately, this paper argues that librarians may want to consider shifting their instructional focus from traditional one-shot sessions to other solutions recommended by the literature.

The topic of information literacy has become increasingly common in scholarship and discourse within the field of music librarianship, reflecting shifts in the library profession at large. Of course, music possesses unique challenges to information retrieval and literacy—challenges that are often not present in other disciplines—due to a long and complicated history of dissemination, publishing, and languages. These challenges are integral to access, discovery, and literacy, but they can be difficult to explain to patrons who do not possess formal backgrounds in music. Moreover, nonmusic specialists, such as librarians called upon to teach music instruction who have expertise outside of music, may grapple with the inherent obstacles present in music’s unique subject matter, formats, and printing practices.

Outreach and engagement is a key topic in academic libraries that is receiving an increased focus within the profession. While it may be difficult to decide which materials one should turn to first when delving into this subject, Successful Campus Outreach for Academic Libraries is an excellent collection of essays on the current scholarship and practice of academic library outreach. The ideas presented in its pages are not only inspiring; they can be easily adapted to fit a variety of academic settings. Nearly all chapters of this book detail collaborative outreach initiatives featuring partnerships with entities both on and off campus. There is a variety of topics covered, including planning and programming, as well as less obvious topics such as technology. Nearly all chapters incorporate essential details of implementation and assessment of the described programs. The practical information shared in each chapter will appeal to anyone charged with outreach efforts.

One challenge of discussing outreach is that it takes a different shape in every library, a reality that The Library Outreach Casebook represents through a spectrum of experiences, ideas, and approaches. Editors Ryan L. Sittler and Terra J. Rogerson have compiled 20 different case studies in outreach and marketing for libraries. They note in the introduction that the book is intended to serve as a companion to the forthcoming title The Library Outreach Cookbook by providing readers with a taste of the scope of outreach and marketing efforts going on at other libraries. Unfortunately, Sittler and Rogerson’s introduction misrepresents the true value of the volume they have assembled. Although they promise to “describe and address universal problems that all librarians face” and suggest taking an “all of the above” approach to the advice contained therein (vii), casebooks are inherently limited. The situations described are unique, and the solutions and innovations employed are likewise constricted in their applicability. Librarians will not walk away from this volume with clear-cut solutions or formulas to deploy. The programming, marketing, and project management systems described should not all be attempted by any one library. Even knowing this, it is easy to see how Rogerson and Sittler have created something of great value in this collection: a book where librarians can witness the critical thinking and problem solving of other libraries. The value of this work lies in its capacity to inspire similar ingenuity in its readers, who—facing an entirely different set of challenges at their own institution—are better prepared to brainstorm solutions and be more familiar with the tools available because they have heard the stories of others.

In Libraries & Gardens: Growing Together , Carrie Scott Banks and Cindy Mediavilla bring librarianship into conversation with gardening. While the histories of gardens and libraries are intertwined, there has not been much written about library gardens. Banks and Mediavilla’s book encourages us to look at how library gardens “extend and enhance the library’s role as an information center and community space” (x). Writing from public library backgrounds, Banks and Mediavilla focus on how library gardens can contribute to the inclusiveness and accessibility of libraries. The book gives a tour of various kinds of library gardens, including many academic and research library gardens. In discussing library gardens, Libraries & Gardens: Growing Together contributes to a broader conversation about libraries as multisensory, experiential places.

The Columbia and Cornell University Libraries’ partnership (2CUL) is now in its sixth year. Its composite acronym (2CUL), which condenses a doubling of the two participating libraries’ initial letters, summarizes its vision: a broad integration of library activities in many areas—including collection development, acquisitions and cataloging, e-resources and digital management, digital preservation, and reciprocal offsite use of collections. A key component in the partnership was the 2CUL Technical Services Integration, an initiative funded by a generous three-year grant from the Andrew W. Mellon Foundation, which ended on December 31, 2015. In this paper, the third in a series, the authors report on the final year of this grant-funded project and reflect on the results of the two institutions’ attempt to achieve deep, operational integration within technical services.1 In presenting an honest appraisal of the project’s challenges and vicissitudes, the authors hope that their experiences and insights will help other libraries plan their own collaborative ventures.

Social justice and critical information literacy have become a recognized part of academic librarianship; so far, much of the scholarship has focused on instruction services. This text extends these same practices and pedagogies to reference services. The preface begins to look at how social justice factors into reference work and makes an argument for supporting our most vulnerable patrons through reference work. The author of the preface sees reference as being able to support vulnerable people through positive affirming experiences with librarians. In the introduction, the editors recognize reference as a valuable service and the role that it can play in social justice and critical practice while preparing the reader for the chapters that follow. The editors of this text have collected chapters from a diverse group of librarians and academics that fit into three themes: history, practice, and praxis. Each section leads into the next with a short introduction from one of the editors, who links the chapters in the section together and explains what the reader should expect from the next section of the text.

The Charleston Library Conference is one of the most venerable annual gatherings in librarianship, and one of just a handful whose focus is primarily on issues revolving around collection development. This specific monograph, which is also available electronically in an open access format, is one of at least nine titles that comprise the series Charleston Insights in Library, Archival, and Information Sciences . This volume, as indicated by the title, focuses broadly on change within two areas—Acquisitions and Collection Services—about whose inner workings many public services librarians know little. Not surprisingly, the introduction to the text states explicitly that the primary audience of the text as “library directors, technical services managers, and managers handling acquisitions and collections” (xiii). While it is true that this work relies to some extent upon the reader’s a posteriori knowledge of the world often referred to collectively as Technical Services, and that it is also true that there are variations in quality from chapter to chapter, these case studies offer useful insights to both their intended audience and all those impacted by the critical work done there.

The research behaviors and library use of dance scholars are widely unknown, particularly in regard to issues of access to historical materials and new technology preferences. In the past thirty years, college and university dance departments in the United States have developed into independent, research-based programs. Despite the lack of current research examining the information needs of dance scholars, academic librarians must support the performance, research, and pedagogy of these programs. Interviews with dance faculty from three diverse institutions of higher education provide exploratory data about these scholars’ research needs. This qualitative study provides context for dance faculty experiences as both artists and teachers.

In 2015 the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education replaced the Information Literacy Competency Standards for Higher Education , the latter document being rescinded by ACRL. With the removal of the Standards from the ACRL website entirely, the decisive nature of this change has had profound effects on the teaching of information literacy in academic libraries. Gone were the Standards with their clear statements about what an information-literate student will be capable of accomplishing. In their place the Framework provided six now-familiar threshold concepts called “frames,” introducing new levels of flexibility and adaptability to information literacy education. However, the Framework does not recommend best practices or guidelines for teaching these frames. The utility of the information literacy frames clearly extends beyond the “walls” of the library to the classroom, where teaching faculty may find the concepts have a natural fit within their subject curriculum. What should be the nature of librarians’ collaborations with faculty? Dave Harmeyer and Janice J. Baskin’s book aims to provide practical assistance to librarians and classroom faculty in using the Framework to collaborate in teaching students to think conceptually about information literacy, as well as having the intellectual tools to learn new information literacy skills throughout their lives. The authors use their experiences as an academic librarian and a professor of English to describe how the Framework can be addressed from both library and classroom perspectives.

The purpose of Michelle Reale’s book is to “serve as a friendly and informative guide, which is not intended to be exhaustive but instead to start the journey toward reflection” (xiv). Reale is an associate professor at Arcadia University. She has published books on other topics including mentoring and managing students in academic libraries and embedded librarianship. In her recent publication, Reale acknowledges that there is an abundance of detailed books describing reflective practice; however, her work is unique because it is tailored specifically to college librarians. Reale’s book is a pragmatic, well-written and accessible addition to the literature on reflection. It will serve as a practical starting point for librarians who are interested in learning about and practicing reflection.

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Embedded librarianship has been around for a long time. It was considered a buzz word and began appearing in journals and conferences early in the 21st century, according to Kathy Drewes and Nadine Hoffman. Embedded librarianship became a way for librarians to provide research help and assistance to distance education students, as more library resources came online. Embedded librarianship has been an important service no more so than now in the new reality of the pandemic world.

As a new academic librarian trying to establish myself and build relationships, I’ve been forced to give a fair amount of thought to what kind of librarian I want, and need, to be. Like many academic librarians, I have been trying to find the balance between being available for our faculty—supporting their (and their students’) instruction needs and facilitating their research—and being a professional in my own right, advocating for myself and my expertise.Many articles about the faculty-librarian relationship focus on faculty perceptions of librarians (or vice versa) and on the need for collaborative relationships. These are important aspects of academic librarianship to address, but they don’t really speak to a significant contributing factor—librarians’ perceptions of themselves and their role.

Within the literature for library and information science (LIS) practitioners, there are a number of books published about information literacy and library instruction ranging from practical instruction cookbooks with activities and lesson plans, to books more focused on critical information literacy. Practitioners and students who are interested in reading about library instruction and teaching information literacy have many choices, but those who are new to the topic may not know where to start. Laura Saunders, an associate professor at the School of Library and Information Science at Simmons University, and Melissa A. Wong, an adjunct instructor at the University of Illinois at Urbana-Champaign, wrote Instruction in Libraries and Information Centers: An Introduction as an open access textbook that is designed to teach and prepare anyone interested in library instruction, particularly library school students taking coursework in this area. For those who feel shy or intimidated about learning theory, Sanders and Wong take great care in breaking down each theoretical concept and providing ample examples throughout the book. The authors include reflective exercises that allow readers to pause and reflect on the reading. They make learning theory much more accessible and digestible to students and those who are new to these concepts. Each chapter provides the key theories and cites foundational scholarship in education and LIS; so, if there are particular areas that one might want to learn more about, they can explore the further readings.

The academic library’s role in teaching and learning on campus is vital to institutional initiatives. Melissa N. Mallon drives this point home by addressing the role of the library instruction program and the instruction coordinator in nine skillfully crafted chapters. Each chapter highlights the library’s agenda for teaching and learning within the greater context of its institution. Partners in Teaching and Learning is the eighth title to be published in the Beta Phi Mu Scholars Series, which publishes titles that contribute significantly to library and information sciences. The book is written in a way that offers practical resources and strategies for a multitude of instruction programs.

This collection brings together research from the library and student affairs fields to present a thorough look at methods for increasing student success among populations with distinct needs and characteristics: international, transfer, first-generation, and re-entry students, with international and first-generation populations receiving the most attention. It is a welcome addition to the academic library literature. The theories of well-established student affairs scholars, such as George Kuh and Vincent Tinto, are highlighted in many chapters’ literature reviews and appear in the bibliographies of nearly all chapters. Familiarity with this literature is key in engaging outside units within the academy and building the kinds of partnerships suggested by many authors in this work. Common themes include robust partnerships with academic writing centers, collaborating with graduate programs to increase ESL students’ research and writing skills, and deliberately structuring assignments to aid student comprehension and skill development.

Using the practice of embedded librarianship, a professor from the Graduate School of Education and the Education Librarian at Rutgers, The State University of New Jersey collaborated to investigate its impact on the inherent transactional distance that exists in an online graduate course. Using Michael G. Moore’s three relational distances existing in the online environment—“teacher-student,” “student-student,” “student-course content”—the authors added two areas—”instructor-librarian” and “student-librarian”—that can close the transactional distance in online courses. Through course activities, structure, and access to the embedded librarian and specific library resources, students had increased opportunities for engagement, thereby reducing transactional distance.

One of the tenets of a book review is a discussion of how well the book meets the needs of its intended audience, and, as far as target audience goes, this book was written for me. I teach a foundations course in a school of information and it is the likes of me that need to adopt this as our textbook as the final step in the production-consumption cycle. And so, it is in light of my needs that I set out to examine Richard E. Rubin and Rachel G. Rubin’s Foundations of Library and Information Science. The two questions I asked myself throughout were: Do I agree with the authors on what the foundations of the field are, and does their treatment of topics satisfy my teaching needs?

The University of Wyoming (UW) Libraries received two grants to provide African American poetry programming in the spring and summer of 2020, one from the Library of America’s Lift Every Voice project and one from the Wyoming Humanities Council Spark Grant. As part of the grants, the library partnered with Albany County Public Library and the Laramie High School to create a slate of programs celebrating African American poetry and music that would appeal to all generations. The initial programming was intended to be a series of month-long face-to-face events with a balance of programming types: lectures, poetry readings, poetry slams, children’s programming, and panel discussions. The fact that multiple people worked together to plan the programming enriched the series and was extremely helpful when we realized that we would have to pivot to a virtual program series because of the coronavirus pandemic. This article will discuss how we turned a face-to-face program series into remote programming in a very short timeframe.

In Get the Job: Academic Library Hiring for the New Librarian , Meggan Press, the Undergraduate Education Librarian at Indiana University–Bloomington, has prepared a guidebook to the hiring process of the “strange and wonderful beast” (1) called academia. This slim volume covers everything from tips for deciding whether graduate school in library science is right for you to dealing with imposter syndrome as a new academic librarian. In between, Press, part Dante’s Virgil and part Emily Post, both demystifies the peculiar traditions and rules that govern the academic job search and instructs readers in the etiquette that the system expects.

Emma Annette Wilson has pulled together a very approachable and packed resource for aspiring Master of Library Science (MLS) students and those new to digital humanities (DH). The book is as easy to follow as it is informative, providing a balance between the practicality of various digital humanities methodologies, the development of those methodologies, and approaches to engage with them. The author does, at times, assume that, while you may not have a traditional library degree from which to draw, you have a cursory understanding of MLS-specific disciplines (such as cataloging). Yet, there is still ample discussion of relevant areas like metadata and insights into other types of librarianship activities that will be useful to DH project leads who are new to academic librarianship.

This project sought to study how much academic librarians who work with open educational resources (OERs) know about accessibility, as well as how they incorporate accessibility into the products of their work. A survey was sent out through email list services in spring 2020, and any librarian worldwide who works with OERs was invited to participate; 193 responded in full. Just under half of librarians said they always consider accessibility when working with faculty to create or adapt OERs, but fewer than a third said they consider accessibility a factor when adding OERs to their collections.

In December 2019, two student assistants in the Special Collections Research Center at Appalachian State University curated an in-person pop-up exhibit of rare and manuscript materials as part of the University Libraries’ “Library Cares” week-long exam study break program. The pop-up, entitled “Winter in Appalachia,” took place from 5:00 p.m. to 7:00 p.m. in a high-traffic area on Belk Library and Information Commons’ first floor. The student curators were undergraduates who worked part-time at the reference desk in Special Collections and were supervised by the reference archivist, who served as their exhibit facilitator. This article is an interview with the student curators about their experience planning, preparing, and staffing the exhibit, and their evaluation of the event. We hope to be able to return to such events post-pandemic, but we have started to think about ways to incorporate student curation in a virtual world.