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This quantitative longitudinal study cross-analyzes a shared print repository's periodical supplement records against physical copies to determine the accuracy of bibliographic representation for bound supplements. The authors relate the study's findings to collection managers and library administrators by highlighting prominent issues discovered, and by discussing the challenges this descriptive disconnect may present for shared repositories, as well as any library collection containing periodical supplements. By requesting that participating libraries provide catalog records for materials set to be submitted, the shared print repository central to this study was well positioned to access and analyze large samples of records and materials from an assortment of independent library collections. It was discovered that many periodical supplement records failed to fully represent actual supplement content held, particularly when involving supplements that were bound together with serial volumes. As a result, the authors pose that if relying only on standard supplement cataloging requirements to represent periodical supplement holdings, it may be particularly difficult for those overseeing collection management to know exactly what supplement content is held and bound within or apart from the affiliated parent resource materials. In turn, this issue may result in libraries inadvertently mislaying or discarding valuable supplement content, particularly when supplement information is not recorded and cataloged at the item level. [ABSTRACT FROM AUTHOR]

This study examines the experiences of academic librarians in Canada and the U.S. at diversity, equity, and inclusion (DEI) professional development events (PDE) and makes recommendations for improving PDE on DEI. It pursues the following overarching research problem: What accounts for the effectiveness of learning at DEI PDEs and what makes PDEs impactful and memorable? The study is framed through select theories of learning, epistemologically guided by hermeneutic phenomenology, and relies on the critical incident approach and qualitative self-administered survey, enriched by descriptive statistics. It results in the analytical Expectation and Learning Impact Framework (ELIF) for organizing DEI-related PDEs and a specific Checklist of recommendations for improving PDEs. This research will benefit academic librarians, LIS educators, as well as anyone wishing to organize meaningful DEI events. This is particularly instrumental when librarians have a wide variety of events to choose from but limited time and funding for attending them. It is also hoped that this study findings will expand an understanding of DEI PDEs, in general. [ABSTRACT FROM AUTHOR]

Building on the results of a qualitative survey of academic librarians in Canada and the U.S., this study focuses on the learning and subsequent change following professional development events (PDE) dedicated to diversity, equity, and inclusion (DEI). Carried out collaboratively by a group of American and Canadian researchers, the study is guided by hermeneutic phenomenology and the concept of retrospective reflection and builds on the critical incident approach supporting the survey design. Reporting on two large clusters of findings – those related to personal learning and change and those related to organizational change – the study highlights five types of learning and subsequent change that result from DEI PDEs: cognitive learning and change (awareness); behavioral learning and change (action); personal learning and change (self-awareness and self-improvement); social learning and change (interaction); and affective/emotional learning and change. The findings are mapped to the Transtheoretical Model (TTM) of change, which creates a foundation for making recommendations for future mixed methods research and impactful PDE design. The study records both achievements and regrettable omissions in the current PDE offerings, in the hopes that noticed gaps and existing shortcomings will be remedied moving forward. [ABSTRACT FROM AUTHOR]