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This paper analyses the role of libraries in the development of Open Educational Resources (OER) and, more specifically, the impact and level of implementation of UNESCO's (2019) OER Recommendation in Higher Education libraries. This study, the result of a joint undertaking between a national R&D project and SPARC Europe, is based on an online survey, disseminated amongst the European Network of Open Education Librarians (ENOEL) and uses a descriptive research methodology. The results highlight the implementation actions being taken by university libraries (n = 136) in each of the five areas of action of UNESCO's Recommendation. We find that the main contributions are being made in the areas of capacity building and Open Education policies, but that considerable work has yet to be done in terms of promoting inclusiveness and the sustainability of OER. Thus, the full implementation of UNESCO's recommendation requires a greater commitment on the part of librarians to joint actions undertaken via international networks and projects, as well as greater institutional commitment and the building of interdepartmental alliances.

Despite comics' popularity and cultural significance in Italy, its integration into Italian libraries has been slow, problematic, and uneven. This is reflected in the scarcity of academic research on the topic, which demands further in-depth exploration. In the context of Italian libraries, characterized by chronic underfunding and staffing shortages, comics might be perceived as a low priority. However, as essential cultural institutions, libraries must strive to reflect both the contemporary era and the evolving reading habits of their audience. Comics, in this regard, could prove to be -- and in part already are -- a critical resource, a 'booster' for libraries. This article aims to provide a broad and introductory framework for understanding the relationship between comics and libraries in Italy. It will specifically examine the challenges and opportunities associated with this incomplete integration, addressing specific issues such as cataloging, displaying, managing, and promoting comics collections. The first section will explore the historical context of the troubled relationship between Italian libraries and comics, in line with crucial international studies. Following this historical contextualization, the second part will examine the challenges faced by Italian librarians in creating and managing comics collections, including the enduring perception of comics as a medium primarily for children. The research employs a multifaceted approach, combining bibliographic analysis, an anonymous survey, and data from a conference co-organized by the researcher. This research examines the Italian library system's fragmented approach to comics. It aims to understand librarians' perceptions of the medium and how they integrate comics into their collections. It offers insights to enhance the dynamic relationship between comics and libraries in an evolving society.

This study explores the perspectives of Indian library professionals on the use of artificial intelligence (AI) in libraries. It aims to understand their knowledge, awareness, and views on AI and its challenges and opportunities. The research adopts a quantitative approach, using a closed-ended survey to collect data from 386 library professionals in academic institutions across India. The survey covers various aspects, including socio-demographic information, AI knowledge, perspectives on AI in libraries, ethical considerations, and adopting AI tools and services. The findings indicate that Indian library professionals are generally aware of AI and its potential benefits in libraries. They believe AI can enhance library activities, improve accessibility, and support decision-making. However, there are concerns about AI replacing human intelligence within libraries. Factors such as user privacy, funding, staff expertise, and alignment with institutional goals are essential when implementing AI applications. Ethical considerations, including bias and discrimination, intellectual freedom, and transparency, are also significant concerns. AI tools like smart shelving and optical character recognition (OCR) are among the technologies already adopted in Indian libraries.

This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors' use of questioning as a pedagogical strategy based on recommendations from the LIS and education literature. To test and refine the instrument's design, the instructors' utilised the instrument to collect data from classes taught by five participating instructors, who, during post-observation interviews, engaged in thoughtful reflections on their class planning, student participation, and teaching philosophy. They also provided valuable critiques of the usefulness of the instrument. Through analysing the observee reflections and the data from the observation instrument, this study aims to provide academic libraries with a method to incorporate an observation instrument in a peer observation program.

The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates - at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor's degree in social work program to promote awareness of information privilege and barriers to access, to expand their understanding of authority to include marginalized voices, and to utilize an open pedagogy assignment as a means of proactively addressing these challenges. This article describes what was learned from this effort, including the results of surveys conducted with students before and after instruction.

To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non-age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level.

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians' perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

Public library storytimes provide rich learning opportunities for young children and their caregivers, yet little is known about how inclusive they are for children with disabilities and developmental delays (CwD/DD). The purpose of this study was to identify and describe ways that librarians support the inclusion of CwD/DD and their caregivers in storytime programs. We conducted semi-structured interviews with 34 librarians who provide storytime programs in public libraries in three states and analyzed them using iterative and inductive coding processes. Findings indicate that librarians are aware of the acute need to support diverse populations within their service communities and are collectively using a wide range of accommodations and strategies to facilitate their inclusion. However, on an individual level, they feel under-equipped to do so. Findings from this study highlight the need for further training and raise important questions regarding the equity of storytime programs for children with invisible disabilities, the potential reduction of diversity within storytime programs, and the potential value of establishing formal avenues of knowledge sharing.

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.

Academic libraries have conducted studies on the importance of the library research consultation (LRC) regarding student learning and the impact on academic success. While there is a robust literature examining library anxiety, no study has been designed to measure the impact of the library research consultation on stress. Researchers at a mid-sized midwestern Carnegie Research 2 institution analyzed 108 surveys administered before and after the consultation. Findings confirm the LRC improves perceived stress levels at the project and overall level. The overall stress change and project stress levels were lower during the COVID phase of the study.

This paper shares the results of semi-structured interviews with 30 community college librarians who have instruction duties. The interviews explored these librarians' perceptions of students' information literacy (IL) strengths and weaknesses as well as their views of students' self-perceptions. Participants believe that students are confident in their ability to find information and are proficient in using technology to find information. Participants consider students' overconfidence to be an IL weakness along with: not understanding the research process; being overwhelmed by information; and, in some cases, having poor reading comprehension skills. Views are mixed as to whether students' IL skills vary based on their program of study.

This study was designed to inform the renaming of a credit-bearing information literacy course. Researchers surveyed librarians to gather existing information literacy course titles. They also surveyed and held focus groups with students to learn what students consider when choosing electives, to understand how well the researchers' current information literacy course title fits the course content, and to procure suggestions for a new title. Findings indicate that course titles are one of many elements that students look at when selecting courses. Some librarian and student participants indicated that the term information literacy may not be familiar to most students, but that wording is often used in information literacy course titles. Librarians can use the results of this study to create course titles that are descriptive of course content and that appeal to students.

Librarians at a Midwestern, midsized state university studied the application of their flexible programmatic information literacy rubric to one-shot first-year writing library instruction. Ten librarians taught 23 sessions of first-year writing on information access skills and assessed each class using the flexible programmatic information literacy rubric. The results emphasize how a flexible rubric can both assess student learning and provide librarian instructors with autonomy to use methods and lessons that feel authentic to them.

Public libraries offer a wide range of developmental support and learning opportunities for young children with and without disabilities. Libraries in many communities function as hubs and places of support for parenting, literacy, education, technology, as well as general local, and health information. A research team recently conducted focus group interviews with early intervention service coordinators (SCs) in three states to capture their perspectives on how libraries serve families with young children with disabilities. Findings from those conversations suggest a need for more collaborative efforts between librarians and early childhood (EC) professionals to support young children with disabilities. For the benefit of EC professionals, libraries, and families of young children with disabilities, this article proposes that EC professionals and librarians concentrate their collaborative efforts on two fronts: (a) extending professional collaboration and partnerships and (b) increasing community awareness of library programs and services.

The literature in open education has thoroughly examined the implications of labor and staffing for initiatives around open educational resources (OER). However, less attention has been paid to the reliance on librarian labor for open pedagogy support. This article describes a collaboration between librarians and faculty to support an open pedagogy assignment in which students co-created an open textbook describing the history, politics, and culture of several East Asian cities. Special attention is paid to the scope and level of the support from the Libraries, which included faculty consultations, several instruction sessions, managing the publishing platform, and developing processes to ensure students' rights as authors. The collaboration provides context for a discussion about our current work of developing an open pedagogy service model. Lessons learned can inform similar collaborations at other institutions.

This case study describes how two librarians transformed an international information literacy course by creating a scaffolded open pedagogy experience for students to build transferable skills while exploring how information is produced, disseminated, and interpreted across the world. The authors discuss how we collaborated on the project to incorporate open pedagogy, tools, and strategies to enhance learning. The result was a scaffolded course using open pedagogy to help students engage with global information issues. Using Pressbooks, students published multimedia content exploring topics including global news media, censorship, misinformation, and digital divides. Then students chose to either openly license their work, share it publicly while retaining their copyright, or hide it from public view. Additionally, students used Hypothesis to socially annotate reading assignments outside of class. We reflect on our experience revising this course, what worked and what did not, and how we will adapt the course in the future.

This case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students' tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, like low enrollment and, at times, a lack of student engagement. Nevertheless, the authors' general approach and the activities and assignments they developed could be adapted and used in other library instruction contexts.

Evidence from the Library and Information Science (LIS) literature shows that academic librarians can effectively collaborate on or lead faculty development initiatives. However, it is not clear if and how librarians' engagement with faculty development is represented within the Faculty Development (FD) literature. This study reviews three FD journals to determine how librarians are represented in the FD literature. The findings support the need for increased dialogue between faculty developers and librarians about the potential for librarians to meaningfully contribute to faculty development programming.

According to a 2021 Pew Research report, over 80 percent of 18- to 29-year-olds use social media. Studies also show that higher education students use social media in both academic and everyday life. However, there is minimal research about how, or whether, librarians utilize social media in their library instruction as a source of information for students' academic work. We examined 162 responses to a survey sent to an uncounted number of librarians in higher education, asking them about their teaching practices regarding social media to enable us to answer the following research questions: (1) How are teaching librarians using social media as an information source in their instruction?; (2) What are the benefits teaching librarians perceive regarding the use of social media in instruction?; (3) What are the challenges teaching librarians perceive regarding the use of social media in instruction? The survey results showed that most librarians surveyed are not utilizing social media as an information source in their library instruction. Although our results cannot be generalized, our study sheds light on how librarians incorporate social media in information literacy (IL) instruction, the tension between scholarly literature and voices not considered authoritative, and librarians' perceptions of benefits and challenges to incorporating social media in library sessions.

Profound changes due to Open-Access (OA) publications lead to organizational changes in universities and libraries. This study examines Israeli librarians' perceptions regarding their role and the academic library's role in promoting OA-publications, including the barriers, challenges, needs, and requirements necessary to promote OA publishing. Lack of a budget for OA-agreements, no cooperation from university management, and researchers' unfamiliarity with OA were among the most prominent barriers. Librarians see great importance in their role of advising researchers regarding OA. However, they insist on a regulated OA-policy at the national and institutional levels to strengthen their status as change-leaders of the OA-movement.

Systematic reviews, along with other types of knowledge synthesis, are a type of research methodology that attempt to find all available evidence on a topic to help answer specific questions. Librarian involvement in systematic reviews is well established in the health sciences, and in recent years there has been growing awareness of, and literature about, librarians outside of health supporting systematic reviews. This study benchmarks librarian support of systematic reviews in the sciences, humanities, and social sciences (SHSS) by looking at the growth of demand for support, the disciplines requesting this kind of librarian support, and the specific types of support needed. It also examines what SHSS librarians need to be successful in this type of work, including administrative support and workload adjustments.

Discussions about coping, resilience, and mental health accompanied the COVID-19 shutdowns and gradual return to academic and workspaces across the US through 2021. As physical and spiritual practices, yoga and meditation have been shown to help people through adversity and create resilience. Academic librarians were surveyed about yoga and meditation programs throughout the pandemic. The survey found that while yoga and meditation programs in academic libraries are on the rise, many cancelled their sessions because of the pandemic. Additionally, more can be done to make these sessions accessible.

Using data from a learning module embedded in all first-year seminars, researchers found evidence suggesting that librarians are uniquely qualified to deliver information literacy instruction compared to campus faculty. The study analyzes writing assignments from first-year modules taught by either librarians or campus faculty for two academic years. The data indicate that students met the learning objectives more often in modules taught by librarians. The outcome demonstrates the centrality of the librarian's role in information literacy instruction and student learning and helps substantiate the value of academic libraries.

Proponents of the "teach the teachers" approach to information literacy, in which librarians concentrate on teaching the faculty to teach information literacy, have argued that it could potentially result in the increased integration of information literacy into the curriculum. However, more discussion of this model as a path forward for information literacy is needed. This essay explores the potential of the faculty-focused approach to information literacy through a critical analysis of the literature on librarians' experiences as teachers and faculty developers. Through this exploration, the essay provides valuable insight into the ongoing conversations about the future of information literacy instruction.

As most academic libraries closed in March 2020 to help slow the spread of COVID-19, practitioners started working from home for the first time. After observing impacts on their own work, the authors sought to study the broader effects of remote work on practitioners' professional and personal life by conducting a longitudinal study between July 2020 and June 2021. The authors identified successful and unsuccessful practices and, based on this data, developed recommendations for how employers can support their employees as whole persons to ensure more productive professional performance and healthier personal lives.

The Associate Fellowship Program (AFP) at the National Library of Medicine (NLM), a post-graduate training residency for early career librarians, incorporates a curriculum component introducing participants to the operational areas of the NLM. Recent organizational shifts catalyzed a curriculum evaluation to examine its alignment with the mission of the AFP and the NLM. This article outlines the evaluation process and offers recommendations on designing post-graduate curricula to serve the needs of emerging professionals. Furthermore, this study highlights one way in which professional standards can be incorporated into institutional training and orientation programs to further both individual and organizational professional development goals.

This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10-31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate.

This qualitative study examines how academic librarians understand, conceptualize, and describe their teacher identity. The role of the academic librarian has greatly changed due to the advent of information technology. Traditionally, they were generalists, who were responsible for selecting and maintaining library collections. Academic librarian roles have evolved into web developers, information literacy (IL) instructors, emerging technology innovators, marketing and outreach coordinators, open education resources (OER) advocates, and scholarly communication experts. This research investigates the academic librarian as teacher phenomenon, how they describe their professional identity as teachers, the skills, knowledge, and competencies they teach, and their beliefs of how they are perceived by faculty. The author conducted interviews with six participants via Zoom. Using in vivo and descriptive coding, the author analyzed the interview data and three broad themes emerged: philosophy, identity, and perception. This study contributes to the literature of the importance of IL as a key facet of academic librarians' professional identity, their instructional role on campus, the increase in their teaching responsibilities, and how they describe their professional identity as teachers. Further, this research contributes to academic librarians' teaching practices and may inform LIS program administrators to update their curriculum and offer more courses on instruction, pedagogy, and learning theories. The study also illustrates a disconnect between academic librarians' lack of instructional preparedness and an increased demand for teaching among academic librarians.

This article introduces the Health in All Policies (HiAP) approach to the LIS community to propose a new way of thinking and teaching about how health is supported in public libraries. The topic of consumer health literacy has been a mainstay in the discourse of public librarianship, but we argue that this approach has not fully supported public librarians seeking to find uniquely local ways to support public health. Health in All Policies (HiAP) was developed by public health researchers and policy makers as a mechanism to promote health by facilitating action across sectors, including those where health is not a primary organizational focus. HiAP's focus on multi-sector community health systems opens a conceptual space for thinking about how to strategically and proactively support and advocate for public libraries and public librarians as one sector among many that contribute to community health. This approach could be a positive alternative to the sometimes negative experiences of public librarians being asked, or ordered, to fulfill public health duties, particularly during the COVID-19 pandemic, when public librarians were pressured to take on new public health roles as perhaps never before. After introducing the concept, the article discusses some of the ways in which it could be incorporated into LIS education, particularly for public librarians, as well as some of the topical areas that need further development to fully bring this perspective into the teaching and research of LIS.

Libraries at academic institutions have been involved in research data management services (RDMS) for more than ten years. Institutions have adapted their service models in response to funder, journal, and federal mandates that have consequently increased RDMS demand. However, institutions that hope to start or grow their services may have difficulty extrapolating from thepublished literature, as few studies recount RDMS development strategies.

For more than 30 years, Peter Senge's theory of learning organizations has influenced the study of leadership and organizations. Researchers have studied various components of his framework: team cognition and mental models, team learning, shared vision, systems thinking, and personal mastery. But few articles have explored what it looks like in practice when the five disciplines of the learning organization are enacted in an organization. This article explores the ways in which these disciplines influenced the implementation and outcomes of a collection diversity audit at Sonoma State University Library. The authors discuss the ways that Senge's learning organization framework enabled them to create a sustainable model for evaluating diversity in selection and acquisition practices.

As academic librarians become aware of the challenges textbook expenses pose to student success, they have increased efforts to provide free access to required course materials. Librarians at Illinois State University initiated a program to license course-assigned e-books, surveying participating students and faculty regarding their perspectives on textbook affordability and their experiences with the provided e-books. Student responses were overwhelmingly positive, and they identified several ways the e-books enhanced their experience in the course. The findings suggest that library-provided course materials contribute to students' engagement as learners and their academic success within courses.

This paper discusses perceptions regarding the roles of PhD- and MLS (or MLIS)-holding librarians within academic libraries in the United States gathered via a survey conducted in 2019. Based on a review of previous literature and the results of the survey--which present mixed opinions about PhD holders as librarians--the authors provide recommendations for ways libraries can effectively address some of the tensions regarding the role of PhD holders within academic librarianship. This article is useful for librarians of all educational backgrounds, PhD holders who are considering the transition to a library career, and library administrators involved in the hiring process.

In this case study, two librarians reflect upon our efforts to design STEM-focused information literacy instruction for undergraduate students at an R1, land grant university. Designed around the principles of culturally relevant pedagogy, our curriculum integrates community-focused and regionally specific topics reflecting our students' lived experience, features the work of scientists from diverse backgrounds, and fosters discussions about equity in the library classroom. Our experience shows that this approach can help foster STEM identity development in students while strengthening inquiry-based learning through information research.

Before the 2023 AASL National Conference in Tampa, the National Conference committee shares "why" teacher librarians and school library staff working at every grade level should attend, "what" they can expect while attending, and "how" they can make the most of their conference experience.

In this article, the author finds connection between courage and a place that, at first glance, might seem to many to be among the unlikeliest of places in which to find courage: the library. The author maintains that the library--public or, as applies more directly here, school-- is precisely and even profoundly the place. How so? In the books on the shelves and in the stacks, wherein are stories of bravery and resilience that can serve as models and inspiration; in the person of the school librarian, as curator of collected tales and caretaker of rights and freedoms; and, of course, in the structure of the library itself, the room where it happens, the spot that serves as safe haven to students (and indeed anyone) in need. Yet just as the strength of the human heart must be forged and maintained in certain ways to ensure its endurance, so must the library be built and sustained to create and keep up a sense of community, a culture of care and kindness, and a physical space where kids can feel safe and discover their courage. In this way, in this place, bravery has its center. We don't call the library the "heart" of a school without reason, and in the library we find courage made manifest.

This article describes the approach to teaching and supporting learners that led, in part, to high school math teacher Sarah Zehnder and the author, Amanda Hurley, a high school librarian, being named the recipients of the 2021 American Association of School Librarians (AASL) Collaborative School Library Award. The article details the process of their joint collaboration Library Renovation Project and discusses what made the collaboration work well.

The high-quality instruction offered in the school library and in collaboration with classroom teachers helps students understand and practice the content standards. School librarians should begin by collaborating within their school building and then thoughtfully expand those connections to neighboring schools, community organizations, and state entities. Hopefully, every school librarian has established or is currently working to establish collaborations with classroom teachers, but don't forget the other educators in the building. Collaborations with school counselors can help students build mindfulness, social skills, and empathy toward others through the school library (Jacobson 2017). Collaborations with neighboring schools can be powerful. Students enjoy working with others from different grade levels. The author encourages to think beyond the traditional collaborations and consider other organizations and agencies to could work with to bring more opportunities to students and advocate for school libraries. These collaborations can not only enhance student learning and increase advocates for the school library but can also be a source of inspiration and encouragement for the role as a school librarian.

To confront the sense of isolation created by a global pandemic, a rise in book challenges, and navigating newly enacted laws pertaining to school and classroom libraries, school librarians can achieve a positive impact by creating inclusive communities for their students, while also engaging with their own professional communities to increase connection. This issue of "Knowledge Quest" presents several examples of school library-led community engagement when school librarians have implemented innovative projects leading to increased collaboration and community connections. This feature article provides an overview of ideas and approaches to building community through trying times, using current and past challenges as springboards for building stronger bonds and connections within the school and with other stakeholders.

Students' input and participation improves a library's reach, and programs are more enticing for students when librarians include learners' perspectives. The interest level for students improves drastically when their peers announce programs and/or create promotional items to share what is happening in the school library. This article describes examples of a variety of programs the author provided in their school that incorporated students' voices and ideas.

After learning that her LGBTQ+ students didn't feel accepted by their peers or their teachers, the author and her students came together to brainstorm ways to educate their peers and teachers and increase LGBTQ+ visibility. In this article, the author describes her role as a high school librarian in founding the "Rainbow Conference" to create a more safe and inclusive school through educating students, staff, and families on LGBTQ+ topics; establishing a school literary magazine named "Rainbow Vision"; and forming "Reading the Rainbow," a virtual book club where registrants can receive a free book and converse with the author.