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This paper introduces a Patron Counting and Analysis (PCA) system that leverages Wi-Fi-connection data to monitor space utilization and analyze visitor patterns in academic libraries. The PCA system offers real-time crowding information to the public and a comprehensive visitor analysis dashboard for library administrators. The system's development was driven by the need for occupancy restrictions during the pandemic, ensuring a spacious environment for library visitors as well as balancing between efficient utilization and adhering to social distancing regulations. Traditional methods of patron behavior performance and library spatial analysis, such as manual head counting or card-swiping systems, often incur additional costs for labor, hardware installation, or software subscription. The PCA system, however, utilizes existing Wi-Fi-connection data, providing a cost-effective solution to represent patron demographics and spatial usage. Limitations may arise when patrons do not carry Wi-Fi-enabled devices or during periods of low Wi-Fi service functionality. Implemented in Node.js and integrated with Python Flask framework and related libraries, the PCA system was piloted at the King Library in Miami University, successfully demonstrating a high validity compared to manually collected data. It filters out noise and redundancy, visualizes the occupancy index meter in real time, and generates statistical reports by linking user IDs with demographic information. The PCA system's reliability was validated through manually head counting data collected at the King Library in Miami University, establishing it as a reliable tool for library space management and patron analysis.

The time and resources required to prepare archival collections for use by researchers is a source of constant frustration in archives and libraries. Almost always, aspirations and collections exceed limited resources. The last fifteen to twenty years have seen archivists and librarians putting great effort into increasing standardization and efficiency. However, there are few examples of applying techniques from other fields that are proven to increase productivity. This dual case study shows that applying Lean techniques, which were originally developed for automobile manufacturing, yields significant results: measurable reductions in processing time and resource use; increased adherence to standards; increased engagement in and willingness to change by staff; effective coordination across departments; and increased ability to meet the needs of stakeholders.

Much of the literature in library leadership and management focuses on strategies and practices based on discrete attributes and sweeping human behaviors intended to improve operational effectiveness. This paper challenges the reader to build a mindset for leadership that reflects the real world, where leaders and managers work within parameters often contradictory and at times unconventional. It acknowledges the complexities of leadership in terms of decision-making and judgment within the culture of the organization rather than standard characteristics seen as desirable in a leader. The distinction between leadership and management is also examined.

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.

Teaching is a core role for librarians in academic contexts, although most librarians are not formally prepared to teach and encounter significant challenges in the role, including complex relationships with campus colleagues. The purpose of this research was to explore how community college librarians, an understudied population, understand their teaching role. Online interviews lasting fifteen to seventy-four minutes were conducted with thirty community college librarians who provide information literacy (IL) instruction. Participants were recruited by direct email invitation and were asked questions relating to their instructional practices. Interview transcripts were analysed qualitatively, with a specific focus on participants' experiences of the teaching role. Participants reported positive relationships with students, and significant challenges in their relationships with disciplinary faculty and administrators. Their lack of formal preparation for the teaching role led to infrequent and informal assessment and evaluation practices. Pre-service education for the teaching role could be strengthened to provide librarians with the skill set and confidence to provide more effective instruction. Instructional quality is critical as the importance of IL is increasingly recognized as key to academic, workplace, and personal success.

This case study looks at the work to develop initiatives to diversify Warwick University Library's collections, spaces and services, carried out in conjunction with our key student partners, Warwick's Library Associates. It explores the origins of the voluntary Library Associates scheme, with an emphasis on working in true partnership with students, to deliver library improvements in line with their priorities and those of their peers. It examines the process of co-creating interventions to aid diversifying and demonstrates the role of the students as drivers for the initiatives. It discusses the ongoing work to be done to meaningfully diversify the Library and involves the student voice in the reporting of the project.

This paper investigates the moderating influence of library size on the relationship between library space attributes and learning satisfaction. Employing a quantitative methodology, a sample of 196 university library users in Ghana was selected to investigate the perceived impact of repurposed library spaces on learning satisfaction. The author conducted an empirical analysis to examine how organizational size (the total number of workers at a particular location) moderates the association between library space attributes (including access and linkages [physical location and proximity to campus resources], usage patterns [highlights the hours when users are most active and displays when a specific app is utilized during the day], sociability [the propensity and corresponding abilities to look for friendship, interact with others, and take part in social activities], and comfort [a state of physically ease and freedom from pain or constraint]) and the learning satisfaction of users. The research, administered through a closed-ended questionnaire, underscored the significant influence of access and linkages, usage patterns, sociability, and the physical environment on users' satisfaction levels. These four library space attributes together accounted for 13.1% of the variance in learning satisfaction, according to a multiple regression study conducted with SPSS version 27. Nevertheless, moderation analysis showed that there was no statistically significant relationship (p = 0.3370) between the characteristics of the library space and learning satisfaction through organizational size. The paper recommends adaptations to library designs to better align with the evolving learning needs of university library users in Ghana. A notable suggestion is the transformation of university libraries into dynamic physical spaces known as "learning commons" on campuses.

Recent semi-structured interviews with 28 librarians and branch managers on the placement of social workers in public libraries revealed a need for library and information science (LIS) programs to better prepare students for their role as social service information providers and to provide models for working with and supervising social workers in the library. It is clear that libraries are experiencing increasing demands to respond to the social-service information needs that users bring to the library, and the importance of libraries to communities in times of uncertainty and crisis is clear. In response, some libraries are including social workers on staff, but this trend does not completely relieve librarians of the need to serve the public's social-service information needs. LIS students need to understand the professional boundaries of librarianship and social work and to develop the ability to feel confident in their interactions with users who have been traumatized, are in crisis, or are struggling with challenges such as the need for credible health information; home and food insecurity information; legal aid; access to the Internet for individuals and families from low-income situations; accessible adult education programs; and more. Interview participants offered a number of suggestions for how to incorporate social work concepts into LIS education and asked for several specific skills such as training in mental-health first aid, de-escalation techniques, and greater knowledge of social-service resources.

This study investigates the impact of 24/7 library operations on the health and work-life balance of Library and Information Science (LIS) professionals in India. Using a mixed-method approach with 52 respondents, reveals significant physical and mental health issues, sleep disruptions, and dietary challenges. Qualitative insights highlight personal and professional hurdles, gender disparities, and concerns about workload and safety. The findings underscore the need for tailored support and infrastructure improvements in continuous library settings. The study contributes to understanding the multifaceted challenges faced by LIS professionals and provides recommendations to enhance overall well-being in 24/7 operational environments.

Over the past decade, the financial crisis has led to reduced government funding for academic libraries in Greece. Now more than ever, it is imperative for library managers to improve their knowledge and understanding of cost behavior, in order to effectively deliver high quality services at decreasing costs. To do so, they need to apply clearly-defined costing methods, such as Time-Driven Activity-Based Costing (TDABC), that allow them to identify the various costs involved in the library processes. In our study, we applied the TDABC method at the medium-sized library of the University of Macedonia (UoM), in Thessaloniki, Greece, to evaluate the costs of the Inter-library Loans (ILL) services. Since the library managers did not adopt a cost allocation method, the cost estimation of the UoM ILL services was rather simplistic and rudimentary. Our research provides empirical evidence of the advantages of TDABC in an academic library setting. Namely, the TDABC method can help library administrators decide how to successfully allocate the available resources and improve the efficiency of the library processes.

Much has been written on tenure status among librarians due to the unique work responsibilities they have in comparison to other faculty across campus. This study explores one facet of work often unique to tenure-track librarians--long-term or permanent management responsibilities. In addition to gathering descriptive data about what type of managing work is being done on the tenure track, by whom and where, this study also analyzes how these roles and responsibilities impact one's success on the tenure track and vice versa, and how tenure-track work influences one's ability to manage. Eighty-seven librarians completed an online survey and the results show that, while there are some positives to being a manager while on the tenure track, including demonstrable leadership opportunities, most noted a lack of time to perform all required responsibilities in both areas. Other findings that emerged included a belief that managing did not count towards earning tenure and that other faculty colleagues, both in and out of the library, did not understand the full scope of managers' work. Recommendations include that library leaders consider if job roles with a heavy management focus should be tenure-track and if so, how tenure-track managers can be better supported and include their management responsibilities in promotion and tenure documentation.

After earning her second Master's degree, the author decided to leave her twenty-plus-year tenured English as a new language teaching career in the New York City Department of Education (NYCDOE) to become the director of middle school and upper school library services at a K-12 independent school in New York City. It was the first year she would serve as a full-time school librarian and it was the first time that she would have a majority white student body. In this article, the author shares her experience and details her student-centered approach to reinvigorating the school library through small policy changes and collection development decisions.

K.C. Boyd discusses how school librarians can advocate for school libraries and school library services. She details how to turn frustration into strategic advocacy efforts by highlighting the school librarian's role as an essential literacy partner in students' academic achievement.

Pennsylvania school librarians have ongoing professional learning opportunities to build compelling and inclusive experiences for learners in their libraries and within the school community. From learning the basics about the American Association of School Librarians (AASL) Integrated Standards Frameworks to building innovative curriculum and communication methods, Pennsylvania school librarians are engaging with the community to exemplify how school libraries are transformational. According to Allison Mackley, AASL's "National School Library Standards" provided school librarians with inspiration. The standards did not look anything like the previous versions. The integrated frameworks were crafted so cleverly that educators of school librarians, administrators, educators, and others would have to re-create their vision of school librarians when applied to the school library culture and environment. In this article, she describes the events how the Pennsylvania School Librarians Association (PLSA) formatted and implemented the Standards to fit the state's school librarians' needs.

The goal of this study was to build knowledge about the perspectives of library leaders who have experience with a responsibility center management (RCM) budget model and how the model guides library allocations and planning. The study also sought to provide advice to other library leaders whose institutions may consider adopting an RCM budget model.

Academic libraries are fundamental in promoting equitable access to education but are often overlooked and underfunded. The COVID-19 pandemic amplified these inequities. This study investigates how 39 library deans and directors perceived decision-making by university administration during COVID-19's onset. Open-ended survey questions were sent to deans and directors asking them to describe their experiences working with university administration to adjust library services during the crisis. Some library leaders reported that working closely with other departments strengthened their campus connections. Others commented that disagreement between library personnel and university administration caused discord. Some deans and directors were forced to cut staff funding or felt pressured to reopen, while others were trusted to choose their budget and service priorities. The authors recommend that library leaders be more consistently relied upon for their expertise during university decision-making.

This article seeks to understand the current state of the field of special collections library administration in the United States. Using a dataset gathered through publicly available information about special collections directors from the Association of Research Libraries (ARL), Independent Research Libraries Association (IRLA), and the Oberlin Group institutional members, the authors explore the educational backgrounds of directors, the types of positions they held prior to taking on their current roles, and the effect of gender on leadership advancement. This article also discusses the similarities and differences between institution types as well as promotions within institutions and across types of institutions.

The purpose of this article is to identify green (environmentally friendly) practices in the university libraries of Kocaeli and Istanbul, and to determine the environmental awareness and attitudes of the users (students) of these libraries in their daily lives, as well as conceptually. In addition, students' level of awareness about the environmental impacts of access to and use of information, and the greenness of libraries from the user's perspective were also investigated. Within the scope of the study, data was collected through a face-to-face questionnaire method conducted with the library users of 11 universities. Questionnaires were distributed only to student library users, and a total of 436 students answered them. This study differs from the existing literature by evaluating the environmental measures applied by librarians and their users, in contrast to studies employing conceptual approaches to the subject of green libraries. This study is intended to assist library managers, librarians and researchers conducting research on these issues. It encompasses the users' perceptions of green libraries, environmental approaches and practices that they support in libraries, their awareness of the environmental effects of information access and use, and how they evaluate their library from a green perspective. In a global context, it aims to contribute to the literature on libraries by presenting data from an unresearched region. The study first assesses the green practices of 11 university libraries using a questionnaire given to library managers, and then assesses them using a questionnaire distributed to users. Finally, it seeks to present a concrete link between information literacy and the environment, contrasting green libraries with their users' awareness of environmental impact. The results of the study showed that 7 of the 11 university libraries are in the green library category. When the data obtained from the users was analyzed, the average score for environmental awareness and attitude (EAA) in daily life among those who had received environmental education was found to be significantly higher than those who had not. The level of greenness a library was evaluated as having (EGL) was significantly higher among users of green libraries than non-green users. This can be interpreted as users having noticed the environmentally friendly measures being practiced. No significant difference was found between the green libraries and their users' environmental awareness and attitudes in daily life.

This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze the frequency and percentage distributions of threshold concepts in SLOs. The author outlines strategies for engaging faculty in information literacy and suggests how librarians and faculty might inform information literacy teaching in the department.

Librarianship is constantly confronted with unexpected and quickly evolving sociotechnical challenges, yet the documents that define the core professional competencies for librarians are infrequently updated. Based upon survey responses collected from 383 working librarians located in the United States, we describe a set of gaps between current competency guidelines and current library realities with regard to practice, management, communication, career development, relations, and personal attributes. We argue that professional library organizations, educators, and policymakers could formulate more relevant and impactful core competency documents by deliberately integrating the on-the-ground insights of librarians' lived experience.

This paper presents a qualitative analysis of nine interviews with academic library practitioners discussing their approaches to Web content strategy work. Findings reveal shared challenges and suggest that, while awareness of content strategy appears to be growing, its practice remains intermittent for many. An updated version of a wModel for Academic Libraries, reflecting participants' comments regarding planning, creation, delivery, governance, and user experience, provides a means to address these challenges flexibly within an institution's culture, resources, and circumstances. Participants also discuss the purpose of the library website and impact of the COVID-19 pandemic.

Assessment and evaluation are sometimes difficult things to discuss, and we often think of them as once-and-done end results. However, assessing where you are in the learning process should be an ongoing activity, and formative assessments can provide valuable information about what the next (or first) steps should be to approach a learning target. The same is true for assessing the school library. The author shares what she has done to assess her libraries, using the new "National School Library Standards for Learners, School Librarians, and School Libraries."

Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

To gather, contribute, connect, be a creative force, defend, and guide are demanding dispositions that make an excellent school library professional. School librarians use these dispositions like poles of support as they glide down the slopes of student learning and curriculum. They leverage their roles of teacher and librarian like skis giving them direction and momentum to traverse the slopes of academic knowledge and skills learners must navigate. This article discusses the "patterns of acts" or dispositions that are required in order to achieve the growth mindset that school librarians are challenged to embrace through the "National School Library Standards for Learners, School Librarians, and School Libraries."

Fair Haven Union High School (FHUHS) is a small school of approximately 375 students in rural Vermont. The district is called the Slate Valley Unified School District (SVUSD) and consists of about 1,320 students who come from five sending towns. The school is currently undergoing several educationally innovative changes as directed by the Vermont Agency of Education. With the recent "National School Library Standards for Learners, School Librarians, and School Libraries" released, the district was able to incorporate into the new changes. The timely release of the "National School Library Standards" in the fall of 2017 assisted the school librarians of SVUSD as they developed proficiency-based learning and grading standards.

The 2018 "National School Library Standards for Learners, School Librarians, and School Libraries" enable school librarians to continuously tailor school libraries and activities to meet students' needs and interests while meeting state curriculum requirements. The American Association of School Librarians (AASL) Standards recognize learning as an ongoing endeavor that should not be confined to the four walls of the school building or library. In late May 2018, the program administrator of Western Suffolk BOCES (Boards of Cooperative Educational Services) School Library System, asked for volunteers to dissect the AASL Shared Foundations and discuss how school librarians can implement them. The authors teamed up to work on the Explore Shared Foundation. In this article, they describe the strategies and lesson ideas from their own practices they shared with other school librarians.

To learn more about school district library supervisors, the authors set out to collect baseline data on their roles, responsibilities, challenges, and professional development needs. This work became known as the Lilead Project (rhymes with "Gilead"). Through research grants from the Institute of Museum and Library Services, the authors conducted their first survey in 2012 and a second survey of roughly the same population in 2014. Through these surveys, they created a functional, working definition for the position of the supervisor. In this article the authors will look at that working definition and compare it to the role of the supervisor as detailed in the National School Library Standards.

In Maryland, national standards in any discipline are reviewed and revised with student and educator needs in mind. The approval process for all standards includes stakeholder review and revision followed by a public comment period. Comments are then considered and used to inform further revisions. Finally, guidance, supporting documents, curricular frameworks, and professional learning are developed to support the new standards. This article presents the process and steps of the new American Association of School Librarians (AASL) Standards in Maryland, through the alignment with content standards, to the input of district supervisors, and the preparation to present the standards to the Maryland Board of Education (MBOE). The intent of this article is to detail the steps and timeline that have been implemented at the Maryland State Department of Education (MSDE), Office of Instructional Technology and School Library Media to submit the standards for review and acceptance by the state board of education.

A large district has some unique challenges when planning support for a reflective growth process around implementing the "National School Library Standards for Learners, School Librarians, and School Libraries." This type of setting typically has a wide variety of school demographics, budgetary constraints, school library staffing configurations, administrators' visions, faculty dynamics, and school librarians' learning curves to take into consideration when planning a large-scale rollout of the American Association of School Librarians (AASL) Standards. However, this type of setting also brings some unique opportunities. It has the advantages of an existing tight support network for school librarians, economy of scale for providing resources and professional development (PD), and central office staff with dedicated time and attention specifically for supporting school librarians in implementing the standards as part of a vision for world-class school libraries. This article will describe how the author's district, the Knox County Schools in Tennessee, has worked to leverage its strengths and support the AASL Standards in ways that may be adapted for school libraries in all kinds of districts across the country.

Scholarship exploring the makeup, function, and efficacy of collegial governance structures within the context of Canadian higher education is limited and primarily focused on the board or the senate. This paper expands that scholarship by focusing on the governance structures of the university library. The objective of this study was to determine the extent of library councils in Canadian universities and to examine their composition, role, and function as evidenced in their governing documents. Using Karl Mannheim's document method to analyze the terms of reference of 23 library councils, findings reveal that, overwhelmingly, library councils function as information-sharing and discussion forums rather than decision-making bodies. The paper concludes with a review of progressive language and governance practice as gathered from the document analysis.

In many locales--in many states--early conceptions of the school librarian's job have not evolved over the years even as the duties have expanded exponentially. The fact that in some districts outdated evaluation tools, such as Georgia's 1990 system, are still used to rate 21st-century school librarians is an obvious sign of the misconceptions others have about the duties and performance of the school librarian today. The roles of school librarians and the assessments used to evaluate their performance are often incongruent. Two factors seem to contribute to this incongruence. First, various stakeholder groups view the roles of the school librarian inconsistently; therefore, members of the public do not always apply the American Association of School Librarians (AASL) roles of leader, teacher, instructional partner, information specialist, and program administrator when they define the roles of the school librarian (AASL 2009). Second, assessments that have been developed to evaluate school librarians' effectiveness are either outdated--and therefore, do not reflect the actual roles of today's school library professionals--or they lack a consistent focus on credible school library guidelines. In light of these mixed concepts of role definitions and assessment inconsistencies, and in an effort to address these obstacles, the Georgia School Library Media Specialist Consortium developed the School Librarian Evaluation Instrument (SLEI). The ten standards that form the basis for the system were built using the American Association of School Librarians (AASL) Standards for 21st Century Learners (AASL 2007), American Library Association (ALA)/ AASL Standards for Initial Preparation of School Librarians (AASL 2010), and the International Society for Technology in Education (ISTE) Standards for Coaches (2011). It should be noted that, with the 2018 update to the earlier AASL standards, members of the Georgia Consortium did a thorough review of the SLEI standards. This review revealed that the ten SLEI standards are in full alignment with the 2018 AASL Standards, as the five roles of the school librarian were unchanged. One goal for the development of the SLEI system was to advocate and demonstrate the powerful contributions the school librarian can make when in a position to fulfill the roles set forth in the instrument. The SLEI system has been transformative for school librarian evaluation in the Cobb County School District. It has brought about a more-thorough understanding of what the specific roles of the school librarian are, and has provided a platform for strong advocacy for the profession in that district.

Research data services are increasingly offered by academic libraries. As a result, librarians may need to upskill to provide data services and build capacity. This study measures the current level of data services skills of academic librarians and explores preferred methods of continuing education. An online survey was circulated asking respondents to self-assess data skills in four categories. The results capture a baseline of self-assessed data skills and show statistical significance between the percentage of time a librarian provides data services and higher levels of technical skill sets. The findings support the hiring of data librarians in academic libraries offering data services and providing training for librarians who provide any level of data services.

Leaders come from all areas of an academic library; however, certain factors contribute to leadership development. A 24-question survey was conducted with 459 respondents reporting personal characteristics, perceived level of job engagement, and quality of their library's vision statement. The results reveal that self-identified leaders tend to be older and have more experience; many also hold formal leadership positions. These leaders are more likely to know their library's vision statement and have a much more positive impression of it than nonleaders do, and they are more engaged in their jobs than others in the library. The findings underscore the importance of cultivating leadership at all levels within an academic library and purposefully engaging staff in the strategic planning process.

This qualitative study explored cultural competence in two academic libraries at a major public research university in the Midwestern United States. Interviews with academic librarians, library administrators, and library staff examined the ways in which they conceptualize diversity and how these perceptions impact their daily practices. Findings suggest that librarians and staff conceive of diversity broadly, frame all engagement with students in terms of teaching and learning, and actively pursue professional development opportunities to strengthen their cultural competence skills. Professional, institutional, and individual implications of these findings are discussed.

Purpose: This study aims to examine the characteristics of scientific publications that address the management of higher education institution (HEI) libraries from a sustainability perspective, through a bibliometric analysis, to contribute to the development of knowledge and to identify opportunities for further research. Design/methodology/approach: The knowledge development process-constructivist instrument was used to select a portfolio of 24 articles that are scientifically acknowledged and aligned with the theme "Sustainable Management of Libraries in Higher Education Institutions" and delimited by the authors. This study, guided by a constructivist perspective, was carefully conducted to discern selections that differ from traditional definitions. The analysis followed a qualitative approach and used the following variables: fruitful authors, connection networks between authors and vision of sustainability (the degree of dimensional coverage). Findings: The analysis of the literature highlighted the partnerships of authors from countries belonging to the American continent as the most involved in research on the subject and the evolution from a one-dimensional view -- centred on the environment -- to a multidimensional view. Originality/value: The understanding is that library management in HEIs, from a sustainability perspective, is an essential aspect of institutional legitimacy for the stakeholders. Therefore, sustainability should be treated in a multidimensional way and integrated with the institution's values.

When she was was first hired as the Scott County High School (KY) librarian, Megan Musick had many lofty goals. However after one week, she was overwhelmed with phone calls, e-mails, and people dropping in. She felt like she was just putting out small fires and never accomplishing anything. Her brain was frazzled because she was going from one task to another with no downtime in between, and she could hardly focus on anything before facing another interruption. She quickly realized something had to be done. Last year, she enrolled in a six-week online leadership class taught by Hilda Weisburg, a national leader in librarianship. This class completely changed her mindset, her work ethic, the way she plans, and what she does on a daily basis and why she does it. In this article, Megan Musick shares some of the life-changing tips she learned and shows how she integrated these tips into her library in the hope they will help others if they are also struggling to balance their lofty goals with their day-to-day tasks.

When the author began his career as a school librarian, he took time to live with the collection and the school library the way it was inherited, with systems that were already in place. And during that first year, he observed. That period of observation and living with things as they were allowed him to start innovating and problem-solving from an informed position. It was a time that allowed him to see what glitches in the existing systems arose, and it was a time to plot--with intention--how to solve those problems, how to make the library more user-friendly and more accessible. This article shares those problems and solutions to help others create a better space for librarians and their patrons, or perhaps invites librarians to intentionally observe and seek out problems and solutions in their school library.

The Missouri State University Libraries Access Services implemented an evidence-based process to move many books and shelves. That process included measuring the collection, performing quality control checks, creating a plan, and defining regular waypoints to keep the shift from deviating from the plan. This article describes the move, the ideas behind it, and the spreadsheet that provided evidence to make informed decisions.