Public libraries rely on user engagement and must continuously adapt and evolve to meet their users' needs. Previous research has been conducted on innovation in public libraries, but not on how public librarians see themselves in relation to innovative activities. This case study has taken an inductive, mixed methods approach to investigating public librarians' self-perceptions of their professional identities as innovators by aiming to: understand whether, and how, public librarians perceive themselves as innovators; discover which agents are innovating within public libraries; investigate how innovation happens in public library environments; and explore how organizational culture impacts innovation in public libraries.

Background Decolonisation is a complex term reflected in the contention surrounding its definition. The UK university has faced increasing calls to decolonise and in turn examine its own entrenched coloniality. Part of the institution, the academic library has faced similar pressures to decolonise, notably regarding learning and teaching. Aims This study aimed to investigate how decolonisation is understood and perceived among academic librarians to gain insight into how the academic library can best support the decolonisation of learning and teaching at UK universities. Methods The research took an inductive approach. Purposive sampling was used to recruit nine librarians from eight UK university libraries for semi-structured interviews. The qualitative data was analysed using thematic analysis which provided insight into decolonisation practice in UK academic libraries. Results There is a clear willingness among librarians to actively contribute to decolonisation work at their respective institutions. This proactiveness is essential and where decolonising work is codified in strategy, a dedicated role or allocated time and resources, these initiatives are arguably more effective. This is particularly the case when coupled with strong library leadership and institutional support. Conclusion Decolonising learning and teaching can take many guises. Librarians must be proactive in their approach and willing to do the work. When guided by strong library leadership and with the support of the institution, these librarian activists are arguably best placed to support the decolonisation of the curriculum given their proximity to resources, academics and students. It is questionable, however, whether a decolonised curriculum alone constitutes success.

This paper considers various approaches to the practice of copy-specific descriptive cataloging in rare books and special collections and seeks to identify how practice can be improved to ensure greater discoverability. Through applying a survey method, it identifies some of the core requirements of library professionals and researchers working with these materials and proposes solutions toward the standardization of this practice.

This research endeavored to investigate best practices in public library design in Dublin, Ireland. It examined how three different library building types fulfil their user's needs. A predominantly quantitative survey with some qualitative elements was sent to patrons of three selected libraries: the Dlr LexIcon, a contemporary new-build; Malahide, a renovated Carnegie library; and Rush, a converted church. The results demonstrate how these buildings successfully meet the user needs, but different factors must be considered. These include engaging patrons in the design phase of new-builds; the heritage of library buildings; and the perception of the library building in the community.

Purpose This research aims to investigate effective public library environmental education interventions in order to inform the development of a framework for public libraries. Design/methodology/approach A qualitative research method was developed incorporating surveys and follow-up interviews with librarians working in USA public libraries, who were known to have been involved in environmental education initiatives. Findings The research determined which environmental education interventions were most likely to lead to action and behaviour change in public library users. The resulting discussion has allowed for the creation of a framework which establishes factors useful for successful implementation of environmental education programmes and activities. These elements include partnership, institutional commitment, inclusion and outreach and practical activities linked to a larger vision. Research limitations/implications The research participants were limited to those libraries in the USA which were all affiliated with the American Library Association (ALA) Resilient Communities programmes and had received grants. Practical implications The paper concludes with a framework for implementing environmental education programmes in public libraries. Effective interventions are also shared which provide practical ideas and strategies. Social implications Providing structure and considerations for establishing an environmental programme enables libraries to build on experiences of other libraries. As climate change action becomes a more pressing issue, providing these interventions supports action. Originality/value The paper discusses the concepts of environmental education and the role which public libraries can play in this arena, concluding that sustainable development should be treated as a new tenet of librarianship and environmental education as a new research field of library and information science.

abstract: This qualitative research study explores the ways that academic librarians in England undertake and perceive classification and cataloging work to engage in wider decolonization initiatives. The research consisted of semi-structured interviews, and thematic analysis was used to identify key themes. The study found that the participant librarians highly value this work based on a perception of its moral importance, rather than concrete proof of impact. Benefits from a decolonization perspective were not always clear. Challenges include staffing shortages and technological limitations.

Purpose The research was undertaken to explore the role of the UK public library as a public sphere and the ways in which this role relates to the epistemic, community and political functions of public libraries. Design/methodology/approach A longitudinal, multi-location focus group approach was developed and deployed in three phases. Data were collected from 53 active public library users in a total of 24 focus groups conducted in eight different public library services in England and Scotland in 2015–2016 (Phase 1), 2016–17 (Phase 2) and 2017–18 (Phase 3). Data collected were transcribed and coded using NVivo 10- for thematic analysis. Findings The public library's role as public sphere aligns closely with its epistemic functions, adding a dimension to information services provision beyond access to “traditional” print and online sources. New information and knowledge emerge through the person-to-person interactions in public library space. Through such exchanges, the community function of public libraries is made evident, notably as a platform for citizens to participate actively in society, including its democratic processes. Originality/value Unlike much extant prior work on public library value dominated with accounts of societal and/or economic impact, w hich is frequently based on the analysis of quantitative data, here the fundamental epistemic value of public library services is demonstrated. This research also adds an important perspective to the domain of Information Society Studies where, to date, the place of the public library as public sphere has been treated as peripheral.

In March 2020, the Covid-19 global pandemic meant that libraries had to respond and react quickly in order to adapt services as best they could. It is generally accepted that academic libraries, for the most part, were able to do this very effectively due to having already positioned themselves within a fully functioning digital environment (Appleton, 2021; Bullington et al., 2021; Falt & Das, 2020). Not wishing to speak too soon, but at my university campus, it feels as if we are starting to return to some sort of normality with Covid-19 restrictions being gradually lifted in the United Kingdom and indeed in other parts of the world. This has allowed me to start thinking about what this now means for the future of academic libraries. There has been plenty written about the post pandemic higher education environment and the ‘new-normal’ for academic libraries, and how some of the changes forced upon academic libraries during the pandemic (e.g., digital-first policies, online teaching, hybrid information environments, etc.) may actually be beneficial in the longer term, as well as being responses to the global Covid-19 outbreak (Appleton, 2020; Blake, 2020; Carlson, 2021; Cox, 2020). The 2021 special issue of New Review of Academic Librarianship focused on the acceleration of the digital shift in academic libraries, as a significant outcome from some of the changes that academic libraries had to make. Examples from that particular issue include case studies on the impact of the digital shift on library learning and instruction (Avon, Houston, Nunes, & Perkins, 2021), on digital content acquisition (Brine & Knight, 2021) and on student engagement (Matizirofa, Soyizwapi, Siwela, & Khosie, 2021). It is likely that some of the experiences we are having now will shape how academic libraries continue to develop in a post-pandemic world, and it would be interesting to see whether there are common trends emerging across geographic boundaries, as we move into a new era for academic libraries. Certainly, before the pandemic, academic libraries and their professional associations used environmental scanning techniques in order to spot trends across the sector, which in turn helped to inform strategy and development at local, national and international levels. The last set of top ten trends identified by the Association of College and Research Libraries Research Planning and Review Committee was published early in 2020, just before any Covid restrictions and library closures were enforced (ACRL, 2020). The ACRL top ten trends tend to be used as a barometer for many academic libraries with regard to highlighting the big issues of the day which need to be strategically addressed. SCONUL, in the United Kingdom also periodically commissions research into national academic library issues ( for example: Baker & Allden, 2017; Pinfield, Cox, & Rutter, 2017) in order to highlight trends and to aid strategic development. The latest example from SCONUL is a report published in 2021 about trends in the physical usage of academic libraries, and whilst this report has been published as part of their ‘Libraries after Lockdown’ work, the research was largely carried out before the pandemic (Cox & BensonMarshall, 2021).

A novel multi-location longitudinal focus group method was deployed as part of a doctoral study on the role of UK public libraries. This work was completed part-time at Edinburgh Napier University between 2013 and 2020. Over a period of three years, fifty-three participants took part in three rounds of focus group meetings in eight public library authorities in England and Scotland. The collection of data in this manner offered several advantages for the assembly of a rich data set for qualitative analysis. In particular, the revisiting of project themes on three occasions supported an increase in the level of sophistication and depth of discussion amongst the study participants. The main drawback of the approach was participant attrition.

The New Review of Academic Librarianship (NRAL) tries to be practitioner focussed in its outlook, and in order for this to work we need to ensure that we achieve regular and significant, high quali...

This is my last Editorial for the New Review of Academic Librarianship (NRAL) as I have decided to move on from being Editor-in-Chief at the end of 2020. In 2009, I took on this role and I am delig...

The term 'student engagement' has a broad meaning and is used freely as an expression in several different contexts of academic librarianship. This literature review covers scholarship from across several of these areas and is structured so that four broad themes are systematically addressed: student engagement in learning; students as partners; student voice; methods and techniques for student engagement. The granular review of the literature reveals many sub-discussions about a range of academic librarianship topics and provides some discussion about how they cross over into the area of student engagement. The literature covers different innovations, techniques and strategies for student engagement, and the review illustrates how many techniques and tools are transferable across the different intentions and objectives of student engagement. The review concludes that many academic librarians are very proactive in student engagement activities and that student engagement itself has become a fundamental element of academic library management.

It may be prevalent in multiple library sectors, but certainly in academic libraries in both the United States and the United Kingdom there is increasing discussion and activity around library liberation. By this, I refer to the wealth of liberation and diversification initiatives and practices that have emerged over recent years. Whilst I do not claim to be an expert in this field, I do find myself in the position of being responsible for leadership in an academic library that is becoming more and more prolific in the liberation arena. Therefore, I thought it would be appropriate for me to contribute a chapter to this book and share my reflection on this emerging paradigm of leading liberation in and through the library.

If I'm being honest I still feel as though I am a bit of an imposter in the world of art librarianship. I often feel as though I have a very conservative, corporate and conformist approach to librarianship within the art library environments in which I work. I also often feel naïve when it comes to discussing and affirming ‘what makes art librarianship different?’ Acknowledging such naivety, I will also openly admit that until last year I had not heard of ‘critical librarianship’ as a concept, let alone ‘critical (art) librarianship’, which is how I was introduced to it at a day-long conference held by colleagues from the University of the Arts London in 2018 at Chelsea College of Arts.

Higher education institutions are experiencing significant change within an ever increasingly complex political and economic environment. Universities are now more accountable than ever before as t...

Findings from a study of the advantages and disadvantages accrued by individuals from their public library use, and the impact of this on citizenship at individual and community levels, are presented. The analysis of longitudinal focus group data collected on two occasions at eight UK locations at a time of a so-called ‘public library crisis’ demonstrates a strong sense of the epistemic role of public libraries, and their conception as safe, welcoming, community-owned spaces. Links between public library use and the development of citizenship are less easily identified. However, the evidence shows that public library use facilitates participation in society, and provides resources to allow individuals and communities to fulfil their societal obligations.