A Review of: Oxborrow Vambe, K. (2025). How can managers in libraries support their teams to engage with mātauranga Māori (Māori knowledge)? Journal of New Librarianship, 10(1), 100–115. https://doi.org/10.33011/newlibs/18/10 Objective – To explore how non-Māori librarians in Aotearoa New Zealand learn and interact with mātauranga Māori (Māori knowledge). Design – Qualitative analysis of interviews and focus groups. Setting – Aotearoa New Zealand. Subjects – Interviewees consisted of twenty-five non-Māori (primarily New Zealand European) librarians with diverse levels of experience from a variety of locations and sub-sectors. Focus group participants were Māori librarians. Methods – Interviewees were asked to talk about their learning and engagement with Māori knowledge. Focus group participants discussed their perspectives on how non-Māori colleagues interact with Māori people, culture, and knowledge. Main Results – The researcher analyzed responses, highlighted five themes, and included practical applications for managers and leaders. First, promoting Te reo Māori (language learning) is an effective and accessible starting point. Accordingly, managers must provide dedicated work time and resource support for employees. Next, to challenge the ethical issue of "opting out" driven by white privilege and the tendency to over-rely on Māori staff, leaders must encourage teams to push through the fear of making mistakes and acknowledge the negative consequences of relying on others. Additionally, while the Library and Information Association of New Zealand Aotearoa (LIANZA) professional development program offers valuable Māori components, its optional nature and low participation rate mean that managers cannot rely on it as a primary driver for engagement. Furthermore, leaders can encourage employees to take responsibility for their own learning and promote a culture where Māori knowledge is respected and valued by leading by example and modeling ongoing, sustained commitment. Finally, leaders can also model humility and respect, encouraging employees to recognize their privileged position and persevere while striving to engage in a culturally sensitive manner. Conclusion – The researcher recommended managers and leaders move beyond a reliance on formal professional development offerings as the sole source of learning. Instead, by actively modeling their own learning journeys, managers can foster an environment where ongoing, self-driven development is the norm. Language learning can be a foundational step as managers work towards encouraging employees to take initiative and persevere when discovering and engaging with mātauranga Māori (Māori knowledge), or the knowledge and culture of local Indigenous or minoritized groups.
A Review of: Saulnier Lange, J., Johnson, C., & Martin, P. (2024). Service, interrupted: Analyzing chat reference referrals. The Reference Librarian, 65(1–2), 34–58. https://doi.org/10.1080/02763877.2024.2304360 Objective – To analyze service interruptions in chat reference interactions to determine best practices for chat reference delivery and training. Design – Mixed methods analysis of chat reference transcripts using grounded theory. Setting – One large university library in the United States. Subjects – Three hundred chat reference transcripts from the period during and after COVID-19 pandemic closure, that included an identified service interruption such as a referral, deferral, or missed referral. Methods – Researchers analyzed a random sample of relevant chat reference transcripts from May 2020 to June 2022, using a standardized data collection form based on observed transcript patterns and established coding schemes from relevant studies. The analysis considered the following factors: Query type, whether a referral was warranted, frequency of disconnected chats, operator actions, referral recipients, reference strategies employed, knowledge gaps, customer service level, and patron satisfaction level. Main Results – Most service disruptions involved referrals, with reference, library account, and item requests being the most common query types. Disconnected chat rates were lower than expected. In most cases, operators either directly contacted the referred person/unit or provided contact information. They used reference strategies such as asking clarifying questions, attempting to solve the patron’s issue, ensuring correct patron contact information, and inviting additional questions before closing the conversation. Most interactions on the patron satisfaction level were labelled as “polite” (choices were: "active dissatisfaction," "polite," and "extreme gratitude/happiness"), particularly when there was an attempt by the operator to resolve the issue. Customer service level ratings were mostly “satisfactory” (choices were: "poor," "satisfactory," and "excellent"), with higher ratings associated with the use of multiple strategies. Lower ratings were linked to disinterested operators, long wait times, extended searching for information, and the absence of a reference interview. While most questions warranted referral, unwarranted referrals often stemmed from knowledge gaps, a lack of clarifying questions, or operators rushing to refer. Most referrals were directed to other library staff or to Access Services, highlighting gaps in reference operators’ knowledge better aligned with Access Services expertise. Although not measured as a variable, the results also suggested additional challenges for student operators. Conclusion – Based on the analysis, recommendations included: improving communication between Reference and Access Services staff, adding targeted canned chat responses that demonstrate empathy, providing options, managing patron expectations, and improving training to include identified best practices. Additional research is needed to assess student follow through from chat referrals.
A Review of: Tu-Keefner, F., Hobbs, A., & Lyons, D. (2025). Libraries on the front lines: The imperative for disaster-ready information professionals. Journal of Library Administration, 65(1), 79–99. https://doi.org/10.1080/01930826.2024.2432230 Objective – To determine critical leadership characteristics necessary for library staff in times of crisis and disaster. Design – Thematic analysis of previous case studies that employed focus groups and interviews. Setting – Specific public libraries in South Carolina, Texas, California, and Kentucky (USA) that experienced natural disaster events between 2015-2024. Subjects – Library administrators, librarians, and staff members involved in library services during crisis situations. Methods – Transcripts from focus groups and interviews, conducted during site visits and online meetings, were thematically analyzed using Boin et al.’s (2005) five critical tasks of crisis leaders and Goleman’s (1998, 2004) five components of emotional intelligence at work. Main Results – The authors’ qualitative analysis reveals evidence of five effective crisis leadership characteristics that include: 1) self-awareness and initiative in times of crisis that result in community-first engagement initiatives; 2) the ability to maintain emotional control and empathy in order to prioritize staff and community needs; 3) goal oriented and collaborative decision making and coordination of services; 4) provision of clear and credible communication of information; and 5) learning and growing from experiences in order to make decisions in the moment but also to plan and train for future situations. Conclusion – Based on their analysis, the authors present and prioritize ten key recommendations for crisis and disaster management aimed at enhancing community engagement. The authors also recommend that LIS education programs incorporate instruction on key crisis leadership characteristics and emphasize the importance of continuing education and professional development. They highlight the need for collaborative planning efforts during non-crisis periods to ensure libraries are adequately prepared for future emergencies.
To support evidence based decision making, for updating and enhancing authentic Library and Information Studies (LIS) curriculum, or supporting services, programs, and other evaluative practices within various library settings, this exploratory quantitative content analysis examined the scope of Canadian LIS research. In total, 4354 peer reviewed research articles from 25 LIS journals published between 2015-2022, were coded for Canadian content, author affiliation, and sector representation. Percentages of Canadian content and authorship from this point in time analysis align with previous studies, showing that Canadian content and authors are less prevalent compared to those from the USA, with a strong emphasis on academic libraries and academic affiliated authors. A shortlist of key academic journals with significant Canadian representation was also compiled and shared to aid in gathering evidence about Canadian libraries.
To support evidence based decision making, whether by educators updating and enhancing Library and Information Studies (LIS) curriculum content, or by practitioners improving services, programs, and other evaluative practices within various library settings, this exploratory quantitative content analysis examined the extent of Canadian representation within selected English language LIS research articles. In total, 4354 peer reviewed research articles from 25 LIS journals published between 2015-2022 were coded for Canadian content, author affiliation, and sector representation. Percentages of Canadian content and authorship representation from this analysis align with previous studies, showing that Canadian content and author affiliations are less prevalent compared to those from the USA, with a strong emphasis on academic libraries and academic affiliated authors. A shortlist of key academic journals with significant Canadian representation, content, and perspectives was compiled and shared to aid in gathering evidence about Canadian libraries.
Background: This article examines to what extent Canadian public libraries participate in civic journalism at a time when news media coverage is declining in many communities. This pilot study was prompted by reports that public libraries in the United States were undertaking civic-minded journalism following the closure of community newspapers. Analysis: A content analysis of 64 Canadian public library websites found nearly a dozen examples of basic news reporting or civic-minded journalism initiatives (basic reporting, n = 8; civic, n = 3) published during the 2019 and 2021 federal election campaigns. This article also articulates and explains the shared goals and philosophy of the civic journalism movement and the mandate of public libraries. Conclusions and implications: While the numbers are small, this is the first empirical evidence of Canadian public library participation in journalism work, and the fact that it exists at all has significance. Whether or not public libraries in Canada continue to participate in civic-minded journalism warrants further attention.
The Canadian Federation of Library Association’s (CFLA-FCAB) Guidelines for the Education of Library Technicians were last updated in 2011 and in need of a reboot. These guidelines have helped to establish a national standard for the education of library technicians in Canada and provided a framework for the development of skills, knowledge, and abilities of library technicians to provide job-ready, and highly skilled graduates. As much has changed in the library and information landscape in recent years, we instigated a substantial update to the Guidelines in 2021. The update was completed and approved by the CFLA-FCAB in July 2022 and is a guide for library educators, library administrators, supervisors, and practitioners. This paper details the research process undertaken to update the Guidelines that reflect the core competencies of library technicians in Canada.
This article describes the professional learning around early literacy experienced by library paraprofessional students at a post-secondary institution in Canada. Students completed a survey to gauge their conceptions of early literacy at the beginning of a course on library services for children and young adults. These students then experienced hands-on, engaging course elements such as in-class discussions, guest speakers, and authentic assessments. At the conclusion of the course, students were again surveyed and were asked to identify course elements that contributed to their learning. Most students aligned with an emergent literacy approach to early literacy. While a comparison between the two surveys did not reveal a significant difference in terms of students’ conceptions of early literacy, multiple students identified the hands-on elements of the course as beneficial. The researchers conclude that providing authentic professional learning opportunities that include knowledge application reinforces learners’ conceptions about emergent literacy.
This article represents a current environmental scan of 14 Canadian, English-speaking, paraprofessional library education diploma programs. The results were used to provide an overview of the development, current state, and possible future trends of paraprofessional library education in Canada. The patterns and relationships among the programs were identified, and the curriculum content of these traditionally skills-based programs was examined. It was discovered that the programs predominately focus on practical skill development, as evidenced by course titles and descriptions. Graduates may benefit from a greater proportion of courses that emphasize broader intellectual content in the curriculum, as recommended in recent studies on paraprofessional roles and industry changes.
What significant changes are librarians and library technicians experiencing in their roles? A survey put forward across Canada to librarians and library technicians addressing this question was conducted in February 2014. Eight hundred eighty-two responses were obtained from librarians, defined as MLIS graduates, and library technicians, defined as graduates from a two-year library diploma program. Respondents needed to have been employed in the last two years in these roles and students of either an MLIS or LIT program were also welcome to participate. The results suggest that both librarians and library technicians perceive their roles as growing in scope and complexity and that the lines of responsibility are blurring. A majority of respondents indicated that they perceive a change in their roles in the past five years and commented on what the perceived changes were. Librarian and library technician roles may be shifting away from what may be viewed as traditional or clearly defined responsibilities and both librarians and library technicians may be taking on new tasks as well as experiencing task overlap. All library staff will need to be fluid, adaptable, and open to change. Library school curricula and workplace training need to incorporate the development of these competencies. Quels sont les changements importants éprouvés par les bibliothécaires et les bibliotechniciens dans leurs rôles? Un sondage mené en février de 2014 a posé cette question aux bibliothécaires et aux bibliotechniciens dans tout le Canada. On a reçu huit-cent quatre-vingt-deux réponses des bibliothécaires, définis comme étant diplômés en MSIB, et les bibliotechniciens, définis comme étant diplômés d’un programme de deux ans en bibliotechnique. Les sondés devaient avoir travaillé au cours des deux dernières années dans ces fonctions et les étudiants d’un programme MSIB ou de bibliothéconomie/ sciences de l’information pouvaient aussi y participer. Les résultats suggèrent que les bibliothécaires et les bibliotechniciens perçoivent que leur rôle prend de l’ampleur et de la complexité, et que les lignes de responsabilité deviennent floues. La majorité des sondés ont indiqué qu’ils perçoivent un changement de leurs fonctions sur les cinq dernières années et ont fait des commentaires sur ce qui concerne ces changements. Il se pourrait que les fonctions des bibliothécaires et bibliotechniciens soient en train de se détourner de ce qui peut être vu comme traditionnel ou des responsabilités clairement définies, et les bibliothécaires et bibliotechniciens pourraient assumer les nouvelles tâches ainsi qu’éprouver le chevauchement des tâches. Tout personnel de la bibliothèque devra être souple, capable de s’adapter et ouvert aux changements. Les programmes des écoles de bibliothéconomie et de la formation dans le milieu du travail doivent intégrer le développement de ces compétences.
How do you stay on top of evolving trends and changes to information literacy delivery, especially while coping with shrinking professional development allocations? This article details various in-house, professional development opportunities created for MacEwan University’s library staff. Low-cost, practical ideas are given to help jump-start a library's information literacy professional development offerings. Included are details about organizing an Information Literacy Community, internal Library Professional Development Days and an information literacy event open to local library professionals.
Active learning Active learning refers to a student-centered instruction method that focuses on having students actively participate in the learning process through activities such as group discussion, investigation, experimentation, or role play. This pedagogical technique helps to increase student interest, engagement, and learning by allowing them to express their questions, idea, and opinions. With active learning, the librarian acts less like a lecturer dispensing information and more like a facilitator of critical thinking and reflective learning, helping to develop students’ IL skills while promoting essential collaboration between the library and faculty. The librarian becomes less of a focal point, and is able to move through the classroom and assist students, who are given greater opportunity to participate and exercise their skills. Active learning is an approach that recognizes a variety of learning styles and offers instructors multiple ways of reaching learners Lisa Shamchuk and Leah Plouffe MacEwan University Library’s pedagogical shift Using active learning activities during first-year information literacy sessions
