C&RL News September 2019 458

ACRL in Washington, D.C.
ACRL programs at the ALA Annual Conference

conference circuit

A LA’s 138th Annual Conference was held June 20–25, 2019, in Washington, D.C. 
More than 21,400 librarians, library support 
staff, exhibitors, writers, educators, publish-
ers, and special guests attended the confer-
ence. Ed. note: Thanks to the ACRL members 
who summarized programs 
to make this report possible.

Realizing inclusive work 
environments
To a packed room of more 
than 250 attendees, Angela N. 
Spranger presented “Equity, 
Diversity, Inclusion . . . and 
Leadership: Where Do We 
Go From Here?” a talk about 
inclusive leadership and why 
diversity initiatives fail. The 
session was the culminating 
event of the yearlong ACRL 
President’s Program on eq-
uity, diversity, and inclusion 
(EDI).

A business school faculty 
member at Christopher New-
port University and manage-
ment consultant, Spranger 
described how workplace behaviors and 
biases affect people’s decision to join and 
stay in organizations. She described how, 
despite professed efforts and articulated pri-
orities, the inherent interest in maintaining 
the status quo, confirmation of groupthink, 
and diversity fatigue all have an impact on 
employee recruitment and retention.

Engaging attendees through small-group 
discussions, Spranger offered ways of think-
ing about recruitment and organizational 
culture that strive towards inclusion and 
innovation:

• Rather than hiring someone for their 
perceived “fit,” we should be 
hiring for what the organiza-
tion needs now and in the 
future.

• Workgroup ef-
fectiveness depends on differ-
ent cultural norms represented 
by the group. While cultural 
communication differences 
can be a hindrance, diverse 
groups can yield innovation.

• Leading inclu-
sively requires emotional and 
cultural intelligence, and self 
and social awareness, and self 
and relationship management.

• Progressing into 
equity requires inviting people 
to change (without coercion 
or shame) and consciously 
responding to that change.

• Foster belong-
ingness and value uniqueness by sharing the 
spotlight, rotating responsibilities, empower-
ing others, and seeking opinions.

Emphasizing that we are all leaders who 
can create safe and inclusive places for people 
to work and succeed, Spranger described EDI 
work as messy, necessary, and complicated. 

Angela N. Spranger, lecturer in 
management at the Luter School 
of Business at Christopher New-
port University and the principal/
owner of StepOne Consulting LLC.



September 2019 459 C&RL News

She advocated for moving beyond our best 
intentions toward realizing inclusive and 
effective work environments—Nastasha 
Johnson, Purdue University and School of 
Information Studies, nejohnson@purdue.
edu, and Jason Sokoloff, University of Wash-
ington, jksok@uw.edu 

Grassroots advocacy and librarians: 
Using research power to make change
Cosponsored by the Politics, Policy and 
International Relations Section and the 
Anthropology and Sociology Section, the 
panel discussion “Grassroots Advocacy 
and Librarians: Using Research Power to 
Make Change” addressed how librarians 
interact with library users interested or in-
volved in grassroots advocacy. After brief 
presentations summarizing their relevant 
experience, Aliqaue Geraci (Cornell Univer-
sity) and Darcy Gervasio (Purchase College 
-SUNY) responded to questions from the 
moderators, from each other, and from the 
audience. A consistent theme of the dis-
cussion was a concern with how the pan-
elists dealt with issues of neutrality. Their 
responses converged on the observation 
that trying to maintain complete neutrality 
is impossible, reminding the audience that 
librarians, libraries, and the library profes-
sion have never been neutral with regard 
to many social issues, with the same ob-
servation applying to larger institutions in 
which libraries may be embedded. Instead 
of rejecting such requests in the interest of 
maintaining “neutrality,” librarians should 
carefully consider how the goals and values 
of the movement or movements in question 
articulate the mission and core values of 
both their library and their broader institu-
tion. In situations where mission and values 
don’t align or requested services violate li-
brary policy, librarians should call attention 
to the relevant policies, mission, goals, and 
core values of their institution when explain-
ing why they cannot provide the requested 
assistance. The panelists noted, however, 
that in their experience such situations are 
quite rare. Finally, the panelists strongly en-

couraged members of the audience to be 
courageous in pushing up against the real 
and imagined boundaries separating appro-
priate from inappropriate services related 
to helping people seeking to use research 
power to advocate for social change. Ad-
ditional information regarding this session 
can be found at https://acrl.libguides.com 
/ppirs/grassroots.—Wade Kotter, Weber 
State University, wkotter@weber.edu

The sense of self: How identity 
informs academic librarianship
The ACRL Equity, Diversity and Inclusion 
Committee sponsored this session, an open 
conversation with four academic librarians of 
color at various points in their professional 
careers to share how their identities and ex-
periences contribute to their whole and au-
thentic selves as information professionals. 

Prompted by a chapter submitted by 
moderator Derrick Jefferson to the ACRL-
published book The Self As Subject: Autoeth-
nographic Research Into Identity, Culture, 
and Academic Librarianship, the session 
featured a panel who candidly discussed their 
lives prior to librarianship and what identity 
means to them personally. 

Shannon Jones spoke about growing up 
as a Girl Scout and how the closeness of her 
family created a foundation that continues 
to serve her today in her role as director of 
libraries at the Medical University of South 
Carolina. 

For Symphony Bruce, her six years teach-
ing at a predominantly white high school 
in St. Louis prepared the resident librarian 
at American University with the skill set for 
advocating for the needs of students of color 
in majority white spaces. 

Del R. Hornbuckle spoke frankly about 
being a queer woman of color and bringing 
her partner to high profile campus events 
with other university faculty and administra-
tors as dean of library services at California 
State University-Fresno. 

Teresa Helena Moreno, who pursued 
librarianship after already working in higher 
education, talked about rising tensions in 

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C&RL News September 2019 460

conjunction with anti-Blackness since the 2016 
elections and how examining these concepts 
will go far in bringing all marginalized and 
underrepresented communities towards justice. 
Moreno is undergraduate engagement coordi-
nator and African American studies librarian at 
the University of Illinois-Chicago.

The opportunity to hear from such a 
wide-ranging group of academic librar-
ians and women of color provided much-
needed insight in embracing ACRL’s focus 
on embracing equity, diversity, and inclu-
sion in higher education libraries.—Derrick 
Jefferson, American University, derrickj 
@american.edu 

Accessibility, online learning objects, 
and universal design for learning
The Distance Learning Section and Instruc-
tion Section cosponsored the program “Ac-
cessibility and Online Learning Objects: 
Applying Universal Design for Learning,” 
which brought together a panel of instruc-
tion and accessibility librarians.

Liz Johns (Goucher College) gave a per-
suasive opening talk about the benefits of 
adopting universal design for learning (UDL)
in all instruction to students. She pressed hard 
on reframing the conversation surrounding 
accessibility and suggests moving away from 
discussing accommodations in a negative way. 
Instead, frame things in a positive way. “People 
are not problems,” she reminded the audience. 
UDL, she argued, goes beyond accessibility to 
support any possible way of learning.

Rebecca Oling (Purchase College-SUNY) 
followed with a discussion of training fac-
ulty on accessibility issues and online object 
creation. Oling explained that faculty often 
carry an emotional weight when it comes 
to this work. Faculty may feel anxiety, em-
barrassment, and shame about their course 
content. Her process involves identifying 
problem courses in partnership with the 
registrar, Office of Disability Resources and 
Blackboard’s Ally tool, reviewing all the files 
within a given course, and giving faculty a 
tailored email review of issues and sugges-
tions for improvement. 

Teressa Keenan (University of Montana) 
spent the next segment giving helpful how-to 
tips for creating accessible documents while 
remembering the principles of UDL. She sug-
gested, “Strive for progress not perfection.” Her 
core principles involved organizing content 
well, providing alternative access to media, 
and consistency. She gave specific tips for 
word processors, PDFs, audio and video, and 
presentations. 

Amanda Roth (University of California-San 
Diego) used her time to discuss instructional 
tools and accessibility. She warned that there 
are several guidelines for accessibility that 
instructional software might be using and 
stressed reading the fine print to make sure they 
are meeting the standards you require. Roth 
strongly recommended, “Include accessibility 
testing in your development plan.”—Natalie 
Haber, University of Tennessee-Chattanooga, 
natalie-haber@utc.edu

Diversity in digital collections and 
archives
The ACRL Digital Scholarship Section, Litera-
tures in English Section, and European Studies 
Section cosponsored “Difficult Discussions: 
Diversity in Digital Collections and Archives,” 
a panel session featuring the expertise and 
experiences of three scholars emphasizing 
the lack of equitable attention to diverse per-
spectives in digital archives and the need for 
librarians and digital scholars to actively ad-
dress these voids.

Amardeep Singh (associate professor of 
English at Lehigh University) began the panel 
discussion by presenting on what he termed 
the “archive gap” or the “disparity between the 
extent and quality of digital archives for white 
and canonical writers vs. those for writers of 
color as well as those from the postcolonial/
decolonial world.” Singh noted that archival 
gaps are “due to ignorance” among scholars—
emphasizing the need for accessible critical 
digital archives.

Sylvia Fernandez (Ph.D. candidate at the 
University of Houston) discussed her work 
on the Borderlands Archives Cartography, a 
“transnational project that records nineteenth 

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September 2019 461 C&RL News

and twentieth century U.S.-Mexico borderlands 
newspapers.” The project presents history and 
the “borderlands identities” through alternative 
sources, and makes newspapers from both 
sides of the border accessible, which gives a 
more accurate depiction of life for those living 
near the U.S.-Mexico border.

Alex Gil (digital scholarship coordinator at 
Columbia University) reflected on the lack of 
diversity in digital collections and archives and 
called for “professional grassroots movements” 
to address archival gaps. Emphasizing the need 
for digital scholars to pay careful attention not 
only to what materials are included in critical 
digital collections, but to the digital infrastruc-
ture of these collections, he cited his work on 
Wax, a tool to assist with the creation of static 
digital exhibition sites—which allows these 
collections to be accessed “outside of the [I]
nternet [...] outside of the mainstream.”—Eden 
Parks, Towson University, eparks@towson.edu

Beyond CRAAP
At least 160 librarians attended the ACRL-
sponsored program “Beyond CRAAP: An Up-
dated Approach to Source Evaluation.” Mary 
Thill (Northeastern Illinois University) opened 
the session with a general introduction to 
the proposed approach: the Leeder, Markey, 
and Yakel Taxonomy. The taxonomy, as the 
speakers have chosen to implement it, gives 
students, librarians, and instructors a common 
framework for evaluating sources through 
source authority. In a sample classroom ex-
ercise, session participants practiced using 
the taxonomy themselves before the speak-
ers expanded on the research and assessment 
applications of the method. Frank Lambert 
(Middle Tennessee State University) shared 
preliminary findings from a three-institution 
study conducted in Spring Semester 2019 that 
involved coding 300 student sources with the 
taxonomy. “Librarians can relax!” Lambert 
reported, “Most resources cited in student 
research papers in the English Composition 
classes we examined used some of the best 
[academic, peer-reviewed] resources.” Yet stu-
dents still turned to uncredentialed “lay” au-
thors at a greater frequency than, for instance, 

government resources. James Rosenzweig 
(Eastern Washington University) concluded 
the program with an overview of how the 
taxonomy might be used to assess instruction 
and other information literacy programing at 
the library and institutional level. During the 
general discussion period, participants pro-
vided examples of how they hoped to use 
the Leeder, Markey, and Yakel Taxonomy at 
their own institutions. The modified Leeder, 
Markey, and Yakel Taxonomy, along with 
other supplementary program materials, is 
available at the website research.ewu.edu 
/beyondcraap.—Mary Thill, Northeastern Illi-
nois University, m-thill@neiu.edu

Bolstering academic libraries as integral 
safe spaces for mental health
Sabrina Thomas began the session by propos-
ing a question to those in attendance, “Think 
of one enormous problem facing the world 
today. In what small way, in your corner of 
the world, can you lift that burden, if even for 
a moment?” As a member of the Marshall Uni-
versity (MU) committee Student Conduct and 
Welfare, Thomas had the opportunity to ac-
tively contribute to the conversations happen-
ing about the problems that MU students face. 

She discussed the enormous problem that 
we find ourselves faced with in Huntington, 
West Virginia: the number of students that arrive 
on campus with high adverse childhood experi-
ence (ACE) scores, many caused by the opioid 
epidemic that has impacted the state of West 
Virginia profoundly. This led to the creation of 
the MU Mental Health Initiative, a partnership 
between MU Libraries, the Counseling Center, 
and the Women’s and Gender Center. 

Using the previous year’s art exhibition in 
the library as a springboard, the MU Mental 
Health Initiative, “Don’t Call Me Crazy,” be-
gan as an art exhibition, but quickly grew to 
include panel discussions with campus and 
community mental health professionals, edu-
cational resources, and campus, community, 
state, and national resources. 

Leah Tolliver talked about the unique 
mental wellness challenges that MU students 
face, how West Virginia has some of the 

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C&RL News September 2019 462

highest ACE scores in the country, how most 
MU students hail from West Virginia, and 
how more students than ever were using the 
available support services. 

Michelle Alford discussed how the tech-
nology that was used to livestream the panel 
discussions allows for anonymous questions 
from audience members and statistics for 
each panel discussion that we hosted.

Kacy Lovelace discussed the various 
SpringShare products that were used to bring 
the initiative to fruition, including LibGuides, 
which she used to create the Mental Health 
Initiative research guide, found at https://
libguides.marshall.edu/mentalhealth.— 
Sabrina Thomas, Marshall University, tho4 
@marshall.edu

Bystander or change agent? An 
examination of BTAA social media 
content for radical democracy
Ashley Hosbach (University of Virginia) and 
Julie Marie Frye (Indiana University-Bloom-
ington [IUB]) presented their research on 
social media’s role in connection with social 
justice principles and advocacy. At the be-
ginning of the presentation, Hosbach and 
Frye reflected on the equity, diversity, and 
inclusion statements from ALA,1 ACRL,2 and 
the Big Ten Academic Alliance (BTAA).3 
They believe these statements should also 
be represented through each library’s social 
media presence.

Hosbach and Frye explained that their 
study initially began as an environmental 
scan to inspire the reboot of IUB’s Education 
Library Twitter page. However, they started 
to notice patterns of behavior that indicated a 
gap between the LIS profession’s core values 
and practice on Twitter.

Hosbach and Frye used a mixed-methods, 
applied linguistics approach to examine the 
BTAA libraries’ tweets. Using two analytical 
categories, “voices heard” and “radical de-
mocracy,” their preliminary findings revealed 
the majority of tweets were inward facing 
rather than highlighting student voice and 
opportunities to connect with the greater 
community. Under the radical democracy 

framework, the majority of tweets were cate-
gorized as “absent entirely.” Putting it simply, 
they observed libraries are unintentionally 
(or intentionally) choosing to not engage in 
advocacy discussions on social media.

Discussing the debate over library neu-
trality, Hosbach declared, “Each tweet is a 
political act. Claiming neutrality is not only 
impossible, but is also incredibly problem-
atic.” During the presentation, Hosbach and 
Frye solicited feedback from the crowd. In 
the audience, a mix of librarians, administra-
tors, and marketing specialists debated policy 
restrictions and intellectual freedom, con-
cerns of appeasing donors, and rising interest 
in activism from their student populations.4

Hosbach and Frye look to expand their 
study and research team, continuing on 
to publication. Frye concluded, “We know 
you’re doing amazing, on-the-ground work 
on this front, but we aren’t seeing this re-
flected on social media platforms. We want 
to change that.”— Ashley Hosbach, University 
of Virginia, aeh5mg@virginia.edu

Notes
1. ALA, www.ala.org/aboutala/sites/ala.

org.aboutala/files/content/governance/council 
/council_documents/2017_mw_council 
_documents/cd_35_2_Strategic%20Direction 
_Equity%20Diversity%20and%20Inclusion 
_FINAL.pdf.

2. ACRL, www.ala.org/acrl/standards 
/diversity. 

3. BTAA, www.btaa.org/r esources 
-for/faculty/diversity-and-recruitment. 

4. Zachary Jason, “Student Activism 
2.0,” Harvard Graduate School of Educa-
tion, accessed July 25, 2019, https://www.
gse.harvard.edu/news/ed/18/08/student 
-activism-20.

Citizen science and libraries: Strange 
bedfellows or dream dates?
The ACRL individual program “Citizen Sci-
ence and Librarians: Strange Bedfellows 
or Dream Dates?” offered a look at citizen 
science partnerships from the lens of two 
academic librarians, a public librarian, and a 

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http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/aboutala/sites/ala.org.aboutala/files/content/governance/council/council_documents/2017_mw_council_documents/cd_35_2_Strategic%20Direction_Equity%20Diversity%20and%20Inclusion_FINAL.pdf
http://www.ala.org/acrl/standards/diversity
http://www.ala.org/acrl/standards/diversity
http://www.btaa.org/resources-for/faculty/diversity-and-recruitment
http://www.btaa.org/resources-for/faculty/diversity-and-recruitment
https://www.gse.harvard.edu/news/ed/18/08/student-activism-20
https://www.gse.harvard.edu/news/ed/18/08/student-activism-20
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September 2019 463 C&RL News

university professor. Dan Stanton (librarian 
from Arizona State University [ASU]), kicked 
off the panel by asking the audience how 
many of them had heard of citizen science. 
Much of the very engaged audience were not 
only familiar with citizen science, but had in 
fact participated in citizen science at some 
point. Stanton and ASU Professor Darlene 
Cavalier (founder of citizen science portal 
and research platform Sci Starter at https://
scistarter.org), explained common features 
of citizen science as well as some challenges 
such as difficulty or expense involved in ac-
cessing needed tools, and the solitary nature 
of the participation. Libraries, the panel re-
minded us, 
are unique-
ly posi-
tioned to 
o v e r c o m e 
many of 
the chal-
l e n g e s 
given their 
close com-
munity ties, 
their role in 
p r o v i d i n g 
r e s o u r c e s 
and lend-
ing items 
to commu-
nity mem-
bers, and 
their ability to offer a public gathering space 
for citizen science participants. 

The team discussed their creation of 
public library partnerships and circulating 
citizen science kits, which are now available 
for check out at several Phoenix-area librar-
ies. Public librarian Robin Salthouse (adult 
services supervisor for the Maricopa County 
Library District) discussed marketing, public 
programming, and discoverability of the kits. 

Danica Lewis (life sciences librarian at 
North Carolina State University) discussed 
the Hubble Space Telescope project and how 
from a tiny window in the night sky, galaxies 
began to appear and how citizen scientists 

helped catalog them. The team spoke about 
the potential for and specific examples of 
citizen science on university campuses, school 
districts, and public libraries, leaving the audi-
ence with many concrete ideas of how to in-
corporate citizen science into their libraries.— 
Joyce Martin, joyce.martin@asu.edu, and  
René Tanner, Rene.Tanner@asu.edu, Arizona 
State University

Climbing the ladder: African American 
deans and directors speak on 
leadership
Trevor A. Dawes (vice provost at the Uni-
versity of Delaware) encouraged the audi-

ence to fol-
low their 
own paths. 
It was not 
his inten-
tion to go 
into lead-
ership at 
the outset 
of his ca-
reer, but 
by attend-
ing con-
f e r e n c e s 
and work-
shops, he 
developed 
v i s i o n 
plans that 

led him in that direction. Dawes cautioned 
not to go into leadership for higher status 
and pay, but to effect change and to do a 
better job. He stressed establishing goals, 
publishing, and being professionally active 
as a part of moving forward intentionally.

“It takes grit and resilience,” was the 
advice given by Theresa Byrd (library dean 
at the University of San Diego). Library lead-
ers should find success in negative events, 
engage others, possess integrity, passion, 
and emotional intelligence. She suggested 
having a BHAG—“Big Hairy Audacious 
Goal.” Byrd recommended librarians invest 
in themselves by paying their own way to 

(Left to right): “Citizen Science and Librarians” presenters Robin Salt-
house, Danica Lewis, Darlene Cavalier, and Dan Stanton.

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C&RL News September 2019 464

conferences, if employer funding was un-
available. She provided a chart showing how 
librarians in specialty areas like scholarly 
communication or Black studies could tran-
sition to management. Her recommended 
reading was The Psychology of Top Talent 
by Eric Frazer.

Having been the director or dean at four 
historically black college and universities 
(HBCUs) libraries, Richard Bradberry (Mor-
gan State University) shared his perspectives 
on advancement in that environment. Using 
his career as an example, he demonstrated 
that a librarian can change jobs many times, 
but attain valuable assets while moving 
through the process. He proposed willing-
ness to take a risk when the opportunity 
for leadership arises. Bradberry discussed 
the Maryland HBCUs promotion and tenure 
guidelines, and recommended that follow-
ing the guidelines at their own institutions 
would provide credentials to move into 
leadership at other institutions.—Glenda 
Alvin, Tennessee State University, galvin@
tnstate.edu

Tenure-track, institutional supports, 
and occupational stress
Sponsored by ACRL, Laura Cameron and 
Stephanie Pierce from the University of Ar-
kansas presented “Mental Health and Ten-
ure: Examining the Intersection Between 
Institutional Supports and Work-Related 
Stress” to a crowd of approximately 45 
people. The session shared findings from 
a two-phase study that looked at institu-
tional supports for tenure-track librarians 
and their correlation to occupational stress. 
Phase one gathered information on demo-
graphics, institutional supports offered and 
used, and tenure requirements by sending 
a survey to listservs. Phase two used the 
Job Stress Survey from PAR, Inc., to mea-
sure occupational stress of participants 
who opted in at the end of the phase one 
survey. This particular instrument has been 
normed against corporate/university em-
ployees, which provided comparable data 
for analysis.

Findings from the research showed key 
institutional supports (mentorship, request-
able research time) were either underused 
or lacking, tenure expectations remain un-
clear and inconsistent, stress for tenure-track 
librarians is linked to lack of support, and 
there is a correlation between professional 
confidence (i.e., confidence to do their jobs 
and achieve tenure) and occupational stress. 
These implications show the need for clarity 
in the tenure process while supporting pre-
vious research related to the importance of 
institutional supports for tenure-track librar-
ians. Data from this study can assist library 
administrators, managers, librarians, and 
higher education institutions in identifying 
areas that contribute to high occupational 
stress and low professional confidence so 
that they can take steps to reduce stressors 
and increase confidence. 

Follow-up questions and comments ad-
dressed ambiguity but also how too much 
specificity in requirements could pose 
issues, ways directors and managers can 
ensure that tenure-track librarians know 
and understand their processes and expec-
tations, the difficulty of having nonlibrary 
faculty understand the importance academic 
librarianship work for tenure, and how 
access to information regarding the tenure 
process might play a role in stress levels.—
Stephanie Pierce, University of Arkansas, 
sjpierc@uark.edu

The scoop on scoping reviews in the 
LIS field
Librarians across disciplines are encounter-
ing scoping reviews in their work. A pro-
gram sponsored by ACRL, “Minding the 
Gaps: Conducting and Using Scoping Re-
views in the Library Context” presented 
ideas about how librarians can actively lead 
or contribute to scoping reviews.

Kate Mercer (University of Waterloo), 
having conducted a number of scoping 
reviews herself, shared background on the 
methodology, “The key difference—at a high 
level—is that systematic reviews will answer 
a clinically meaningful question or provide 

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September 2019 465 C&RL News

evidence to inform practice. Scoping reviews 
have more flexibility and help investigate 
what has been done in a field therefore 
identify gaps in literature.” 

The uninitiated should be warned: scop-
ing reviews are just as rigorous as other 
reviews, and take just as long. Ariel Stables-
Kennedy, a recent Western University MLIS 
grad, discussed some challenges the present-
ers had when conducting their own LIS scop-
ing review, which can be found at https://
www.asee.
org/public/
conferenc-
es/140/pa-
pers/24617/
v i e w . 
B o u n d a r y 
w o r k  t o 
synthesize 
i n t e r d i s c i -
plinary texts 
and negoti-
a t i n g  t h e 
publication 
process with 
an emergent 
r e s e a r c h 
m e t h o d o l -
o g y  w e r e 
chief among 
t h e m .  A t -
t e n d e e s 
were concerned about managing numerous 
requests to coauthor. In cases where one 
does not wish to author, Mercer suggests 
negotiating a set number of consultations to 
help manage demand. 

Kari Weaver (University of Waterloo) 
sees good alignment between scoping 
reviews and our interests in LIS, “It’s one 
thing to think something is missing in lit-
erature (or services), but it’s another thing 
to go out there and demonstrate it. The 
fact that the scoping review itself is the 
demonstration of that gap offers a lot in 
discussions about resources. . . . We have 
unique opportunities to explain the value 
and impact of our work, both services 

and our expertise in navigating informa-
tion, through work on reviews.”—J. Ariel 
Stables-Kennedy, Western University, jstables 
@uwo.ca

California higher ed academic 
libraries
California library administrators and faculty 
presented the ACRL-sponsored session “Cal-
ifornia Minority-Serving Institution Academ-
ic Libraries: Responsive Leadership, Trans-

f o r m a t i v e 
S e r v i c e s 
and Radi-
cal Inclu-
sion.” The 
challenges 
and op-
portunities 
faced by 
California’s 
a c a d e m i c 
libraries are 
a model for 
what higher 
e d u c a t i o n 
l i b r a r i e s 
nationwide 
might look 
like in the 
near future.

Two fac-
ulty librar-

ians, a university librarian, and three library 
deans presented a panel discussion highlight-
ing individual campus demographic profiles 
and library accomplishments. 

The session began with an overview of 
California’s Master Plan of Higher Educa-
tion and the formation of the three-tiered 
system (the campuses of the University of 
California [UC], California State Universi-
ties [CSU], and the California Community 
Colleges). Statistics included a California 
student profile and issues and challenges 
in higher education in California. The 
presentations outlined the case study of 
California’s public systems and the impact 
on their representative libraries’ leadership, 

“California Minority-Serving Institution Academic Libraries” presenters 
(front row, left to right): Stephanie Brasley, Mai Soua Lee, and Haipeng 
Li (back row, left to right): Catherine Fonseca, Mark Stover, Del R. Horn-
buckle, and Alesia McManus).

https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
https://www.asee.org/public/conferences/140/papers/24617/view
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C&RL News September 2019 466

community engagement, service delivery, 
and first-year/student success programs. 

Alesia McNamus (UC-Davis) discussed 
high-impact practices for student success 
in her library, which includes the Norma J. 
Lang Prize for Undergraduate Information 
Research, Haipeng Li (UC-Merced) and Mai 
Soua Lee (Reedley College) have successful 
human library programs, and Catherine Fon-
seca (CSU-So-
noma) shared 
how identity 
programming 
is a part of the 
2025 Strategic 
Goals.

Stephanie 
Sterling Bras-
l e y  ( C S U -
D o m i n g u e z 
H i l l s )  d i s -
cussed radi-
cal inclusion 
in leadership 
with annual 
retreats with 
an EDI focus 
along with librarian and staff councils, Del 
R. Hornbuckle (CSU-Fresno) shared images 
of her library’s intentional representation in 
building design celebrating Native American 
culture and history in the area, and Mark 
Stover (CSU-Northridge) discussed diversity 
and inclusion as a part of his library’s mis-
sion statement.

There was representation from each 
California system in the session, which 
demonstrated unique approaches to ser-
vices, programs, and leadership for a 
student demographic that is shaping what 
higher education will look like in the com-
ing years.—Del R. Hornbuckle, CSU-Fresno,  
dhornbuckle@csufresno.edu

Equivalent access
A sizeable crowd stopped by to hear Vic-
toria Raish and Anne Behler (both of Penn 
State University) present on “Providing 
Equivalent Experiences: Flipping the Script 

for Online Students,” in a session sponsored 
by ACRL. The presentation started with an 
emphasis on equivalent access as stated in 
the ACRL Standards for Distance Learning 
Services. This guiding framework drives the 
decisions Behler and Raish make in serving 
online students. 

The presenters were glad to hear that 
most of the audience members knew what 

digital badges 
wer e. Fr om 
t h e r e ,  t h e y 
talked about 
t h e i r  s t r a t -
e g y  b e h i n d 
creating The 
Library Con-
nection. This 
is an interac-
tive orienta-
tion program 
for online stu-
dents, where 
they receive 
personalized 
feedback from 
a group of li-

brarians who are helping them discover 
relevant library services and resources. They 
then discussed their research study, which 
involved a content analysis of large bodies 
of text. In this study, they used the expertise 
of their literary informatics librarian, who in-
troduced them to a really awesome software 
tool known as AntConc. This tool permitted 
analysis of text that would have been impos-
sible to analyze by hand. 

Behler and Raish commented that their 
favorite part of offering The Library Connec-
tion to online students is hearing from each 
student as to their prior knowledge and what 
they are learning about the library and how 
it will help them in their studies. Audience 
questions were primarily interested in scale 
and growth of the project. The presenters ad-
mitted that they are working through issues of 
scale right now but have no doubt about the 
impact of the program or the positive feedback 
from collaborators. Future directions include 

Audience at the “Providing Equivalent Experiences” session.

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September 2019 467 C&RL News

recruitment of more evaluators, refinement 
of content, and the application of machine 
learning and artificial intelligence.— Victoria 
Raish, Penn State University, vrc112@psu.edu

The fourth factor of fair use
The ACRL program “Show Me the Money! Or 
Not? Making Sense of the Fourth Factor of 
Fair Use” featured a panel of four copyright 
experts who used significant court cases to 
provide insight on interpreting the fourth fair 
use factor “effect of the use upon the poten-
tial market for or value of the copyrighted 
work.”

After the moderator provided a brief re-
view of the fair use exception (see https://
www.copyright.gov/fair-use/more-info.html), 
the panelists summarized and discussed five 
seminal court cases. Even lightly reading these 
cases demonstrates how, over the years, the 
courts build on previous cases to further refine 
fair use practices. For details on the modera-
tor, presenters, and court cases, see http://hdl.
handle.net/2374.MIA/6435.

The panelists’ remarks yielded the follow-
ing insights:

• Fair use analysis requires holistic, case-
by-case consideration that isn’t prescriptive 
(using the 1997 Classroom Guidelines, a 10% 
or one chapter rule, or a mathematical rubric).

• If the use of a work is transformative—
meaning the new use is significantly different 
than the original purpose and/or appeals to 
a different audience—this use will weigh 
strongly in favor of fair use.

• The flip side of transformative use is 
substitutive use—the new use only substitutes 
for the original work in the marketplace, 
appealing to the same audience—a use that 
weighs strongly against fair use.

• Nonprofit educational use weighs heav-
ily in favor of fair use, even when the use isn’t 
transformative.

• The availability of licensing for a work 
can weigh against a fair use argument, but it 
is never the sole determinant.

Presenters cited Nicole B. Cásarez’s state-
ment, “The Supreme Court has held that the 
ultimate goal of copyright law is not to pro-

mote new markets or economic growth, but 
rather to advance learning and thereby further 
the public good,” as their key takeaway.1

Note
1. Nicole B. Cásarez, “Deconstructing the 

Fair use Doctrine: The Cost of Personal and 
Workplace Copying After American Geo-
physical Union V. Texaco, Inc.,” Fordham 
Intellectual Property, Media & Entertainment 
Law Journal 6 (2): 641–720, https://ir.lawnet.
fordham.edu/iplj/vol6/iss2/5.— Billie Peter-
son-Lugo, Baylor University, billie_peterson@
baylor.edu

Unlike others
Denyse Rodrigues (liaison librarian for the So-
cial Sciences at Mount Saint Vincent Univer-
sity) presented the ACRL-sponsored session 
“Unlike Others: Developing an Online Face 
for a Lesbian Pulp Fiction Collection Through 
the Lens of Social Justice.” Rodrigues began 
the session by providing definitions of the 
Lesbian Pulp Fiction genre and the concept 
of social justice to set the stage for moving 
away from a purely bibliographic approach 
to producing an online exhibit for a book 
collection with historical significance for the 
LGBTQ+ community. She led the participants 
of the session in an exercise whereby they 
identified their connections to Lesbian Pulp 
Fiction. Their feedback was used to generate 
metadata that could be used to connect in-
dividual and community interests to specific 
books in the collection. After the exercise, 
Rodrigues demonstrated how themes related 
to censorship, visual metaphors in cover art, 
and lesbian history and identity were devel-
oped to provide visitors with contextual ac-
cess to the Lesbian Pulp Fiction collection at 
the Mount Saint Vincent University Library. 
The session concluded with the practical 
elements of creating the online exhibit, em-
phasizing the aspirations versus the reality 
of the planning process and implementation 
of the project. These elements included de-
termining the scope of the project, making 
informed decisions about metadata and con-
trolled vocabulary, guarding against scope 

mailto:vrc112%40psu.edu%20?subject=
https://ir.lawnet.fordham.edu/iplj/vol6/iss2/5/
https://ir.lawnet.fordham.edu/iplj/vol6/iss2/5/
mailto:billie_peterson%40baylor.edu?subject=
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C&RL News September 2019 468

creep, incorporating user feedback, and bat-
tling imposter syndrome. The online exhibit 
for the Lesbian Pulp Fiction collection at the 
Mount Saint Vincent University Library can 
be viewed at https://msvulpf.omeka.net/.—
Denyse Rodrigues, Mount Saint Vincent Uni-
versity, denyse.rodrigues@msvu.ca

Will they stay or will they go?
Aubrey Iglesias (assistant professor/catalog-
ing librarian at New Mexico State University)
presented the program entitled “Will They 
Stay or Will 
They Go? 
‘Sense of Be-
longing’ as a 
Foundation 
for Creat-
ing Inclu-
sive Library 
Services for 
International 
S t u d e n t s , ” 
cosponsored 
by the ACRL 
A c a d e m i c 
Library Ser-
vices to Inter-
national Students Interest Group and the ALA 
International Relations Committee. Iglesias 
gave a carefully researched presentation cit-
ing a variety of statistics, theory, and research 
on international students and the concepts 
of “belonging” and “cultural diversity.” She 
presented statistics on international students 
that show decreasing numbers in enrollment 
of first-time international students in U.S. uni-
versities, which have declined significantly 
since the 2016 U.S. presidential election. She 
noted that international students contribute 
more than $39 billion and supported more 
than 455,000 jobs in 2017–18. Iglesias iden-
tified challenges international students face, 
such as cultural and linguistic difficulties, 
discrimination, and mental health issues. 
She taught the audience about multi-context 
theory, noting that U.S. institutions now need 
to do more in terms of helping the system 
adjust to people from a larger range of di-

verse backgrounds, such as with high- and 
low-context cultures. Iglesias also presented 
Vincent Tinto’s theory of student departure 
as a starting point for measuring students’ 
sense of belonging. Tinto looked at why 
students leave and stressed the importance 
of individuals interactions with the campus 
community from a mainstream point of view. 
Most of the research she found either looked 
at immigrants to the United States or domes-
tic minority groups such as Latinx students, 
which identifies a literature gap on interna-

tional stu-
dents Igle-
sias wants to 
pursue. Dur-
ing the gen-
eral discus-
sion several 
participants 
p r e s e n t e d 
their own 
e x p e r i -
ences. One 
a u d i e n c e 
d i s c u s s i o n 
t a k e - a w a y 
was the 

importance of informal mentorship and 
connections with people who share a simi-
lar background.—Bobby Bothmann, Min-
nesota State University-Mankato, bobby. 
bothmann@mnsu.edu

Strategic outreach efforts
The ULS Academic Outreach Committee and 
the Library Marketing and Outreach Inter-
est Group cosponsored the session “Stay 
on Target!: Stellar Practices for Strategic 
Outreach Through Collaborations, Mar-
keting, and Peer Leaders.” Moderated by 
Rosan Mitola (University of Nevada-Las Ve-
gas), this panel shared ideas on targeted 
and strategic library outreach. The presen-
tation’s slides can be viewed at http://bit.
ly/targetala. 

Sabine Dantus (Lynn University) spoke 
about using personas in library marketing 
efforts. She explained that through data 

Aubrey Iglesias presenting “Will They Stay or Will They Go?”

https://msvulpf.omeka.net/
mailto:denyse.rodrigues%40msvu.ca?subject=
mailto:bobby.%20bothmann%40mnsu.edu?subject=
mailto:bobby.%20bothmann%40mnsu.edu?subject=
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September 2019 469 C&RL News

gathering and user research, libraries can 
develop personas to represent actual us-
ers. Dantus showed a template for creating 
personas and a sample student persona in 
“Cara the Commuter,” and explained how 
this can be used for targeted marketing and 
effective outreach.

Kimberly Shotick (Illinois Institute of 
Technology) focused on the importance of 
campus collaborations in library program-
ming and marketing. Shotick described the 
“Programming Collateral,” a group of campus 
units that discussed collaboration opportuni-
ties. After the group fell apart and collabo-
rations halted, 
the library em-
p l o y e d  e v e n t 
mapping. Map-
ping events to 
organizers, audi-
ence, and out-
comes helped 
i d e n t i f y  n e w 
partners and re-
new the group. 

A my Wai n-
w r i g h t  ( J o h n 
C a r r o l l  U n i -
versity) spoke 
about students 
as partners and 
leaders when or-
ganizing events 
and promoting 
the library. Ex-
amples included students leading final exam 
activities for a class project and students co-
ordinating focus groups on the library’s social 
media. Wainwright stressed the importance of 
relationships in outreach and marketing, but 
noted that it can often take years. Her advice, 
start by building on existing connections. 

Eduardo Martinez-Flores (a senior at 
University of Nevada-Las Vegas) described 
the Peer Research Coach program, an 
endowment-funded opportunity for under-
represented students to work for the library 
in a unique way. Martinez-Flores and other 
coaches contribute to student engagement 

with the library by coteaching instruction 
sessions, coordinating orientation events, 
leading cocurricular activities like Wikipe-
dia edit-a-thons, and codesigning outreach 
activities for first-generation students.—Ja-
son Kruse, Northwestern University, jkruse@
northwestern.edu 

Civic engagement in the regulatory 
process
Librarians from the University of Minnesota 
(UM) presented the ACRL Professional Val-
ues Committee-sponsored session “Research 
Data and Federal Regulations: Commenting 

and Advocating 
from an Aca-
demic Perspec-
tive.”

Alicia Kubas 
( g o v e r n m e n t 
publications and 
data librarian) 
presented about 
the regulatory 
process overall, 
giving all attend-
ees a baseline 
framework for 
understanding 
the case stud-
ies used in the 
presentation. She 
d i s c u s s e d  t h e 
process a rule 
goes through to 

become a regulation, how librarians can 
learn about these opportunities for com-
ment, and why academic libraries should 
care about commenting on proposed rules 
and requests for information (RFIs). 

Allison Langham-Putrow (engineering 
liaison and scholarly communications 
librarian) spoke about when the libraries 
commented on a proposed rule from the 
Environmental Protection Agency (EPA), 
which recommended that all regulatory 
action be based upon publicly available 
data, regardless of confidentiality and se-
curity of human subjects data. In addition 

Moderator and panelists for “Stay on Target!” (back, left to 
right): Rosan Mitola, Amy Wainwright, Eduardo Martinez-
Flores; (front, left to right): Sabine Dantus and Kimberly 
Shotick. 

http://jkruse@northwestern.edu
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C&RL News September 2019 470

to outlining the libraries’ response, she also 
focused on the reactions from the media, 
academia, and library organizations to the 
proposed rule.

Shannon Farrell (natural resources librar-
ian) honed in on what was learned from 
commenting on the EPA-proposed rule and 
how they hoped to engage more stakeholders 
when com-
menting on 
futur e pro-
posed rules 
and RFIs. She 
d i s c u s s e d 
h o w  U M 
brought to-
gether stake-
holders from 
across cam-
pus to com-
ment on an 
RFI from the 
National Insti-
tute of Health 
that asked for 
input on data 
management 
and sharing 
for grant proposals. Farrell also presented 
about the benefits and challenges of writing 
a coordinated response.

Discussion following the formal pre-
sentation focused on how librarians and 
libraries can become more involved in civic 
issues, including commenting on proposed 
rules and RFIs. In addition, an ALA staff 
member talked about ALA’s involvement 
in responding to federal proposed rules 
and how they coordinate responses across 
divisions and sections of the organiza-
tion.—Alicia Kubas, University of Minne-
sota, akubas@umn.edu 

Knowledge is global
The session “Knowledge is Global: Expand-
ing the Awareness and Impact of Research 
from the Global South,” sponsored by the 
ACRL Research Assessment and Metrics In-
terest Group, was convened by James P. 

Morris-Knower (research and global initia-
tives librarian, Cornell University), who de-
fined “Global South” as developing coun-
tries in Latin America, Africa, and much of 
Asia.

Collection development of Global South 
research in the AgEcon Search platform was 
described by Julia Kelly (science librarian at 

the University 
of Minnesota) 
a n d  L i n d a 
Eells (associ-
ate librarian 
at the Univer-
sity of Min-
nesota). AgE-
c o n  S e a r c h 
(https://age-
c o n s e a r c h .
u m n . e d u / ) 
includes cu-
r a t e d  s m a l l 
society jour-
nals, working 
papers, and 
c o n f e r e n c e 
papers on ag-
riculture and 

applied economics. “We feed Google,” by 
seeking content from the Global South and 
dispersing content to the Global South, the 
presenters noted.

Anna Hatch (community manager at 
the American Society for Cell Biology) 
identified barriers to Global South partici-
pation more broadly than just access, it 
also includes representation on editorial 
boards and being involved in the scientific 
conversation. 

Juan Alperin (assistant professor in the 
publishing program and research associ-
ate with the Public Knowledge Project at 
Simon Fraser University) advocated that the 
scientific conversation needs to be globally 
inclusive. It leads to a “larger knowledge eco-
system, positioning universities and research-
ers globally, and improving the research 
culture.” He highlighted RedALyc (www.
redalyc.org/home.oa), the full-text database 

(Left to right) “Research Data and Federal Regulations” presenters 
Shannon Farrell, Allison Langham-Putrow, Alicia Kubas.

http://akubas@umn.edu
https://ageconsearch.umn.edu/
https://ageconsearch.umn.edu/
https://ageconsearch.umn.edu/
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September 2019 471 C&RL News

of Latin American journals in the humanities, 
social sciences, and sciences. 

Panelists agreed that libraries’ control and 
expertise over infrastructure can be better 
utilized. 

Researchers need to broaden the scientific 
conversation by publishing in journals that 
are available in all parts of the world, publi-
cizing preprints and sharing work globally, 
n o r m a l -
i z i n g 
g l o b a l l y 
inclusive 
behavior 
by hold-
i n g  a n d 
attending 
c o n f e r -
ences in 
global re-
gions, and 
a c t i v e l y 
s e e k i n g 
o u t  c o l -
laboration 
w o r l d -
w i d e . 
This will 
take intentional sustained effort.— Kim-
berly Hoffman, George Mason University,  
khoffma@gmu.edu

The scholarship of teaching and 
learning
One of the best ways to inform teaching 
and learning is by asking questions, and 
the Scholarship of Teaching and Learn-
ing (SoTL) is a perfect model for which 
to do so. In their workshop “Librarians as 
Researchers: Designing and Implement-
ing Scholarship of Teaching and Learning 
Projects,” sponsored by the ACRL Student 
Learning and Information Literacy Com-
mittee, librarians Lauren Hays (University 
of Central Missouri), Rhonda Huisman (St. 
Cloud State University), and Melissa Mallon 
(Vanderbilt University) presented an over-
view of the scholarly discipline of SoTL, and 
discussed strategies for using this approach 

to frame research questions related to librar-
ians’ own teaching and students’ learning. 

During the session, attendees worked 
their way through a SoTL Action Plan, which 
asks the researcher to:

• describe their local context (e.g., What 
questions do you have about how students 
engage with information in your classes?); 

• brainstorm SoTL research questions 
using the 
A C R L 
F r a m e -
work for 
Informa-
tion Lit-
eracy for 
H i g h e r 
Education 
as a guid-
ing docu-
ment; 
• d e -
f i n e  t h e 
SoTL lev-
e l  ( e . g . , 
i s  t h e 
research 
question 

at the classroom, program/campus, or na-
tional level?); 

• identify resources and stakeholders 
on campus; 

• start the research process (e.g., decide 
which data collection method is most ap-
propriate); and

• explore methods for sharing and dis-
seminating the research, which can include 
more informal methods such as campus 
brown bags, or more scholarly outputs, 
including journal articles and conference 
presentations. 

The SoTL Action Plan is available at http://
bit.ly/SoTLActionPlan_ALAAC19. 

Workshop attendees shared ideas for 
research questions and information literacy 
connections, and left the session with con-
crete ideas for moving forward with their 
own SoTL projects, some of which were al-
ready in progress. As one attendee remarked, 

“Librarians as Researchers” presenter Lauren Hays.

mailto:khoffma%40gmu.edu?subject=
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C&RL News September 2019 472

“I think I’ve already been doing this. I just didn’t 
realize it was SoTL!”—Melissa Mallon, Vander-
bilt University, mallon.melissa@gmail.com 

Pitfalls of Neutrality: What Does 
Inclusivity Mean in Libraries
The program “Pitfalls of Neutrality: What 
Does Inclusivity Mean in Libraries” was 
sponsored by ACRL’s Women and Gender 
Studies Section (WGSS) and cosponsored 
by the ALA Office for Intellectual Freedom 
(ALA-OIF). Four speakers grappled with is-
sues of concern to librarians deciding how 
best to make patrons feel welcome and 
included in our libraries. Laura Bonella, 
WGSS past chair, served as convener.

Raymond Pun (instruction/research 
librarian at the Alder Graduate School of 
Education) spoke about his experiences 
sponsoring a Wikipedia edit-a-thon on 
women’s history, including sharing some 
critical emails received from community 
members. He noted that the Wikimedia 
Foundation found that less than 10% of 
contributors identify as female, leading to 
skewed content. 

Jennifer L. Dean (dean of university 
libraries and instructional technology) and 

Julia Eisenstein (associate librarian) at 
the University of Detroit Mercy Libraries 
discussed the process of implementing 
gender-inclusive restrooms in their Catholic 
university. 

Despite already having single-stall rest-
rooms, the process of converting them to 
gender-inclusive spaces involved more red 
tape than expected. 

Kristin Pekoll (assistant director of ALA-
OIF) concluded the program by providing 
resources for librarians dealing with similar 
challenging situations. She reminded us of 
the ALA Code of Ethics provisions requir-
ing us to “distinguish between personal 
convictions and professional duties.” She 
then reviewed examples of several recent 
challenges to library programs. 

OIF provides confidential resources for im-
plementing intellectual freedom best practic-
es, and Pekoll encouraged attendees to report 
any challenges they received to www.ala.org 
/challengereporting.

During the discussion period, attendees 
asked about outreach, freedom of speech, 
and working with different affinity groups 
on campus.—Laura Bonella, Kansas State 
University, laurab@ksu.edu 

/sites/all/files/Guidelines%20for%20Primary 
%20Souce%20Literacy_AsApproved062018 
_1.pdf. 

6. Taylor Nadauld, “Moscow Woman’s Sci-
fi Collection Becomes UI’s Treasure,” Moscow-
Pullman Daily News, December 14, 2017, 
http://dnews.com/local/moscow-woman-s 
-sci-fi-collection-becomes-ui-s-treasure/article 
_4268bfb0-ae66-5cee-bfa2-2880b7eb3654.html

7. Tamar G. Chute, “Selling the College 
and University Archives: Current Outreach Per-
spectives,” Archival Issues 25, no. 1-2 (2000): 
36-37, https://www.jstor.org/stable/41102024. 

8. Leigh Cooper, “U of I Special Collections 
Chronicles Regional History,” University of 

Idaho News, March 2018, https://www.uidaho. 
edu/news/feature-stories/sci-fi-collection.

9. Ashlyn Velte, “Richard Dodson Col-
lection on E. E. “Doc” Smith and Science 
Fiction Finding Aid,” University of Idaho 
Library Special Collections and Archives, ac-
cessed February 18, 2019, http://archiveswest. 
orbiscascade.org/ark:/80444/xv895628/.

10. Meyer, Collaborative Librarianship 
114; Melissa Dennis, “Outreach Initiatives in 
Academic Libraries, 2009-2011,” Reference 
Services Review 40, no. 3 (2012): 369.

11. Meyer, Collaborative Librarian-
ship, 114; Dennis, Reference Services Review, 
369. 

(“Capitalizing on short-term collaborative projects,” continues from page 455)

mailto:mallon.melissa%40gmail.com?subject=
http://www.ala.org/challengereporting
http://www.ala.org/challengereporting
mailto:laurab%40ksu.edu?subject=
http://dnews.com/local/moscow-woman-s-sci-fi-collection-becomes-ui-s-treasure/article_4268bfb0-ae66-5cee-bfa2-2880b7eb3654.html
http://dnews.com/local/moscow-woman-s-sci-fi-collection-becomes-ui-s-treasure/article_4268bfb0-ae66-5cee-bfa2-2880b7eb3654.html
http://dnews.com/local/moscow-woman-s-sci-fi-collection-becomes-ui-s-treasure/article_4268bfb0-ae66-5cee-bfa2-2880b7eb3654.html
https://www.jstor.org/stable/41102024
https://www.uidaho.edu/news/feature-stories/sci-fi-collection
https://www.uidaho.edu/news/feature-stories/sci-fi-collection
http://archiveswest.orbiscascade.org/ark:/80444/xv895628/
http://archiveswest.orbiscascade.org/ark:/80444/xv895628/