Library Lore (Issue 4)

• Main Author: University of Lethbridge Library
• Format: Other/Unknown Material
• Language: English
• Published: University of Lethbridge 2018
• Subjects: Information literacy; Electronic information resource literacy; Internet literacy; Media literacy; Aerial photographs > Collection and preservation; Library statistics; Library publications; Canada; Macleod; Rene; Gunn; Granum; Cardozo; First Nations
• Online Access: http://digitallibrary.uleth.ca/cdm/ref/collection/publications/id/23530

Library Lore | Fall 2019 / Issue 4 1 There are many opportunities for our community members to gain knowledge and skills valuable for academic and life-long learning success. Whether learning how to use citation Library Offers Experiences for Student Experience Transcript management software, such as Endnote, learning about Research Data Management, or Copyright issues relevant to study and teaching, we offer a variety of workshops throughout the year. Although open to all, many of these workshops are attended by graduate students as part of THRIVE programming and were included in the Phase 2 launch of the Student Experience Transcript. In anticipation of the rollout of the Student Experience Transcript to the entire student population this fall the Library has been developing additional hands-on experiential learning opportunities with a technological focus. Project Sandbox is a Library initiative to support our community’s development of technological fluency. Recognizing that technological fluency goes beyond the ability to simply surf the web, our programming is designed to cultivate an experimental mindset towards technology, where the Library takes a supportive role in enabling people to learn how to use technology to enhance their work and play. As modes of information creation and dissemination rapidly evolve, it’s important to cultivate the ability to understand and adapt to these changes. The vision of Project Sandbox is to act as a stepping-stone to learn about technology. Whether editing or designing an image with software such as Photoshop, filming and editing a video, or programming a robot, technology allows us to create information in forms beyond simple text. Likewise, the way we share or disseminate this information will be different, and engaging in the process of information creation can grant us insight into how to evaluate its quality as well as the skill or authority of the creator. For a full listing of Project Sandbox Programming click here. A talk with guest speaker Dr. Vincent Larivière Date/Time: Tuesday October 22, 3:00-4:30pm Location: Library Alcove, Level 10, University of Lethbridge Library Please join us in the library for a talk with Dr. Vincent Larivière. He is professor of information science at the Université de Montréal, where he holds the Canada Research Chair on the Transformations of Scholarly Communication. He is also scientific director of the Érudit journal platform, associate scientific director of the Observatoire des sciences et des technologies (OST) and regular member of the Centre interuniversitaire de recherche sur la science et la technologie (CIRST). Vincent holds a bachelor’s in Science, Technology and Society, a master’s in history of science and a Ph.D. in information science, for which he received the Eugene Garfield Dissertation Scholarship award. Scholarly Communication and Open Access: What Researchers Should Know IN THIS ISSUE Open Access Policy Initiative (p.4) Library Curriculum Committee Update(p.3) Interview with Librarian Mary Greenshields (p.2) New Bookable Research Help Service (p.2) Library Statistics (p.3) Recent Publications & Presentations (p.5) Fall 2019 / ISSUE 4 Library Lore | Fall 2019 / Issue 4 2 Helping library users find and evaluate the information they need is a core function in any library and the U of L Library is no different. Throughout the year we offer drop-in, phone, and online help by trained staf and Professional Librarians during peak hours during the day, evening, and on weekends (hours of service can be found here). Perhaps while working with students who struggle to find the quality of information required for their academic work, you’ve advised them to ask for help at the Library but were then left wondering whether they would take your advice? We know students experience library anxiety, so we’ve made some changes that will help you support your students and minimize some of the unknown that may contribute to their feelings of anxiety. Now, when advising a student to seek help at the Library you can direct them to a link on the Library homepage where they can book an appointment at a day and time that works in their schedule. The New Bookable Research Help Service appointment can help by giving them a timeframe to receive the help they need. They can be assured that someone will be there ready to help them – no second-guessing whether they are in the right place or asking the right person. On our booking page students can see a sample of the variety of questions that we can help with to reassure them about their own questions. We also provide a description of how a typical appointment will go and where. Students can book as many appointments throughout the year as they require, and can cancel and rebook appointments themselves when logged in. Key Features: •Confidential service •Available for Undergraduate and Graduate Students •No maximum number of appointments students can book •Students can log in and cancel/ rebook appointments on their own IM EMAIL IN PERSON PHONE TEXT delivering an informative, participatory classroom experience. Number two: Collections management and rethinking classification of Indigenous materials is also important to me. The Our Stories collection and Indigenous space in the library was created by Nicole Eva, Danielle Heavy Head, and Jesse Malinsky, with the help of the wonderful folks in Technical and Information Services, and is an important initiative for welcoming Indigenous and non-Indigenous folks into the library space. It showcases an amazing map of Blackfoot Territory, painted by Káinai artist Marjie Crop Eared Wolf, that everyone who lives, works, and plays in this territory should check out. I look forward to growing the space with the team in the Library. Mary Greenshields is our newest librarian, but with a BA in French and an MA in English literature from the U of L, she is certainly not new to the University. Apart from her Master of Library and Information Science from U of A, she brings a wealth of experience in teaching, libraries, and curriculum development, including in Indigenous communities. Paula Cardozo: What is your role at the U of L Library? Mary Greenshields: I have the honour of being the liaison to Indigenous Studies, the First Nations Transition Program, and Indigenous Governance & Business Management. I teach Library Science 0520 this semester and Library Science 2000 next semester. PC: What do you hope to accomplish in your first year? MG: That’s a big question! Number one: The liaison areas I have been gifted involve a great deal of community work, both on- and of-campus, and I look forward to getting to know the communities and building good, lasting relationships. A large part of building those relationships includes being successful in creating and Number three: I am working on finalizing a new publication and starting a new research project, and will continue my participation as a member of the board of the Canadian Association of Professional Academic Librarians (CAPAL, the national academic librarians’ association) and chairing the CAPAL Advocacy Committee. PC: What drew you to libraries? MG: I am passionate about people, relationships, and learning. Libraries are the axis on which they spin for me. Academic libraries also allow me to write, research, publish, present, and be rewarded for my work through rich and meaningful relationships. PC: What keeps you here? MG: The people! The privilege of working with Indigenous students, scholars, and community members is huge. Being in academia, it’s easy to create an insular silo where you are immersed in Western knowledge to the exclusion of everything else. Listening to and learning from other ways of knowing and being expands your worldview and makes you a richer, more intelligent person. I have learned so much and cannot wait to learn more. Interview with Librarian Mary Greenshields Library Lore | Fall 2019 / Issue 4 3 We are also in conversations with the School of Liberal Education and other relevant stakeholders about the development of a new minor with an enhanced focus on IL across various disciplines. As part of this work the Library is planning for the development of a 3000 or 4000 level course so we can engage students’ IL development at more advanced levels. If you are interested in enhancing student IL development in your course or program contact your Subject Librarian or the Information Literacy Instruction Coordinator, Romany Craig. In October 2018 the first meeting of the Library Curriculum Committee took place. The U of L Library has ofered many credit courses taught by Professional Librarians or team-taught with disciplinary faculty over the years, in addition to ofering typical “one-shot” instruction sessions, lab or tutorial sessions, and extracurricular programming. The library’s curricular contributions to the University have been developing over time and thanks in part to the Liberal Education revitalization project and the renewed awareness of importance of Information Literacy (IL), the Library has also been reviewing and revitalizing its curricular programming. After one year we’ve made great strides towards our aims. A curriculum map and review of the Library’s contributions to the courses WRIT 1000, LBED 1000, alongside LBSC 2000 was completed and in the coming year we are poised to implement changes that will mitigate any redundant overlap and provide a starting point for a more robust look at the leveling of our curriculum. Did you know? The course LBSC 2000: Library Research and Information Systems has been offered since the late 1980s and was once a requirement for students taking a B.A./Sc double major. We also regularly offer LBSC 0520: Information Literacy within the First Nations Transition Program and a Professional Librarian teaches FA 5020: Information Literacy for the Fine Arts. Library Curriculum Committee Update Library Statistics Have you ever visited the Library’s digitized collections? Through our collections, you can access historical newspapers, aerial photographs of the Southern Alberta region, scans of herbarium specimens, old issues of the Meliorist (among other U of L publications), Lethbridge Historical Society newsletters, and images representing the cultures and histories of First Nations peoples. The graph below lists our top ten most-visited digitized collections during the 2018/19 academic year. (Sessions may be roughly defined as the number of times someone visited the collection, regardless of how many images they viewed.) The Bruce Haig Collection, which attracted more visits than any other this past year, comprises items provided by local Lethbridge historian Bruce Haig, including a large number of local school yearbooks. In the Southern Alberta Newspaper Collection, one can find historical issues of local newspapers from Lethbridge, Fort Macleod, Cardston, Granum, Hanna, Magrath, and Milk River, among other communities. The Blackfoot Digital Library is a special collection of historical documents pertaining to the Blackfoot people, including photographs, drawings, documents, and recordings. If you haven’t visited our digitized collections before, be sure to check them out! Library Lore | Fall 2019 / Issue 4 4 Open Access Policy Initiative Unlike most institutional policies, the proposed Open Access (OA) policy arose as a faculty-led initiative.1 The Spring 2019 issue of Library Lore outlined how the initiative came about and explored one of its key goals – to ensure permanent public access to scholarly articles by U of L authors. In this issue we take a brief look at another goal of the initiative – to advance the public good of free intellectual conversation, information sharing and knowledge creation among scholars and interested individuals around the globe. Before doing so, it is worth emphasizing that the proposed OA policy seeks to achieve both of its key goals while taking care to avoid creating a lot of extra work for U of L researchers and to avoid harming other members of the scholarly communications ecosystem, including small scholarly publishers. These two concerns are among several FAQs that are discussed on the policy initiative website. The American Journal of Bioethics published an article in 2017 entitled Social justice in scholarly publishing: Open access is the only way.2 The article opens with a sobering and incontrovertible statement: “We live in an unequal world.” It goes on to note stark inequalities in a variety of arenas within and across regions and countries of the world, one example being academe’s intellectual heartland of scholarly publishing. If reducing inequality is an end we believe in, then open access is a means by which we, as researchers and teachers who enjoy information privilege, can meaningfully move the dial toward equality. The concept of information privilege spotlights “who has power, who does not, and what types of information are valuable.”3 Arguably, we in the Global North have an obligation to use our privilege to challenge information access inequalities faced by researchers in less privileged areas of the world. Collectively ensuring that U of L-authored research articles are publicly available in copyright-compliant ways would be a respectful way for our research community to take positive steps toward creating more balance on the global scholarly communications playing field. As others have cautioned, “our goal should be equitable global scholarly exchange rather than a one-way bestowal of knowledge from the Global North to the Global South. . . . OA is one of our most powerful tools to dismantle a global system of information privilege.”4 Under the proposed OA policy, each U of L researcher would adopt the habit of submitting their author accepted manuscripts (AAMs) to OPUS upon receiving notification of acceptance. OPUS staff would determine if the publishers’ policies permit public archiving of the AAM or the version of record (VOR) and whether an embargo period is applicable, and then process the submission accordingly. If a publisher’s policies prohibit public archiving of the AAM and VOR, OPUS staff would notify the author that a waiver of the policy should be requested for the article, which will automatically be granted. If the proposed OA policy is adopted, the U of L research community will be taking a stand against inequitable access to research knowledge. We will alleviate in a concrete way the challenges faced by less-information privileged researchers in accessing copyright-compliant “research literature produced/published in the West [that is] essential for them to be equal partners in research and getting their own published in journals published from the West.”5 1 OA Advisory Group members: Rene Barendregt, Jennifer Mather, Ian McAdam, John von Heyking (Arts & Science); Adriane MacDonald (Dhillon School of Business); Christy Audet, Thelma Gunn (Education), Ken Allan (Fine Arts), Mark Zieber (Health Sciences), Nathir Haimoun (GSA), Claudia Malacrida (ORIS); Nicole Eva, Rumi Graham, Chris Nicol, Emma Scott, Rhys Stevens (Library). 2 Arunachalam, S. (2017). Social justice in scholarly publishing: Open access is the only way. American Journal of Bioethics, 17(10), 15-17. doi: https://doi.org/10.1080/15265161.2017.1366194 3 Hare, S., & Evanson, C. (2018). Information privilege outreach for undergraduate students. College & Research Libraries, 79(6), 726-736. doi: https://doi.org/10.5860/crl.79.6.726 4 Baildon, M. (2018). Extending the social justice mindset: Implications for scholarly communication. College & Research Libraries News, 79(4), 176-179. doi: https://doi.org/10.5860/crln.79.4.176 5 Arunachalam, S., note 2, above. Library Lore | Fall 2019 / Issue 4 5 Recent Publications & Presentations Emma Scott presented a talk on “Why Do We Negotiate?” and Mary Greenshields presented with Lydia Zvyagintseva (U of A Libraries) on “Feminized but Not Feminist: The Politics of Libraries in the Academic Library” at the Politics of Libraries: Labour in Libraries conference, on August 16 at University of Alberta. Romany Craig and Sandra Cowan presented “Contemplative Librarians: A Brief Introduction” and Sandra Cowan presented another paper on “Diverse Knowledges, Diverse Methodologies: Artists Research” at the Canadian Academic Professional Librarian (CAPAL) Meeting at Congress 2019, University of British Columbia. Paula Cardozo took part in the U of L Interdisciplinary Workshop on Protest & Civil Disobedience in May, talking about “Bad Librarians: Reflections on Complicity & Resistance.” In May, Sandra Cowan presented a paper on “Walking the City” at the Lund Urban Creativity Conference at the Pufendorf Institute for Advanced Studies, University of Lund, Sweden. She also gave an artist’s talk at the Shaw International Centre for Contemporary Ceramics in Medicine Hat, Alberta entitled “Data and Dirt.” Romany Craig and Emma Scott talked about “Searching Outside the Box: Using Open Access Pedagogy to Engage Students with Information in Global Contexts” at the U of L Spark Teaching Symposium in April. Danielle Heavy Head and Mary Greenshields published an article on in the Canadian Journal of Academic Librarianship in February 2019: “Let me draw you a map: Knowledge management from ‘two completely different streams of thought.’” DOI: https://doi. org/10.33137/cjal-rcbu.v4.31467 Paula Cardozo and Emma Scott presented on “Do We Have Room to Move? Successfully Negotiating your New Job Offer,” and Paula also presented a poster on “We Need to Talk About Donations: Policies & Strategies for Small Academic Libraries” at the Ontario Library Association Superconference in Toronto in January. Following up on their presentation, Emma and Paula were interviewed for OLA’s podcast Library Land Loves - “Top 5 Tips for Negotiating your Job Offer”