Future of Brain-Work

Brain-Work has been publishing weekly for the past four years and the blog advisory team is using this anniversary as an opportunity to review how the blog is working for you, our readers. We are looking at all aspects of the blog and everything is up for discussion – the topics we cover, the type and length of posts, publishing frequency, the name – everything!

We want to hear from what you like about Brain-work, what you would like to see changed, and how the blog can support your research and professional practice. Let us know what you think in the short survey below. We will share the results on the blog and use your feedback to help guide the future of Brain-Work.

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Two Years Post MLIS: What I’m Glad I Learned and What I Wish I Knew

by Megan Kennedy
Leslie and Irene Dubé Health Sciences Library
University of Saskatchewan

I graduated from UBC iSchool (SLAIS) nearly two years ago. In many ways my time at SLAIS feels like it was just yesterday and in many others, library school feels like a distant memory – time really does fly! I thought I would take this opportunity to reflect on some of the things I learned in library school that I am so glad I did (whether or not I was glad at the time is another thing) and some things I wish I had known before jumping into an academic library career.

Things I learned in library school:

  • My least favourite courses I took during my MLIS were Foundations of Bibliographic Control and Cataloguing and Classification; to say that I loathed these classes is not an exaggeration. For many boneheaded reasons, I didn’t believe that I would actually need to know about any of it, there were cataloguing librarians for that kind of stuff. All I can say to my past self is, “HA! You are so wrong and you have no idea”. The foundations I learned in these courses have become some of the most important and frequently called upon skills I have in my arsenal. Granted, I am definitely not constructing and enhancing bibliographic records or creating cataloguing systems, but knowing how these things work facilitates more effective and systematic information retrieval on my end (a.k.a. permits me do the thing that librarians do best which is to find-all-the-things!).
  • Love it or hate it, there was a lot of group work in library school. We’ve all had groups that were awesome to work with – collaboration was free flowing, people were eager and able to meet up regularly (but not everyday) to discuss the project, everyone agreed instantly and got on with their work, etc. On the other end of the spectrum is group work that was…less awesome (perhaps to the point of testing your already fragile sanity). Whether or not I always agreed with the pedagogical constructs of group work, I can see how this is was excellent preparation for real life librarian work. The work that we do as librarians does not happen in a vacuum, often our work requires careful and extensive collaboration with one (or many!) stakeholders and colleagues whom have their own schedules, priorities, commitments, and visions for a project. Learning to navigate the choppier waters of group work, rather than always coasting on serene waters, has made me a more effective collaborator in my current work.
  • Project management was an interesting course because unlike some others (see my first point), I saw an immediate practicality. Perhaps not always the first thing that comes to mind when you think of a librarian’s role, but managing projects (big and small) is becoming more and more important and it is not necessarily a natural skill everyone possesses. Teamwork, communication, management of time, costs, people, risk, etc., these are all things that fall under the “project management” umbrella and all can have a huge impact on the success of a project. My biggest takeaway from this course was gaining an understanding of the scale of work required to see a project through to completion and compartmentalizing tasks into manageable chunks in order to get it done – I do this even with small projects (like managing my daily workflow).

Things I didn’t learn but wish I knew:

  • Meetings. There are a lot of them and some will be more useful than others.
  • Emails – see above.
  • Imposter syndrome is a real thing. My imposter syndrome mostly relates to research because, frankly, I have no idea how to go about getting started with the whole process. I feel like it should be as easy as “have a great idea, research it, write about it” but I know that getting from A to B to C is definitely not that simple. I took one research methods course during my MLIS but the “use it or lose it” element of this learning has indeed meant I lost it. Luckily, I am surrounded by fantastic colleagues carrying out interesting research of their own who kindly let me pick their brain – also the great resource that is C-EBLIP!
  • Finally, mentors are the best and you really should have one (or maybe even a few!). I have learned A LOT about being a librarian from the people I’ve worked with thus far in my career and I’m not sure there is any MLIS course that could ever give me that unique experience.

This article gives the views of the author and not necessarily the views the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

Following a Research Plan – an update

by Jaclyn McLean, Electronic Resources Librarian
University of Saskatchewan

In August, I wrote about my personal challenge of taking on too much. I committed to a plan for the year ahead, and to keep reminding myself that my plate was full. Well, readers, let me admit that I may have not been able to keep my idea generating brain completely in check.

Click the above tweet to read the Twitter conversation

I might need an intervention, and even though my early expectation was that my idea wouldn’t make the cut, I was wrong. My e-poster was accepted, and I’m getting excited about participating in ER&L from afar this year, and doing a Q&A about my poster on Twitter. And truly, the content of my poster is being informed by ongoing work I’m already doing. So, designing & making the poster as a short slide deck is the only added burden on my time. Am I being naïve, believing I can squeeze something else into my carefully planned Gantt chart for the next couple of months? As the deadlines for a few of my projects on the go draw nearer, I sure hope not. Am I glad that I made a careful plan for the year, am sticking to it, and managed to limit myself to one new research project? Yup! Would January and February be a bit calmer if I’d managed to restrain myself from submitting a proposal. Maybe, but we’ll never know.

I am still grateful to past me for making a research plan. It has been a very successful tool for me so far. Why?

• I am more conscious about how much time I actually have for new things
Without a plan, I would very likely have said to yes to a couple of new things because I was excited about them, and found myself in over my head

• I can update anyone about my progress on any ongoing project quickly & easily
Whether it’s collaborators, my research mentorship team, or someone else who’s interested, I always know where I’m at and where I’m going next

• I can update my plan easily, and it’s visually appealing
I check my Gantt chart at least once a month, at the start of a research day—it takes less than 10 minutes, and reminds me where I’d expected to be & where I’m at

• I went in knowing that there would need to be adjustments
Now I know which of my deadlines are external (e.g., a collaborator waiting for me to finish something, a journal submission deadline), and which ones are just for me, and can be adjusted to match current reality as a project progresses

• I feel rewarded and satisfied when I can check something off a list
I like making a plan and sticking to it, and the reward of staying on track is enough for me

Do you have any research planning strategies that work well for you?

This article gives the views of the author and not necessarily the views the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

Follow Up to the Release of the Peer Reviewed LIS Journal List

by Virginia Wilson
Director, C-EBLIP

Last week, C-EBLIP launched a list of peer-reviewed LIS journals. Selinda Berg created this list originally and Kristin Hoffmann picked it up and updated it. The open access titles are indicated with the OA symbol and Canadian titles are highlighted with a little maple leaf. The original idea of the list is to give librarians, information professionals, and archivists a place to go when they are searching for somewhere to send a manuscript. Love it!

Well, it seems that many, many others love it, too. Carolyn Doi (@cdoi) tweeted about the list on January 15 at about 4:45PM SK time. As of January 18, mid-afternoon, according to Twitter Analytics, her tweet had 897 total engagements including 361 link clicks, 200 likes, 127 retweets, 86 detail expands, and 4 replies (it’s all more now).

Fig 1: Twitter analytics for @cdoi’s Jan. 15, 2018 tweet (click on image for larger, clearer picture)

News of the list went seemingly around the world! Others tweeted, and Kristin Hoffmann had a blog post in Brain-Work about the list, and then the list announcement was sent to several listservs. The response has been amazing! People have been contacting us with additional journals to add. We’ve received emails thanking us for this useful list. An announcement showed up in the Canadian Association of Research Library‘s (CARL) E-lert email (thank you, CARL!) and on Librarianship.ca (thank you, Cabot!). It’s been extremely exciting and gratifying.

Obviously, the need for such a compendium of LIS journals is there. This list fills a gap. And this makes me wonder what else we are missing. What other great LIS resources are on hard drives or usb sticks or in file cabinets that would be useful if they only had an online home? It’s a commitment, that’s for sure. Providing online access to content takes time. For example, the plan is to revisit the journal list periodically. The links need to be checked, journal names change, some go from closed to open access, and there are journals coming and going all the time. And that means maintenance as well. There’s a workflow involved that right now consists of 2 people, Google Drive, and a website.

Even though there is a time commitment to a project such as this, it is such a worthwhile endeavor. It’s offering a service to our profession. It’s helping librarians and other info pros find a place to publish their articles (research studies, opinion pieces, thought pieces, book reviews, etc.), and it’s providing directions to resources for evidence based library and information practice and for professional development. I’m thrilled with the response to the list and I hope people continue to engage with it long into the future.

I encourage colleagues to think about anything they might have created to support research, practice, or professional development in librarianship. Is there a way you can get it online and available to all? Or, you could tell me about it and maybe we can make something work.

This article gives the views of the author(s) and not necessarily the views of the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

UBC Okanagan’s First Researcher-in-Residence Day Report

by Marjorie Mitchell
Research Librarian, UBC Okanagan Library

A small and intrepid group of librarians and archivists gathered on December 15, 2017, in the University of British Columbia Okanagan Library Special Collections room for a day focused on the processes of conducting research. Librarians from Okanagan College and UBC’s Vancouver Campus joined their Okanagan colleagues to hear Jane Schmidt talk about her experience conducting research while on sabbatical, the challenge of peer-review for a topic that takes a critical stance, and, following the publication of her article Little Free Libraries®: Interrogating the impact of the branded book exchange, the media attention she and her research partner, Jordon Hale, received. Jane talked candidly about doing research on a topic she was passionate about, creating strong research partnerships with people who have complimentary skills, and about managing the aftermath of publishing an article critical of a US-based not-for-profit organization that caught the media’s attention.

In the question and answer time following Jane’s formal presentation she said one thing she would have done differently was to have secured ethics approval for portions of the research. She ultimately ended up excluding from her article what she learned from following social media on the Little Free Libraries® because she hadn’t sought ethics approval in advance of joining the closed Facebook group whose members are all people who built individual installations of a Little Free Libraries® box. A participant also asked Jane how she would have done this research if she had not been on sabbatical. Jane emphatically answered that the research would not have happened!

Following Jane’s candid and engaging talk, invited speakers Pierre Rondier and Mary Butterfield, both from UBC Okanagan, talked about writing grant proposals. Pierre focused on information about applying for Social Science and Humanities Research Council grants including the types of grants available, their scope, deadlines and criteria. Mary shared her insight as both a person who helps members of the Faculty of Management to write grant proposals and as an adjudicator for community grants such as community arts grants and grants from the Central Okanagan foundation. Both agreed researchers need to thoroughly understand the criteria of the grants for which they are applying.

The final session of the day was a panel presentation and discussion of research collaborations. Jane Schmidt talked about working with her researcher partner who was a student at the time they worked together. Sajni Lacey spoke about finding research collaborators during her time as a contract academic librarian prior to starting at UBC Okanagan on a tenure track. Finally, I spoke about collaborating in a large group over long distances highlighting my participation within the national studies on research data management practices of groups of faculty. Audience members added their experiences to the discussion to round out the breadth of variety of research, especially research done while on sabbatical or study leave.

Participants expressed an interest in seeing this type of event happen again.

This article gives the views of the author(s) and not necessarily the views of the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

12 questions for new year’s research reflection

by Carolyn Doi
Education and Music Library, University of Saskatchewan


New Year’s Resolutions” by Jorge Cham

We’ve made it to 2018! For many of us, 2017 was a bit of rough one. The new year, with promise of new possibilities, is a great time to reflect and move forward with resolve. While I am generally skeptical of those long new year’s resolutions lists (do I really need more on my plate?), I do find it helpful to take time to plan for the year ahead.

When it comes to academic timelines, January is more of a half way point than a beginning. One busy semester is now behind us and one still yet to come. Often my research projects fall to the back burner in the fall, while teaching, research support, and collegial obligations become bigger priorities. With conference season coming up in the spring and summer, making sure those promised papers and presentations are well underway is critical.

I would like to use this new year as an opportunity to reflect on my research activities to this point, where I am now, and where I need to get to. Nothing like a quick check in to get the ball rolling. If you’re in the habit of keeping a research journal, feel free to borrow these questions and document your own answers.

The Researcher’s 12 Questions for New Year’s Reflection:1

1) What was an unexpected win (big or small)?
2) What was an unexpected obstacle?
3) What was the best research tool or resource you discovered this year?
4) Who within your research network did you build the most valuable relationship with?
5) What was the biggest change in your research?
6) In what way(s) did your concept of your research grow?
7) What was the most enjoyable part of your research?
8) What was the most challenging part of your research?
9) What was your single biggest time waster?
10) What was the best way you used your time?
11) What would you try if you knew you could not fail?
12) What was biggest thing you learned?

The jury is definitely out on whether setting resolutions is an effective way of achieving change. Resolvers seem to have a higher rate of success than non-resolvers, when combined with self-efficacy, skills to change, and readiness to change. But, this may also depend on the type of goals we set. Personally, I’m keeping my own resolutions simple this year with two questions: What do you want to bring into 2018? What do you want to leave behind?

Check out #academicresoltuions or #365papers on twitter for some inspired goal setting. Whether you are a resolver or not, here’s to a productive, insightful, and healthy research year ahead!

1Adapted from Tsh Oxenreider’s 20 Questions for New Year’s Eve.

This article gives the views of the author(s) and not necessarily the views of the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

Season’s Greetings from the Centre for Evidence Based Library and Information Practice

by Virginia Wilson, Director
C-EBLIP

It’s that time of year when we reflect on the year just past and look forward in anticipation to the New Year.
Christmas bokeh

By William Brawley [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

2017 was a year of change for C-EBLIP. We saw the arrival of a new Dean of the Library. Melissa Just joined us in February 2017. With new leadership came the challenge and excitement of changing priorities and new ideas. The University Library hosted the very successful national Access conference in late September so C-EBLIP took a hiatus from the Fall Symposium. We wished her well as our research facilitator, Carolyn Pytlyk, moved to another role within the University. And we welcomed a brand new research facilitator! Katya MacDonald came on board in November 2017.

2018 will see the return of the C-EBLIP Fall Symposium. Be on the look out for the call for proposals in early spring and make plans to join us for a great day of sessions focusing on librarians in our researcher role. We are also planning another pre-symposium workshop which will be a professional development opportunity related to research. And, as announced earlier this winter, the very first C-EBLIP Spring Writing Retreat will be held April 9 – 13, 2018 at the Temple Gardens Hotel and Spa in Moose Jaw, Saskatchewan. Space is limited so book your stay now. You can find all the details on the C-EBLIP website. And of course, Brain-Work continues its 4th year of being a space for librarians to talk about their research, explore professional issues and ideas, and share what worked and what didn’t. The longevity of this blog is heartening to me and I thank those fine contributors from across Canada and around the world who share their work via Brain-Work. I also thank our readers, without whom a blog would be pointless.

In closing, I hope you have a very happy holiday season. Happy New Year and all the best in 2018!

Planning the Access Library Technology Conference

by Shannon Lucky,
Library Systems and Information Technology
University of Saskatchewan Library

In September the University Library at the U of S hosted the 25th Access Library Technology Conference. The core planning team (Jaclyn McLean, Craig Harkema, and myself) are still wrapping up the last loose ends and paying the last of the bills before we hand everything over to the next planning committee, but we have had time to reflect on the last year of planning and what made the event a success. The TL:DR is that smart delegating and asking for help saved our sanity and made Access a much better conference than we could have done on our own.

The longevity of the Access conference is remarkable – it is not led by an academic association and doesn’t have much of a formalized structure. It is supported by a community of library technology people dispersed across Canada who pass the organizing role from institution to institution each year. It had been 19 years since Access was last hosted in Saskatchewan (Access 1998!) and it felt like we were overdue for a return to the prairies.

Organizing a conference is one of those tasks that academics take on because someone has to do it, but it isn’t something library school prepares you for. In some ways, this makes Access a great conference to host, in other ways the lack of guidelines was daunting. There are so many ways to mess it up.

We were handed the keys to the conference – logins credentials, a comfortable budget (that we didn’t want to empty for future years), and documentation from previous years – and were told to start planning immediately. There are only a few traditions we were advised to continue: we should livestream the conference for free (which we did – recordings on the YouTube channel), keep it a single stream program, continue the Dave Binkley Memorial lecture, and make sure there are enough socializing opportunities (and enough refreshments).

Our core team was well balanced and it was a real pleasure working with Craig and Jaclyn, but we were appropriately intimidated by the amount of work that needed to be done in less than a year. In response, we delegated like crazy. This may be the most successful thing we did during the entire process. By dividing up tasks into discrete projects with well-defined time commitments and expectations we were able to approach colleagues and Access community members to pitch-in in ways that utilized their strengths and were (hopefully) professionally beneficial for them. Making targeted asks rather than a general call for volunteers also may have helped us solicit time from very talented and busy colleagues.

The major volunteer contributions that made this conference possible were:

  • The program committee (Charlene Sorensen, DeDe Dawson, Karim Tharani) who wrote and advertised the call for papers, coordinated the peer reviewers, and created the timetable. This felt like a gargantuan task, perhaps the biggest part of making the conference successful, and having this work happen smoothly while we dealt with more prosaic tasks was a big help.
  • Peer reviewers, mainly members of the Access community, who volunteered online to review proposals. We were impressed with the number of volunteers and their thoughtful feedback.
  • The diversity scholarship committee (Maha Kumaran, Naz Torabi, Ying Liu, Ray Fernandes). I could not be prouder of how well the diversity scholarship program worked this year. We were fortunate to have Maha, whose research involves diversity in libraries, agree to lead this committee who designed the application and adjudication process, spread the call for applicants well beyond the typical Access circles, and made their decision after reading many qualified applications. The excellent work of this committee made me feel confident in our process of awarding the scholarships and it is one of the top things I will recommend to future organizers.
  • Hackfest workshop leaders (Darryl Friesen, John Yobb, Curt Campbell, Donald Johnson, Andrew Nagy) who organized workshops on the first day of the conference including hauling gear and coordinating their groups of registrants.
  • Conveners (Megan Kennedy, Tim Hutchinson, Carolyn Doi, Danielle Bitz, Joel Salt) who coordinated, introduced, and moderated questions for each block of speakers.
  • Social events (Sarah Rutley) who managed to transform all of our crazy (and sometimes terrible) ideas into three days of great activities, coordinating multiple vendors, food allergies, and last minute changes.
  • Hotel logistics (Jen Murray) who was the central contact point between the committee and our venue – having one person focused on all the details around the space, food, and time schedules was a lifesaver, particularly when things went off the rails.

In other areas, we ponied up and paid for professional services including the venue, catering, AV support, live streaming, and registration system. All money well spent. The downside is that I know we had enthusiastic, talented members of our local library community who would have gladly volunteered and done a fantastic job. It’s almost a shame we didn’t have more work to do. Almost.

There are many more people who made this event successful including the support of the U of S Library and Dean Melissa Just, Virginia Wilson who gave us great advice based on her experience hosting the EBLIP7 conference, Carolyn Pytlyk who helped me write our SSHRC Connections grant, past Access organizers, and all of our sponsors. I also want to thank all of the attendees who were so engaged and enthusiastic about both the perogies and the conference program. The whole process was so much fun you can count me in to host again in 19 years – see you at Access 2036.

Access 2017 organizers and volunteers

Access 2017 organizers and volunteers celebrating a successful conference by throwing axes.

This article gives the views of the author and not necessarily the views the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

Open Access is just the Beginning…

By DeDe Dawson
Science & Scholarly Communication Librarian, University of Saskatchewan

Lately I have been making lots of presentations on open access (OA) to faculty, administrators, and other campus groups. Mostly these presentations are well received, but often there is some push-back too. The majority of the push-back is related to stubbornly persistent and widespread misunderstandings or misinformation about what OA is (and isn’t) and how it can be achieved. I can handle that. But occasionally, I also get the “OA is too radical” kind of push-back. This I can’t handle. Because really, OA is just the beginning…

Let me explain.

One of the main reasons we need OA is because the current system of scholarly publishing (especially for journals) is dysfunctional, unsustainable, and inequitable. It has become this way because academia has handed over control of the scholarly literature to large, commercial publishers that care primarily about ownership and revenues (some “non-profit” scholarly publishers are no better). These entities have systematically bought up smaller publishers and society publishers resulting in an oligopoly.

“This consolidated control has led to unaffordable costs, limited utility of research articles, the proliferation of western publishing biases, and a system in which publisher lock-in through big deal licenses is the norm.” (SPARC, 2017)

OA gave the possibility of some relief. But now these same publishers are co-opting OA. They have cleverly incorporated OA as an additional revenue stream in hybrid journals and new OA megajournals. And academia is spending more money than ever, not just on astronomical subscriptions – but now also on article processing charges (APCs) for “gold OA.” All to buy back, or make accessible, research that has already been paid for by grants and faculty salaries. This is not how it was meant to be! OA is still achievable without hemorrhaging more and more funds to commercial publishers. This money can be better spent.

We currently have a system for “green OA” – posting manuscripts in institutional or subject repositories at no cost to authors or readers. We could conceivably bypass traditional journals entirely and simply use networks of interoperable repositories as the infrastructure for scholarly communication, overlaid with platforms to manage peer review and promote discoverability, etc. Academics already provide the content (research papers), and the quality control (peer review, editorial work). And academic libraries can provide the technical infrastructure, curation, and long-term preservation. COAR’s Next Generation Repositories initiative advocates for something along these lines:

“COAR’s vision is to position repositories as the foundation for a distributed, globally networked infrastructure for scholarly communication, on top of which layers of value added services will be deployed, thereby transforming the system, making it more research-centric, open to and supportive of innovation, while also collectively managed by the scholarly community.” (COAR, 2017)

I know, I know, this is not exactly simple. We have considerable ingrained academic culture and incentive structures to contend with (prestige journals and Impact Factors anyone?); but it is worth striving for as a long term goal to free our institutions (and our research) from the commercial overlords. The enormous amounts of money currently tied up in overpriced subscriptions could eventually be redirected to supporting this infrastructure and there’d likely be remaining funds to reinvest in more research or student scholarships.

The trouble is commercial publishers are now seeking to control this infrastructure too. Elsevier has been pretty transparent about its new strategy of buying up software and platforms that support researchers at all stages of the research lifecycle. Examples include Mendeley, SSRN, and bepress. They have also developed Pure, a current research information system (“CRIS”), to sell to university administrators for research assessment and analytics. Elsevier is clearly attempting to enclose all key elements of the research enterprise – to sell back to us (at inflated prices no doubt). This feels strangely familiar… ah yes, it is what they’ve already done with the scholarly literature!

Academia must get ahead of this trend for once. We must be as strategic and cunning as the commercial entities. We must collaborate across institutions and nations. We must maintain control of the infrastructure supporting the research enterprise. The first and most basic step is to financially support open infrastructure as David Lewis suggests in his 2.5% Commitment:

“At the end of the day, if we don’t collectively invest in the infrastructure we need for the open scholarly commons, it will not get built or it will only be haphazardly half built.” (Lewis, 2017).

So, OA is just the beginning. Now we need to move on to supporting open scholarly infrastructure owned and controlled by the research community. We cannot allow this to be co-opted too.

Further reading:
Accelerating academy-owned publishing – In the Open blog post, Nov 27, 2017
Join the Movement: The 2.5% Commitment – In the Open blog post by David Lewis, Sept 29, 2017
The 2.5% Commitment – Short white paper by David Lewis, Sept 11, 2017
Elsevier acquisition highlights the need for community-based scholarly communication infrastructure – SPARC news release by Heather Joseph and Kathleen Shearer, Sept 6, 2017
Elsevier’s increasing control over scholarly infrastructure, and how funders should fix this – SV-POW blog post by Mike Taylor, May 22, 2016
Tightening their grip – In the Open blog post by Kevin Smith, May 20, 2016

This article gives the views of the author and not necessarily the views the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.

Suggested Readings on Diversity and Decolonization

by Lise Doucette
Assistant Librarian, University of Western Ontario

What role does the library have in addressing issues of privilege and oppression? What do we mean when we talk about diversity? How can libraries contribute to decolonization and reconciliation processes? I’ve raised these topics with colleagues at my own institution and beyond, garnering a range of responses from defensiveness and discomfort to thoughtful and critical conversation.

Learning through reading, listening, reflecting, and discussing is essential, and in this post I’ve compiled selected links and brief summaries of reports, conference keynotes, journal articles, blog posts, and books, which often have their own list of references or recommended readings. I’d be interested in hearing your thoughts, as well as recommendations of other readings in the comments below.

Diversity, Equity, and Inclusion

Interrupting Whiteness is a book list put together by the Seattle Public Library to support their public programming on “What is the role that white people can play in dismantling white supremacy and its related oppressions?”
• Ithaka S&R’s 2017 report on Inclusion, Diversity, and Equity: Members of the Association of Research Libraries Employee Demographics and Director Perspectives details the results of an investigation on inclusion, equity, and diversity-related issues in staffing of academic libraries. Some of the findings demonstrate a significant lack of self-awareness – for example, libraries that are more racially homogenous than the average see themselves as more equitable and more inclusive than the overall library community, by a larger margin than the more diverse institutions.
• The 2017 ARL SPEC Kit on Diversity and Inclusion documents activities that ARL libraries are currently engaging in and provides materials related to staff development programs that foster an inclusive workplace and climate. It’s an updated and expanded version of the 2010 ARL SPEC Kit on Diversity Plans and Programs.
• Dave Hudson’s article On “Diversity” as Anti-Racism in Library and Information Studies: A Critique (Journal of Critical Library and Information Studies) challenges diversity as the dominant framework of anti-racism in library and information studies.
• Two books from the Litwin Books and Library Juice Press series on Critical Race Studies and Multiculturalism in LIS have been published – Topographies of Whiteness: Mapping Whiteness in Library and Information Science, edited by Gina Schlesselman-Tarango; and Teaching for Justice: Implementing Social Justice in the LIS Classroom, edited by Nicole A. Cooke and Miriam E. Sweeney.
• In the article White Librarianship in Blackface: Diversity Initiatives in LIS (In the Library With The Lead Pipe), April Hathcock examines how whiteness has “permeated every aspect of librarianship, extending even to the initiatives we claim are committed to increasing diversity.”

Decolonization, Indigenization, and Reconciliation

• The Canadian Federation of Library Associations published its Truth and Reconciliation Report and Recommendations in May, 2017, which includes recommendations for decolonizing practices in Access and Classification, Indigenous Knowledge Protection, Outreach and Services, and Decolonizing Libraries and Space.
• The two keynotes from the WILU 2017 conference are available to watch online: Appropriation or Appreciation: How to Engage Indigenous Literatures (Niigaanwewidam James Sinclair) and Librarians, wâhkôhtowin, and information literacy instruction: building kinship in research relationships (Jessie Loyer).
• The keynote from the Access 2017 conference is available to watch online: The trouble with access (Dr. Kimberley Christen). In her keynote, Dr. Christen examines “library and archives practices related to access in the context Indigenous sovereignty, reconciliation, and on-going struggles of decolonization.”
• In her blog post Beyond territorial acknowledgments, âpihtawikosisân discusses the increased presence of territorial acknowledgements in Canada and delves into the purpose and practice of territorial acknowledgements, and the spaces where they happen.
• In 100 Ways: Indigenizing & Decolonizing Academic Programs (aboriginal policy studies), Dr. Shauneen Pete provides a list of “ways to indigenize and decolonize your academic programs [that] is not meant to be prescriptive. This list provides suggestions to help deans and faculty begin to commit to greater levels of Indigenization in their program planning and delivery.”
• In Decolonization is not a metaphor (Decolonization: Indigeneity, Education & Society), Eve Tuck and K. Wayne Yang note that the “easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to ‘decolonize our schools,’ or use ‘decolonizing methods,’ or, ‘decolonize student thinking,’ turns decolonization into a metaphor.” However, “Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools.”

This article gives the views of the author and not necessarily the views the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.