Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2136965
C. Steele
Canonedefine a life fromapersonal library?GeoffreyRoberts, Emeritus Professor ofHistory at University College Cork and an expert on Russian dictator, Joseph Stalin (1878–1953), thinks you can. Roberts notes that Stalin did not keep a diary nor write a memoir, but ‘he left a wellmarked literary trail not only in the books he wrote and edited but in those he read as well’. Roberts aims to provide a ‘picture of the reading life of the twentieth century’s most selfconsciously intellectual dictator’ and thus provide a ‘key to the character that made his rule so monstrous’. Roberts concludes Stalin was ‘a Bolshevik first and an intellectual second’. Stalin was a voracious reader from his childhood onwards. In May 1925 he commissioned staff to classify his personal book collection which was intended to be a working library. By the time of his death in 1953 Stalin had assembled 25,000 books in his huge Moscow dacha. It was, however, dispersed after Nikita Khrushchev’s dramatic denunciation of Stalin at the Soviet Communist Party’s 20th congress in February 1956. Lenin envisaged a huge Russian public library network as the means to bring books in general and revolutionary literature to as many people as possible. Even though the Nazis destroyed 4000 Soviet libraries during the SecondWorld War, there were still 80,000 libraries remaining in 1945 and 1500 in Moscow alone. Stalin’s use of a personal ex-libris stamp, ‘Biblioteka I. V. Stalina’, enables Roberts to track down a number of Stalin’s books in the Moscow libraries, although Roberts especially focuses on the 400 books annotated by Stalin. Stalin was often particularly annoyed by grammatical errors in books, which he corrected in red pencil. His non-regard for the physical nature of books was evidenced by often leaving greasy finger marks on them. Stalin originally praised the writings of political rival Leon Trotsky, but this changed over time. Stalin writes ‘Fool!’ in the margins of Trotsky’s books, as he did with those of the Marxist theorist, Karl Kautsky. The political writer he most admired was Vladimir Lenin for whom there are no marginal criticisms, as indeed there weren’t for Karl Marx. Roberts notes that Stalin was ‘a very dogmatic Marxist... a fanatic who had no secret doubts’. Stalin’s mindset to approve mass murder is thus ‘hidden in plain sight’. During his 30 years in office (1922–1953), Stalin collected books over a vast range of subjects. History was his favourite, followed by Marxist theory and then literature. Roberts’ last chapter overviews the Soviet history publications that Stalin was personally involved with, either as editor or contributor. Stalin assembled thousands of novels, plays and poetry, and was ‘conservative and conventional’ in his fictional taste – although his library did include works by Pushkin, Gogol, Tolstoy and Chekhov. Although he once described writers in a socialist society as ‘engineers of the human soul’, approximately 1500 writers died during Stalin’s ‘G
{"title":"Stalin’s library: a dictator and his books","authors":"C. Steele","doi":"10.1080/24750158.2022.2136965","DOIUrl":"https://doi.org/10.1080/24750158.2022.2136965","url":null,"abstract":"Canonedefine a life fromapersonal library?GeoffreyRoberts, Emeritus Professor ofHistory at University College Cork and an expert on Russian dictator, Joseph Stalin (1878–1953), thinks you can. Roberts notes that Stalin did not keep a diary nor write a memoir, but ‘he left a wellmarked literary trail not only in the books he wrote and edited but in those he read as well’. Roberts aims to provide a ‘picture of the reading life of the twentieth century’s most selfconsciously intellectual dictator’ and thus provide a ‘key to the character that made his rule so monstrous’. Roberts concludes Stalin was ‘a Bolshevik first and an intellectual second’. Stalin was a voracious reader from his childhood onwards. In May 1925 he commissioned staff to classify his personal book collection which was intended to be a working library. By the time of his death in 1953 Stalin had assembled 25,000 books in his huge Moscow dacha. It was, however, dispersed after Nikita Khrushchev’s dramatic denunciation of Stalin at the Soviet Communist Party’s 20th congress in February 1956. Lenin envisaged a huge Russian public library network as the means to bring books in general and revolutionary literature to as many people as possible. Even though the Nazis destroyed 4000 Soviet libraries during the SecondWorld War, there were still 80,000 libraries remaining in 1945 and 1500 in Moscow alone. Stalin’s use of a personal ex-libris stamp, ‘Biblioteka I. V. Stalina’, enables Roberts to track down a number of Stalin’s books in the Moscow libraries, although Roberts especially focuses on the 400 books annotated by Stalin. Stalin was often particularly annoyed by grammatical errors in books, which he corrected in red pencil. His non-regard for the physical nature of books was evidenced by often leaving greasy finger marks on them. Stalin originally praised the writings of political rival Leon Trotsky, but this changed over time. Stalin writes ‘Fool!’ in the margins of Trotsky’s books, as he did with those of the Marxist theorist, Karl Kautsky. The political writer he most admired was Vladimir Lenin for whom there are no marginal criticisms, as indeed there weren’t for Karl Marx. Roberts notes that Stalin was ‘a very dogmatic Marxist... a fanatic who had no secret doubts’. Stalin’s mindset to approve mass murder is thus ‘hidden in plain sight’. During his 30 years in office (1922–1953), Stalin collected books over a vast range of subjects. History was his favourite, followed by Marxist theory and then literature. Roberts’ last chapter overviews the Soviet history publications that Stalin was personally involved with, either as editor or contributor. Stalin assembled thousands of novels, plays and poetry, and was ‘conservative and conventional’ in his fictional taste – although his library did include works by Pushkin, Gogol, Tolstoy and Chekhov. Although he once described writers in a socialist society as ‘engineers of the human soul’, approximately 1500 writers died during Stalin’s ‘G","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"421 - 421"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42710036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2140578
Daniel Giddens
pedagogical approaches which could guide and connect the library and teaching staff. Another strength of the book is the specific practice-based examples that offer a real demonstration of how the models or frameworks are implemented across divergent disciplines. These example chapters are very well-structured, leading the reader from the context of the cohort and the rationale for the collaboration between academics and library staff to the implementation of the frameworks in each discipline, the outcomes of the implementation and the reflections of librarians, learning skills advisors and course coordinators. Through this structure, a comprehensive logical understanding of how to start conversations with academics based on shared values and how to integrate the frameworks flexibly and engagingly is provided. This is useful for both library and teaching staff across different contexts as it proffers a step-by-step procedure from initiating a collaboration with academics to collating feedback including self-reflection by library staff. Nineteen chapters of the book form a diverse representation of various disciplines, although it seems to be law and business that feature most. There are examples from undergraduate, postgraduate and internship programs, some of which are interdisciplinary. The book was published in early 2021 but most chapters must have been written before the pandemic in 2020. Therefore, how the library staff conducted information literacy and academic skills workshops in the online and hybrid environment was not covered. Most classes described in the book were face-to-face with materials embedded online. Nonetheless, the main focus of the book is on the implementation of pedagogical frameworks with reflection on the implementation. Strategies, success stories and suggestions for improvements have significant implications for collaborative partnerships between the library and university academics as well as the incorporation of information literacy and academic skills into tertiary curricula. The book is highly recommended for learning skills advisors, librarians, library managers and directors, course coordinators, lecturers and learning designers.
{"title":"Data science in the library: tools and strategies for supporting data-driven research and instruction","authors":"Daniel Giddens","doi":"10.1080/24750158.2022.2140578","DOIUrl":"https://doi.org/10.1080/24750158.2022.2140578","url":null,"abstract":"pedagogical approaches which could guide and connect the library and teaching staff. Another strength of the book is the specific practice-based examples that offer a real demonstration of how the models or frameworks are implemented across divergent disciplines. These example chapters are very well-structured, leading the reader from the context of the cohort and the rationale for the collaboration between academics and library staff to the implementation of the frameworks in each discipline, the outcomes of the implementation and the reflections of librarians, learning skills advisors and course coordinators. Through this structure, a comprehensive logical understanding of how to start conversations with academics based on shared values and how to integrate the frameworks flexibly and engagingly is provided. This is useful for both library and teaching staff across different contexts as it proffers a step-by-step procedure from initiating a collaboration with academics to collating feedback including self-reflection by library staff. Nineteen chapters of the book form a diverse representation of various disciplines, although it seems to be law and business that feature most. There are examples from undergraduate, postgraduate and internship programs, some of which are interdisciplinary. The book was published in early 2021 but most chapters must have been written before the pandemic in 2020. Therefore, how the library staff conducted information literacy and academic skills workshops in the online and hybrid environment was not covered. Most classes described in the book were face-to-face with materials embedded online. Nonetheless, the main focus of the book is on the implementation of pedagogical frameworks with reflection on the implementation. Strategies, success stories and suggestions for improvements have significant implications for collaborative partnerships between the library and university academics as well as the incorporation of information literacy and academic skills into tertiary curricula. The book is highly recommended for learning skills advisors, librarians, library managers and directors, course coordinators, lecturers and learning designers.","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"413 - 414"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43771977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2136953
C. Steele
{"title":"A maker of books: Alec Bolton and his Brindabella Press","authors":"C. Steele","doi":"10.1080/24750158.2022.2136953","DOIUrl":"https://doi.org/10.1080/24750158.2022.2136953","url":null,"abstract":"","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"29 5","pages":"409 - 410"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41299727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2136951
Ita Hanssens
{"title":"Advancing a culture of creativity in libraries: programming and engagement","authors":"Ita Hanssens","doi":"10.1080/24750158.2022.2136951","DOIUrl":"https://doi.org/10.1080/24750158.2022.2136951","url":null,"abstract":"","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"408 - 409"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2136954
David C. Jones
Wright, James McAuley, Barbara Hanrahan, David Campbell, Alec Hope, Philip Hodgins and Philip Mead, their books incorporating wood engravings by notable Australian printmakers, such as Rosalind Atkins, Mike Hudson, Victoria Clutterbuck, and Helen Ogilvie. Outstanding designers included Arthur Stokes and Adrian Young, while binders for the hand-bound books included Brian Hawke, Robin Tait and many by Helen Wadlington. Bolton, the ‘gentleman printer’, skilfully brought together the talents of many artists in creative collaborations. Alec Bolton and Rosemary Dobson knew just about everyone in Australian literary circles. Rosemary’s poems featured in several Brindabella Press publications, whose signed print runs rarely exceeded 300 copies. They are now extremely collectible, as indeed are the other works that he produced, such as those for the Friends of the ANU Library, which included the 1987 Brindabella publication, Rainforest by Judith Wright. Richards’ book is not a traditional biography. The primary focus is on Bolton’s work with the Brindabella Press, but, nonetheless, there is much more to be gleaned on institutional and cultural settings and Bolton’s relationships with his colleagues in the creative process. There are numerous Canberra insights. This reviewer, for example, was unaware of how Bolton, with Anthony Ketley, then Head of the Canberra Public Library Service, helped establish the Canberra Lifeline Book Fair, building on the concept that Russell Oldmeadow, the Director of Canberra Lifeline, had proposed to the then National Librarian, Allan Fleming. Bolton, inter alia, persuaded many of Australia’s leading poets to donate manuscripts for auction at the first Book Fair in June 1973. Michael Richards, himself a notable amateur letterpress printer, concludes that
{"title":"Better by design: an introduction to planning, designing and developing library buildings","authors":"David C. Jones","doi":"10.1080/24750158.2022.2136954","DOIUrl":"https://doi.org/10.1080/24750158.2022.2136954","url":null,"abstract":"Wright, James McAuley, Barbara Hanrahan, David Campbell, Alec Hope, Philip Hodgins and Philip Mead, their books incorporating wood engravings by notable Australian printmakers, such as Rosalind Atkins, Mike Hudson, Victoria Clutterbuck, and Helen Ogilvie. Outstanding designers included Arthur Stokes and Adrian Young, while binders for the hand-bound books included Brian Hawke, Robin Tait and many by Helen Wadlington. Bolton, the ‘gentleman printer’, skilfully brought together the talents of many artists in creative collaborations. Alec Bolton and Rosemary Dobson knew just about everyone in Australian literary circles. Rosemary’s poems featured in several Brindabella Press publications, whose signed print runs rarely exceeded 300 copies. They are now extremely collectible, as indeed are the other works that he produced, such as those for the Friends of the ANU Library, which included the 1987 Brindabella publication, Rainforest by Judith Wright. Richards’ book is not a traditional biography. The primary focus is on Bolton’s work with the Brindabella Press, but, nonetheless, there is much more to be gleaned on institutional and cultural settings and Bolton’s relationships with his colleagues in the creative process. There are numerous Canberra insights. This reviewer, for example, was unaware of how Bolton, with Anthony Ketley, then Head of the Canberra Public Library Service, helped establish the Canberra Lifeline Book Fair, building on the concept that Russell Oldmeadow, the Director of Canberra Lifeline, had proposed to the then National Librarian, Allan Fleming. Bolton, inter alia, persuaded many of Australia’s leading poets to donate manuscripts for auction at the first Book Fair in June 1973. Michael Richards, himself a notable amateur letterpress printer, concludes that","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"410 - 412"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44114587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/24750158.2022.2136963
Petra Dumbell
Narrative expansions is an important book for all Australian library workers. It comes at a time when Australian academic libraries and indeed the entire library and information sector in the country is focusing more and more on the important task of decolonisation, as exemplified by strategic directions set by the Council of Australian University Librarians (CAUL) with their Respecting Indigenous Knowledges program or similar efforts by the Australian Library and Information Association. The book addresses the topic of decolonisation in a very nuanced way, for instance when defining the term in the introduction chapter, questioning if anything can ever be truly decolonised when systems and organisations have been established by and within colonial structures. The editors Crilly and Everitt make the point that decolonisation should not be viewed as a project that can be ‘done’, but needs to be a shift in paradigm for it to be meaningful. They argue that it might be better to talk about diversifying and decentring knowledge and knowledge production, or about performing de-colonial acts, all depending on the context. The book also discusses related concepts such as antiracism, equality, diversity and inclusion. The editors acknowledge that defining and using terms for Non-White people is difficult because it ‘others’ large groups of people and lumps them together. This is reflected in the fact that different authors use different terms in the various chapters. In two different sections, the book highlights how attempts at decolonising have been made and are being made in academic library contexts, moving between theoretical explorations and examples of practical applications. There are chapters on student voice, research methodologies, staff diversity, information literacy, LIS education and decolonising classification schemes to give just a few examples. The book also includes reflections of authors on their experiences with libraries and academic libraries as Black, Asian and Minority Ethnic (BAME) students growing up in the UK. The authors of the book are mostly based or affiliated with academic institutions in the UK, with some voices from the United States, Canada and Kenya and references to events in South Africa. Australia is notably absent from that list, apart from one reference to a research project. This, however, does not make the book any less relevant to an Australian audience (and maybe volume two will focus on Australia!). Despite the sections addressing theoretical principles, the book is easy to read –mostly due to the fact that large parts are either case studies, or recollections and reflections of authors of their own lived experience with libraries. There are also a lot of references after each chapter to allow for deeper exploration of the topics. The book is available in print and as an ebook, so there is really no excuse to ignore its invitation to learn about how we can work on decolonising collections, services and spaces
{"title":"Narrative expansions: interpreting decolonisation in academic libraries","authors":"Petra Dumbell","doi":"10.1080/24750158.2022.2136963","DOIUrl":"https://doi.org/10.1080/24750158.2022.2136963","url":null,"abstract":"Narrative expansions is an important book for all Australian library workers. It comes at a time when Australian academic libraries and indeed the entire library and information sector in the country is focusing more and more on the important task of decolonisation, as exemplified by strategic directions set by the Council of Australian University Librarians (CAUL) with their Respecting Indigenous Knowledges program or similar efforts by the Australian Library and Information Association. The book addresses the topic of decolonisation in a very nuanced way, for instance when defining the term in the introduction chapter, questioning if anything can ever be truly decolonised when systems and organisations have been established by and within colonial structures. The editors Crilly and Everitt make the point that decolonisation should not be viewed as a project that can be ‘done’, but needs to be a shift in paradigm for it to be meaningful. They argue that it might be better to talk about diversifying and decentring knowledge and knowledge production, or about performing de-colonial acts, all depending on the context. The book also discusses related concepts such as antiracism, equality, diversity and inclusion. The editors acknowledge that defining and using terms for Non-White people is difficult because it ‘others’ large groups of people and lumps them together. This is reflected in the fact that different authors use different terms in the various chapters. In two different sections, the book highlights how attempts at decolonising have been made and are being made in academic library contexts, moving between theoretical explorations and examples of practical applications. There are chapters on student voice, research methodologies, staff diversity, information literacy, LIS education and decolonising classification schemes to give just a few examples. The book also includes reflections of authors on their experiences with libraries and academic libraries as Black, Asian and Minority Ethnic (BAME) students growing up in the UK. The authors of the book are mostly based or affiliated with academic institutions in the UK, with some voices from the United States, Canada and Kenya and references to events in South Africa. Australia is notably absent from that list, apart from one reference to a research project. This, however, does not make the book any less relevant to an Australian audience (and maybe volume two will focus on Australia!). Despite the sections addressing theoretical principles, the book is easy to read –mostly due to the fact that large parts are either case studies, or recollections and reflections of authors of their own lived experience with libraries. There are also a lot of references after each chapter to allow for deeper exploration of the topics. The book is available in print and as an ebook, so there is really no excuse to ignore its invitation to learn about how we can work on decolonising collections, services and spaces","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"419 - 419"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-15DOI: 10.1080/24750158.2022.2115573
Naomi Whiteside, Vanessa A. Cooper, Huan Vo-Tran, Elizabeth Tait, Brendan Bachmann
ABSTRACT Public libraries play a vital role in developing and facilitating digital literacy programs for diverse communities. Digital literacy skills are important because they enable access to information and engagement with government and support services that are increasingly provided online. This paper reviews literature and library programs world-wide to identify good practice in developing and facilitating digital literacy programs. It also presents our findings from a case study illustrating the practice of Hume Libraries, an Australian public library recognised for its leadership in digital literacy programs in support of diverse communities. Results from the review alongside interviews and a focus group with Hume Libraries staff informed the development of a framework to support the successful development and facilitation of digital literacy programs for diverse communities. The framework presents tasks in a checklist format for practitioners to consider when they develop, facilitate and enhance digital literacy programs for diverse communities.
{"title":"Digital Literacy Programs in Support of Diverse Communities – An Australian Public Library Approach","authors":"Naomi Whiteside, Vanessa A. Cooper, Huan Vo-Tran, Elizabeth Tait, Brendan Bachmann","doi":"10.1080/24750158.2022.2115573","DOIUrl":"https://doi.org/10.1080/24750158.2022.2115573","url":null,"abstract":"ABSTRACT Public libraries play a vital role in developing and facilitating digital literacy programs for diverse communities. Digital literacy skills are important because they enable access to information and engagement with government and support services that are increasingly provided online. This paper reviews literature and library programs world-wide to identify good practice in developing and facilitating digital literacy programs. It also presents our findings from a case study illustrating the practice of Hume Libraries, an Australian public library recognised for its leadership in digital literacy programs in support of diverse communities. Results from the review alongside interviews and a focus group with Hume Libraries staff informed the development of a framework to support the successful development and facilitation of digital literacy programs for diverse communities. The framework presents tasks in a checklist format for practitioners to consider when they develop, facilitate and enhance digital literacy programs for diverse communities.","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"388 - 407"},"PeriodicalIF":1.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1080/24750158.2022.2115584
Margherita Meeking, Christopher Meeking
ABSTRACT Embedded librarianship is largely unexplored in the Australian TAFE and dual TAFE/University sectors. This paper discusses an embedded library program piloted at Holmesglen Institute and the results of a ‘learner survey’ of learners within participating courses. It argues that an embedded library program presents an emerging opportunity within TAFE and dual sector libraries to introduce an additional learner support service to provide highly targeted information literacy skills building and research support. The pilot program was introduced within the Institute’s fashion and hospitality higher education courses with the aim of breaking down barriers for learners accessing library support. It also aimed to increase the visibility of the library, its services, and resources. Results from the learner survey indicated the embedded program contributed to the cohorts’ strong awareness of their liaison librarian, their expertise, and the support they could provide. Learners additionally noted they felt comfortable to approach their liaison librarian if they needed extra help and overall were happy with the support provided through the program. Lessons learnt including recommendations, challenges, considerations, and modifications are discussed to encourage other librarians to begin the embedded conversation within their institution.
{"title":"Embedded Library Support within TAFE and Dual Sector Courses for Improved Learner Support and Visibility: An Emerging Opportunity","authors":"Margherita Meeking, Christopher Meeking","doi":"10.1080/24750158.2022.2115584","DOIUrl":"https://doi.org/10.1080/24750158.2022.2115584","url":null,"abstract":"ABSTRACT Embedded librarianship is largely unexplored in the Australian TAFE and dual TAFE/University sectors. This paper discusses an embedded library program piloted at Holmesglen Institute and the results of a ‘learner survey’ of learners within participating courses. It argues that an embedded library program presents an emerging opportunity within TAFE and dual sector libraries to introduce an additional learner support service to provide highly targeted information literacy skills building and research support. The pilot program was introduced within the Institute’s fashion and hospitality higher education courses with the aim of breaking down barriers for learners accessing library support. It also aimed to increase the visibility of the library, its services, and resources. Results from the learner survey indicated the embedded program contributed to the cohorts’ strong awareness of their liaison librarian, their expertise, and the support they could provide. Learners additionally noted they felt comfortable to approach their liaison librarian if they needed extra help and overall were happy with the support provided through the program. Lessons learnt including recommendations, challenges, considerations, and modifications are discussed to encourage other librarians to begin the embedded conversation within their institution.","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"367 - 378"},"PeriodicalIF":1.3,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1080/24750158.2022.2115579
Mary Carroll, Kasey L. Garrison, J. O’Connell, S. Wakeling, Kay Oddone
ABSTRACT This paper provides an overview of Stage One in the development of a new resource about school libraries and teacher-librarianship in Australia and New Zealand. This new advocacy, research and information tool was produced by a team of academics from the School of Information and Communication Studies, Charles Sturt University. This team have expertise in education, librarianship, and teacher-librarianship. Curating over 100 years of resources for, and about teacher-librarians and school libraries in Australia and New Zealand, Stage One of the Knowledge Bank of Australian and New Zealand School Libraries (KBANZSL) is a point-in-time guide and record of critical reports, books, papers, and other resources about Australian school libraries and teacher-librarianship. It is intended to support researchers, administrators, practitioners and advocates of school libraries and teacher-librarianship by recording literature in the field in a single location. Details of the project's scope, development and parameters are discussed, and examples of the intended final outputs are provided. The overall project addresses an identified gap in the research around teacher-librarianship in Australia and New Zealand. An opportunity to build on this current research exists, with the intention that Stage Two of the project will extend the resource into the online environment.
{"title":"Building a Knowledge Bank of Critical Literature for Australian and New Zealand Teacher-librarians and School Libraries","authors":"Mary Carroll, Kasey L. Garrison, J. O’Connell, S. Wakeling, Kay Oddone","doi":"10.1080/24750158.2022.2115579","DOIUrl":"https://doi.org/10.1080/24750158.2022.2115579","url":null,"abstract":"ABSTRACT This paper provides an overview of Stage One in the development of a new resource about school libraries and teacher-librarianship in Australia and New Zealand. This new advocacy, research and information tool was produced by a team of academics from the School of Information and Communication Studies, Charles Sturt University. This team have expertise in education, librarianship, and teacher-librarianship. Curating over 100 years of resources for, and about teacher-librarians and school libraries in Australia and New Zealand, Stage One of the Knowledge Bank of Australian and New Zealand School Libraries (KBANZSL) is a point-in-time guide and record of critical reports, books, papers, and other resources about Australian school libraries and teacher-librarianship. It is intended to support researchers, administrators, practitioners and advocates of school libraries and teacher-librarianship by recording literature in the field in a single location. Details of the project's scope, development and parameters are discussed, and examples of the intended final outputs are provided. The overall project addresses an identified gap in the research around teacher-librarianship in Australia and New Zealand. An opportunity to build on this current research exists, with the intention that Stage Two of the project will extend the resource into the online environment.","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"356 - 366"},"PeriodicalIF":1.3,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45509283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1080/24750158.2022.2115587
S. Wakeling, M. Shephard, P. Hider, H. Jamali, M. Coe, J. Garner
ABSTRACT There is an increasing focus on the public library’s role as a place of and for the community that should have at its heart the needs of that community. In this respect, the development of new or renovated public libraries offers an opportunity for the design of these new buildings to reflect the needs and wants of the communities they serve. The aim of this project was to develop an in-depth understanding of the views and approaches of both librarians and architects involved in public library development projects in Australia. Using data gathered through semi-structured interviews this paper explores notions of community-focused design and co-design and the implications of involving the community in the process of library design for six public library development projects. Participants described a range of community engagement activities, relating benefits and challenges to the community consultation process. However, it was noted that there was also a curated nature to this input, and there was little evidence of community engagement extending beyond consultation to truly participatory design.
{"title":"Public Library Building and Development: Understanding Community Consultation and the Design Process","authors":"S. Wakeling, M. Shephard, P. Hider, H. Jamali, M. Coe, J. Garner","doi":"10.1080/24750158.2022.2115587","DOIUrl":"https://doi.org/10.1080/24750158.2022.2115587","url":null,"abstract":"ABSTRACT There is an increasing focus on the public library’s role as a place of and for the community that should have at its heart the needs of that community. In this respect, the development of new or renovated public libraries offers an opportunity for the design of these new buildings to reflect the needs and wants of the communities they serve. The aim of this project was to develop an in-depth understanding of the views and approaches of both librarians and architects involved in public library development projects in Australia. Using data gathered through semi-structured interviews this paper explores notions of community-focused design and co-design and the implications of involving the community in the process of library design for six public library development projects. Participants described a range of community engagement activities, relating benefits and challenges to the community consultation process. However, it was noted that there was also a curated nature to this input, and there was little evidence of community engagement extending beyond consultation to truly participatory design.","PeriodicalId":53976,"journal":{"name":"Journal of the Australian Library and Information Association","volume":"71 1","pages":"308 - 327"},"PeriodicalIF":1.3,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49633914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：