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The goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice.

The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor.

Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce.

Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic.

While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.

The purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction.

The Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA).

Results showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set.

This study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size.

It was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

The purpose of this paper is to present a case study of the planning and construction of a print repository for CAVAL, an Australian consortium of academic libraries. A key service is the management of the CARM (CAVAL Archival and Research Materials Centre), a purpose‐built, high‐density, environmentally controlled storage facility designed for the long‐term storage and preservation of print materials. The initial module, CARM1, began operations in 1996 and filled to capacity over a ten year period. To meet predicted demand for ongoing storage of low‐use paper‐based research materials, CAVAL has now built a second storage facility, CARM2.

The planning for CARM2 commenced with a review that assessed options available to CAVAL member universities for the long term storage of low‐use print material. This review analysed alternative storage solutions from the perspective of university users to assess the financial and non‐financial impacts associated with each option. The results provided an indicative evaluation of the comparison of alternative storage options taking into consideration the quantitative, qualitative and risk implications of each from the perspective of a potential user. Nine options are described and analysed, and the reasons for the selection of the CARM2 option as the preferred model.

The development and implementation of the business model, the impact on the design and funding model, the lessons learned from the management of the original CARM facility and the construction and commissioning of CARM2 are described. This is followed by a discussion of ongoing issues associated with the ownership and governance of the shared facility and the trends away from the shared collection model.

This paper will be of interest and value to other organisations or consortia with an interest in the feasibility, possible business models, development and construction, and/or operations of a print repository.

This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD.

In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative.

Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers.

The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias.

Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues.

To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university.

Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relation to the new teaching and learning building in particular.

A comprehensive framework should be articulated by the university for its theme of personalised learning so that decisions can be made at lower levels of the university to operationalise the theme across academic and administrative functions. A clear definition of the blended learning pedagogy, which is proposed to be implemented as part of the personalised learning theme, should be articulated. The implications of the blended learning pedagogy for the design of learning spaces should be identified and clear design guidelines for learning spaces should be articulated. Learning spaces in the new building should be reviewed to achieve alignment with the personalised learning framework and the guidelines for learning spaces.

As this is a preliminary study with a small number of participants, a qualitative approach was taken to identify the indicative views of representatives of key stakeholders. The findings relate specifically to the context of this study at a regional Australian university.

This paper provides valuable insights into how a university’s philosophy on learning spaces manifests itself through creation and implementation of high-level policy and how that is interpreted and actioned by a range of stakeholders across campuses, including staff and students.

This chapter illustrates two leadership theories – Heifetz’ (1994) theory of adaptive change, and Bridges and Mitchell’s (2000) theory of leading in transition – to illustrate their applicability to leading experienced staff through change. Using adult learning and followership theories as a conceptual framework, this case study illustrates an application of Heifetz’ (1994) and Bridges and Mitchell’s (2000) theories. Heifetz’ (1994) and Bridges and Mitchell’s (2004) leadership theories offer library leaders a framework for understanding, managing, and leading change efforts. The results in a case study approach are naturally subjective and may have limited generalizability to other library contexts. This study illustrates how library leaders may use established leadership theory to support experienced staff and guide change efforts. In using the adult learning and followership theory framework, the writer advocates for a humane approach to managing change with experienced staff. This chapter is original in its synthesis of three areas of theory in service of understanding leadership and change: adult learning, followership, and leadership. It is the first study to use Heifetz (1994) and Bridges and Mitchell (2000) in the context of library leadership.

As a part of doctoral study, this study aims to analyze research on library management models (LMMs) by conducting a systematic literature review (SLR).

A Preferred Reporting Items for Systematic Review and Mata-Analysis approach was used to search four databases. The search criteria included studies published in English until 2022, resulting 9,125 records. Out of these records, a total of 36 studies were selected for final analysis

The results show a positive attitude among researchers toward the development of LMM for libraries globally. The results depict that more than one-third (39%) of the target population was comprised of academic staff and students. The majority (91.76%) of studies were conducted using survey. Quantitative methods were predominant (89%) for LMMs. There were a significant number of studies conducted in 2016. The country-wise distribution shows the USA and China each contribute (20%) of the studies.

The findings of this research could assist policymakers and authorities in reconciling the LMMs applied in libraries for providing efficient access to information resources and services to end users.

To the best of the authors’ knowledge, this study is unique as no comprehensive study has been conducted on LMMs using the SLR method.

The purpose of this paper is to investigate the attitudes and views of library directors and key librarians on issues related to library collaboration and its impact on the welfare of advanced and cost‐effective systems of library and information services.

A qualitative approach was utilized through the use of semi‐structured, face‐to‐face interviews for collecting needed data from library directors and key librarians in four major universities located in diverse regions in Oman. Collected data were transcribed and relevant themes and patterns were identified following an interpretive thematic approach.

Results show that participants indicated an overall positive attitude toward library collaboration in an academic setting. They believed in the desired individual and institutional benefits that they would gain if their libraries or parent organizations developed and enhanced a collaborative system. The three most important advantages of collaboration were emphasized. They are: to enlarge and improve the library services, including increasing users' access to inter‐library information resources; to reduce costs by sharing manpower and resources; and to share experience through communication and enhance skills and knowledge of staff through collaborative training.

The paper provides an overview and insights into demanding issues related to academic library collaboration in Oman. The result of this study helps propose a frame‐work or strategy for the purpose of initiating and developing a new system of academic library collaboration in Oman.

Library collaboration, overall, has hardly been studied in Oman, or at least in the context of academic librarianship. This paper highlights the importance of library collaboration and its impact on the changing environment of academic libraries.

The purpose of this article is to determine the types of collaborative activities public youth services and school librarians in rural locations engage in and to ascertain whether there are methods that youth service librarians believe can be employed to improve collaborative activities with public school librarians.

A mixed method design was implemented with an online self-administered survey. The survey contained open and closed-ended questions.

The findings indicate that many public librarians serving youth in rural locations find it important to collaborate with school librarians. Yet, they struggle to build strong collaborative relationships. Factors such as time, a lack of school librarian administrative support, and a lack of understanding about the roles of school librarians and public librarians, are collaborative barriers.

The study was limited to a purposive sample of 80 public librarians serving youth in rural areas in the United States.

Librarianship training programs can help school librarians and youth services librarians learn how to form collaborative partnerships through mentorship programs, requiring pre-service school and youth services librarians to collaborate on projects, and educating them about the similarities in their goals. School and public librarians can also benefit from training to teach them how to build community partnerships.

The results provide evidence that public librarians serving youth in rural areas favor building stronger collaborative relationships with school librarians. Building these relationships can improve the quality of education for youth in these locations. This article also includes proposed strategies for improving these relationships.