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The purpose of this paper is to determine how the I‐Share collection serves its members, focusing on the state‐wide use of I‐Share domestic monographs (2003‐2008) by subject, collection overlap (number of copies owned), publisher, and how frequently books by subject are being used and to make recommendations for future selection criteria.

Illinois is fortunate to have the College and Research Libraries in Illinois (CARLI) consortium which manages “I‐Share,” a 76‐member shared online catalog equipped with patron‐initiated borrowing using the Voyager system. I‐Share successfully circulates hundreds of thousands of books annually among these libraries, dramatically broadening the scope of each member's collection. Data from CARLI's Voyager catalog databases were analyzed via Excel spreadsheets using 20 datafields.

Results found that numbers of copies purchased by I‐Share and use/circulation fell into three categories: high overlap with a corresponding high use, low overlap with a corresponding low use, and a middle area with a high number of copies with low to middle use. Additional analyses by publisher and Library of Congress subject classification were also conducted. The study also allowed for a comparison of what was purchased versus what was available for purchase as represented by the database of a large monograph vendor.

A number of recommendations are made that should improve the effectiveness of monograph selection in the CARLI libraries.

The paper documents an important and thorough study which may be of help to other library consortia in managing more effectively their monograph spend.

This case study describes how one library leveraged shared resources by defaulting to a consortial catalog search.

The authors use a case study approach to describe steps involved in changing the catalog interface, then assess the project with a usability study and an analysis of borrowing statistics.

The authors determined the benefit to library patrons was significant and resulted in increased borrowing. The usability study revealed elements of the catalog interface needing improvement.

Taking advantage of an existing resource increased the visibility of consortial materials to better serve library patrons. The library provided these resources without significant additional investment.

While the authors were able to identify other libraries using their consortial catalog as the default search, no substantive published research on its benefits exists in the literature. This chapter will be valuable to libraries with limited budgets that would like to increase patron access to materials.

In 2015, there were many student protests regarding diversity that made many pay attention to the status of diversity on university campuses. However, well before these protests occurred there have been diversity officers at the forefront and behind the scenes doing change management work in the equity, diversity, and inclusion arena. While universities are entrenched systems of privilege that are difficult to change fundamentally, there is hope in that this work can and does make a difference for students, faculty, and staff. So, while universities continue to reflect society and its shortcomings, this work does matter.

In this chapter, I share my personal journey as a Chief Diversity Officer for nine years at public universities in North America, drawing upon that experience I share four areas I believe are vital to the success of any diversity effort. Since I have worked in the US and Canada, I bring to this chapter comparisons across borders that highlight the significance of particular practices, challenges of the twenty-first century and pitfalls along the way.

The purpose of this paper is to discover the characteristics and quality of interlibrary loan (ILL) titles, and determine whether purchasing ILL titles is a useful collection development method.

The study analyzed document containing 18,322 monographic education and psychology monographs borrowed by Southern Illinois University Carbondale patrons through I‐Share, Illinois' statewide catalog, during the 2004 calendar year. Education and psychology books account for 574 of the 18,322 titles. The study located 132 reviews for 92 of the titles by searching PsycINFO and Education Abstracts. It recorded reviewer recommendation, publication date, publisher, source of review, and list price.

The paper finds that ILL titles are high quality, inexpensive, new, and easy to obtain. Average list price of education and psychology ILL titles is $48.82. A total of 60 percent of the titles were published in the last three years. Only 7 percent of the titles received negative reviews.

The paper recommends that Southern Illinois University Carbondale and, potentially, other academic libraries develop books‐on‐demand programs because most of the books in the present study are high‐quality, inexpensive, new, and easy to obtain; ILL titles represent research needs of university community; multiple library patrons will benefit; equity will be added to the library's collection; and ILL titles are likely to circulate again.

Previous studies report results of pilot books‐on demand programs. The current study provides background reasons for a books‐on‐demand program (reading book reviews of titles borrowed through ILL) and presents a new aspect of the relationship between collection development and ILL.

Patron driven acquisitions (PDA) programs have emerged as an important component in library collection practices. The authors aim to report on four PDA programs (two completed, two currently underway) undertaken by the University of Illinois at Urbana-Champaign either by itself or in partnership with a statewide academic library consortium known as CARLI.

The authors use a case study approach based on their professional experience and direct involvement with these programs.

The programs were built on successful partnerships with both vendors and consortial partners; each program was informed by and built on the success of the previous one. The processes can be scaled up and applied to larger systems in order to maximize their impact and user satisfaction.

Acquisitions librarians and selectors will find the local PDA programs of interest, while the consortial approach will be of interest to anyone involved with building and sharing collections in a multi-institutional environment.

Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.

The purpose of this paper is to examine how a transnational immigrant youth’s engagement on social media supported her identity formation and allowed space to advance more just framing of Islam across school and online communities.

This qualitative study draws on data collected across two years, including interviews, classroom observations and social media posts. Using digital religion and counterstorying as a constructive theoretical frame, the authors asked: What was the role of social media in supporting a transnational immigrant youth’s critical media literacy practices within and beyond school. How, if at all, did these practices shift over time?

Findings highlight how I. Mohamud used social media in support of her identity development as a female, Muslim youth in a political climate antithetical to such liberation and how through an online community she engaged in counter stories to negative framing of Islam.

Our collaborative writing answers Lam and Warriner’s (2012) call for research exploring how individuals from migrant backgrounds interact with “diverse media representations and mobilize different interpretive frames for understanding societal events and personal experiences” (p. 207). Moreover, this study further answers El-Haj and Bonet (2012) call for research investigating “ways that youth inhabit particular identities in specific contexts and interactions and across time” (p. 41).

This article presents arguments regarding the importance of information sharing to the growth and stability of organizational knowledge. In addition, the article discusses the expected effects of group composition on the nature and degree of information sharing that takes place within groups. While group composition may vary along a number of dimensions, this article focuses primarily on differences in group membership represented by various race and gender combinations. The specific research question explored is, to what extent does group composition affect the likelihood that individually held (unique) information will be shared with group members during group discussion? A conceptual model is presented and its implications for both research and practice are discussed.

Purpose – In this chapter, I set out to unexcise the messiness of maternalisms and disparities in women's health care by addressing narratives about reproductive trauma. I ask, what might it mean to analyze the interaction between the medical industrial complex and women who experience reproductive trauma as a social practice, one that is constitutive of gender socialization and the medicalization of women's bodies in the American nation-state? I accomplish responding to the question by addressing a vastly underresearched and underaddressed pregnancy complication Hyperemesis Gravidarum (HG).

Methodology/Approach – First, I thread posts from supportive online reproductive trauma forums to weave thematic narratives about and the impacts of HG. Next, I review biomedical literature in order to probe potential etiology. Third, I share my debilitating experiences with HG – reproductive traumas – to interrogate dominant androcentric biomedical discourse of pregnancy culture, maternalisms, maternal ideology, and epistemic violence.

Findings – Our knowledge about HG continues to be murky and unresolved, leaving many pregnant people – namely women – untreated.

Research limitations/implications – I call on the absence of contemporary protective sociocultural structures that provide support and care – gendered health-care disparities – for women during pregnancy, labor and delivery, and postpartum in order to advocate reproductive trauma is a viable and normal expression in the context of misogynist social scripts.

Originality/Value of the Chapter – My hope is to raise the volume on narratives of pregnancy trauma and reproductive experience using HG as a case study and my intention is to argue gender is a salient factor in health-care disparities.