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How do students comment on ethical principles, which principles are important for their awareness of librarianship, how do they understand the relevance of human rights for their future work?

The case study presents the results of a lecture on information rights and ethics with 50 Master students in library and information sciences (LIS) at the University of Lille (France) in 2014–2015. Students were asked to comment on the core principles of the International Federation of Library Association (IFLA) Code of Ethics.

The students see the library as a privileged space of access to information, where the librarian takes on the function of a guardian of this specific individual freedom—a highly political role and task. This opinion is part of a general commitment to open access and free flowing resources on Internet. They emphasize the social responsibility toward the society as a whole but most of all toward the individual patron as a real person, member of a cultural community, a social class or an ethnic group. With regard to Human Rights, the students interpret the IFLA Code mainly as a code of civil, political, and critical responsibility to endorse the universal right of freedom of expression. They see a major conflict between ethics and policy. The findings are followed by some recommendations for further development of LIS education, including internship, transversality, focus on conflicts and the students’ cognitive dissonance and teaching of social skills, in terms of work-based solidarity and collective choices.

The chapter is qualitative research based on empirical data from a French LIS Master program.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

With the rise of alternate discovery services, such as Google Scholar, in conjunction with the increase in open access content, researchers have the option to bypass academic libraries when they search for and retrieve scholarly information. This state of affairs implies that academic libraries exist in competition with these alternate services and with the patrons who use them, and as a result, may be disintermediated from the scholarly information seeking and retrieval process. Drawing from decision and game theory, bounded rationality, information seeking theory, citation theory, and social computing theory, this study investigates how academic librarians are responding as competitors to changing scholarly information seeking and collecting practices. Bibliographic data was collected in 2010 from a systematic random sample of references on CiteULike.org and analyzed with three years of bibliometric data collected from Google Scholar. Findings suggest that although scholars may choose to bypass libraries when they seek scholarly information, academic libraries continue to provide a majority of scholarly documentation needs through open access and institutional repositories. Overall, the results indicate that academic librarians are playing the scholarly communication game competitively.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

With a focus on Canada, but framed by similar and shared concerns emerging in the United States, this chapter examines the current status of what constitutes and defines academic freedom for academic librarians and the rights and the protections individual, professional academic librarians have with respect to the freedom of speech and expression of their views in speech and writing within and outside of their institutions. It reviews the historical background of academic freedom and librarianship in Canada, academic freedom language in collective agreements, rights legislation in Canada versus the United States as it pertains to academic librarianship, and rights statements supported by Canadian associations in the library field and associations representing members in postsecondary institutions. The implications of academic librarians using the new communication technologies and social media platforms, such as blogs and networking sites, with respect to academic freedom are examined, as well as, an overview of recent attacks on the academic freedom of academic librarians in the United States and Canada. Included in this analysis are the results of a survey of Canadian academic librarians, which examined attitudes about academic freedom, the external and internal factors which have an impact on academic freedom, and the professional use of new communication technologies and social media platforms.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

This chapter introduces the role that libraries play in promoting and fostering human rights and social justice within the communities they serve. In describing this role, it highlights the different ways in which information intersects with human rights and social justice.

This chapter offers a brief review of the existing body of literature related to human rights and social justice in the field of library and information science (LIS). After articulating the need for this edited volume, we introduce the four sections in this book: Conceptualizing Libraries as Institutions of Human Rights and Social Justice; Library Services to Marginalized Populations; Human Rights and Social Justice Issues in LIS Professions; and Human Rights and Social Justice Issues in LIS Education.

The social roles and responsibilities of libraries have expanded greatly in recent years. These roles and responsibilities, however, are not often framed within the discourse of human rights or social justice. Together, the chapters in this book—written by researchers, educators, and professionals—paint a comprehensive picture of the broad range of roles and contributions of libraries in human rights and social justice.

This chapter introduces a book that explores the current efforts of libraries to meet a wide range of community needs (including education, employment, social services, civic participation, and digital inclusion) through the lenses of human rights and social justice.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).