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Technology is integral to contemporary life; where the digital transformation to virtual information accessibility impacts instruction, it alters the skills of learning and comprehension (Gonzalez-Patino & Esteban-Guitart, 2014; Lloyd, 2010). Although librarians/media specialists provide orientation, instruction, and research methods face-to-face and electronically, they recognize that digital learning instruction is not a linear process, and digital literacy (DL) is multi-disciplinary (Belshaw, 2012). Policy and public research findings indicate that higher education must be prepared to adapt to rapid changes in digital technology (Maybee, Bruce, Lupton, & Rebmann, 2017). Digital learning undergoes frequent transformations, with new disruptive innovation and research attempts at redefinition (Palfrey, 2015). Research often overlooks junior/community colleges. We are all learners and we need to understand the digital learning challenges that incorporating DL includes in the new digital ecology (Adams Becker et al., 2017). This study provides real faculty/librarian commentaries regarding the understanding needed to develop digital learning and contemporary digital library resources. The authors investigate faculties’ and librarians’ degree of DL perceptions with instruction at junior/community colleges. Survey data analysis uses the mean of digital self-efficacy of variables collected, revealing that participants surpassed Rogers’s (2003) chasm of 20% inclusion. Findings provided data to develop the Dimensions of Digital Learning rubric, a new evaluation tool that encourages faculty DL cross-training, librarians’ digital learning collaboration, and effective digital learning spaces.

The purpose of this research is to examine Gitga'at First Nation approaches and objectives concerning the use of local biological and cultural resources through the lens of a locally‐driven proposal to establish an eco‐cultural tourism enterprise.

This project was developed in collaboration with the Gitga'at First Nation and employed a qualitative case study approach. Primary data gathering techniques were active participation, semi‐structured interviews, focus group discussions and work with key informants.

Participant responses highlight the interconnectivity and importance of social, ecological and cultural integrity in local economic development. Three major principles for resource use were widely expressed: control and management by Gitga'at; equitable distribution of any benefits; and the imperative of environmental and cultural sustainability.

Gitga'at band members living within the Gitga'at traditional territory played a central part in this research. Future work could include non‐resident band members. Furthermore, if the Gitga'at decide to move forward with this proposal, further research could examine how the resource use principles discussed here may be applied.

This research provided a forum to explicitly identify research participants' hopes and concerns surrounding eco‐cultural tourism and the possible outcomes of this potential project.

This research may be beneficial to other communities interested in eco‐cultural tourism development or other development activities dependent on local resources use.

Although essential to creating economic opportunities that reflect local goals and interests, socio‐cultural dimensions are often overlooked in local economic development. This research explicitly sought to unpack these domains.

This essay is offered in response to an invitation to share reflections on a topic of current concern. The concern is how to position the library profession to not just gain appreciation and support of academic libraries, but to develop librarians as leaders continuing the values of higher education as essential to maintain and improve a democratic society. The paper aims to discuss these issues.

This is a viewpoint piece.

The paper speculates that assessment alone may be an inadequate objective of an organizational culture for academic libraries; assessment is not universally accepted throughout higher education as a primary focus, perhaps with the exception when meeting accreditation requirements.

An informed citizenry, freedom of information, open and equitable access to knowledge, and intellectual diversity are important values to preserve. This concern overlaps with the authors’ shared and independent work to engage in assessment efforts and developing a library culture of assessment.

Preparation of academic librarians may benefit from more strongly advancing the core mission of their institutions rather than their service relationship to its customers as an objective of the library culture.

This is the first work to examine why assessment is not enough for libraries to be valued.