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In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

Responding to growing market demands for corporate social responsibility, the Asset Management Working Group of the United Nations Environment Programme’s Finance Initiative created a legal framework in 2005 to integrate Environmental, Social, and Governance (ESG) issues in institutional investment. It challenged the business world to think beyond fiduciary responsibility, toward measurement of both tangible and intangible assets. As an institutional force committed to the triple bottom line (environmentally sound, socially equitable, and economically feasible), modern libraries serve by reaching outward, and can lead by looking inward. ESG practices enable libraries to clearly identify criteria, set goals, and measure and report progress for external and internal operations, and help garner support and sustain and fund broader programs and initiatives. Applying ESG thinking to library policies, strategic plans, and operational culture will create a sustainable efficiency for these goals, provide evidence-based support for all stakeholders, and generate effective intrapreneurship while fostering community partnerships. This chapter describes our tailored, real-time approach to this work at New Canaan Library. It is a road we are building one brick at a time, and there is value in paving it organically – drawing on and meeting the aptitudes and needs of employees and our community where we are – while also employing best practices borrowed from successful models.

This chapter examines how libraries can help create socially and ecologically compassionate culture by hosting repair events. The introduction provides a general overview of repair events, as well as how they fit into the mission of public libraries and support sustainability goals. This chapter explores the impacts of repair events through the lens of the five conditions of collective success, doughnut economics, the right-to-repair movement, education, cultural practices, accessibility, and social infrastructure. The second part of the chapter provides a case study of Wellfleet Public Library on Cape Cod, Massachusetts, a library that has successfully implemented repair events. The final section offers an overview and step-by-step guide of how libraries can implement repair programs.