Authors:Christina De Castell, Joshua Dickison, Trish Mau, Mark Swartz, Robert Tiessen, Amanda Wakaruk, Christina Winter Pages: 1 - 35 Abstract: This paper explores legal considerations for how libraries in Canada can lend digital copies of books. It is an adaptation of A Whitepaper on Controlled Digital Lending of Library Books by David R. Hansen and Kyle K. Courtney, and draws heavily on this source in its content, with the permission of the authors. Our paper considers the legal and policy rationales for the process—“controlled digital lending”—in Canada, as well as a variety of risk factors and practical considerations that can guide libraries seeking to implement such lending, with the intention of helping Canadian libraries to explore controlled digital lending in our own Canadian legal and policy context. Our goal is to help libraries and their lawyers become better informed about controlled digital lending as an approach, offer the basis of the legal rationale for its use in Canada, and suggest situations in which this rationale might be strongest. PubDate: 2022-12-21 DOI: 10.21083/partnership.v17i2.7100 Issue No:Vol. 17, No. 2 (2022)
Authors:Douglas Buchanan, Deirdre Grace, Amanda Grey, Jeffery Verbeem Pages: 1 - 10 Abstract: The purpose of this exploratory case study is to consider from peer tutors’ perspective the relevance of information literacy (IL) in their roles as tutors, students and in their everyday lives. The research used a qualitative methodology, wherein nine participants shared thoughts and reflections in course discussion forums in response to six online modules, each outlining one the the six frames of the ACRL information literacy framework. The data-gathering phase of the study was bookended by focus groups that were also recorded. Analysis of these various discussions reveals that while tutors see the relevance of IL in their everyday lives, their responses in terms of their roles as tutors and students varies depending on the nature of their program. The need to budget research time efficiently in response to a heavy course load prevents some from pursuing information more broadly or deeply than strictly necessary. The paper considers implications of these insights for further inquiry into the library’s role in advancing IL development in a polytechnical environment. PubDate: 2022-12-15 DOI: 10.21083/partnership.v17i2.7101 Issue No:Vol. 17, No. 2 (2022)
Authors:Amy McLay Paterson, Nicole Eva Pages: 1 - 26 Abstract: In March and April 2021, we conducted semi-structured interviews with academic librarians from across Canada about their experiences working through COVID-19 thus far. Topics included workload, collegiality, and overall satisfaction with their working conditions during a pandemic. Themes emerged around job scurity, meaningful work, workload shifts, working from home, relationships with colleagues and administrators, and hopes for the future. While individual experiences varied greatly, the biggest uniting factor was the care and deliberation that characterized both our participants’ framing of work that was meaningful to them as well as their ideal relationships with colleagues and administrators. This research connects to previous literature on vocational awe and emotional labour in libraries. For librarians, this study connects isolated individual situations with the overall picture of what our work looked and felt like during the COVID-19 pandemic. For library administrators, we have identified some general trends, which can provide insight in the areas of communication, flexibility, and institutional support as we work toward a post-pandemic new normal. PubDate: 2022-12-13 DOI: 10.21083/partnership.v17i2.7055 Issue No:Vol. 17, No. 2 (2022)
Authors:Lynne N. Kennette, Elizabeth McIntosh Pages: 1 - 22 Abstract: Post-secondary students bring with them unique skills and knowledge which may affect their learning. Information literacy (IL) is a set of abilities which permits the discovery of information as well as using this information to create new knowledge (Association of College and Research Libraries, 2016). While IL abilities are heralded as important, it is difficult to find a simple measure of information literacy, especially since its conceptualization as a framework (Association of College and Research Libraries, 2016). In this paper, we propose a new online measure of information literacy—Your Information Literacy Practices (YILP)—which aligns with the new framework. We compare it to another published measure of IL and student resourcefulness. Implications and recommendations for its use are discussed. PubDate: 2022-12-13 DOI: 10.21083/partnership.v17i2.6680 Issue No:Vol. 17, No. 2 (2022)
Authors:Amy McLay Paterson, Nicole Eva Pages: 1 - 24 Abstract: To learn about the experiences of librarians working through COVID-19, we conducted semi-structured interviews with academic librarians from across Canada on issues such as workload, collegiality, and overall satisfaction with their working conditions during the pandemic. Themes emerged around job security, workload changes (both in terms of hours worked and the type of work being done), working from home, relationships with colleagues and administrators (including the perceived speed of the institution’s pandemic response and the state of communication from or with administration), and hopes for the future. This article focuses on the semantic elements of librarian work during COVID-19 uncovered during thematic analysis, including an in-depth discussion of how academic librarians’ workload changed; a second planned article will focus on latent themes on the caring nature of library work. This study connects isolated individual situations with the overall picture of what librarians’ work looked and felt like during the COVID-19 pandemic. For library administrators, we identify the ways in which institutional support helped or hindered librarians in doing their work. PubDate: 2022-12-13 DOI: 10.21083/partnership.v17i2.6783 Issue No:Vol. 17, No. 2 (2022)
Authors:Alvina Mardhani-Bayne, Lisa Shamchuk Pages: 1 - 20 Abstract: This article describes the professional learning around early literacy experienced by library paraprofessional students at a post-secondary institution in Canada. Students completed a survey to gauge their conceptions of early literacy at the beginning of a course on library services for children and young adults. These students then experienced hands-on, engaging course elements such as in-class discussions, guest speakers, and authentic assessments. At the conclusion of the course, students were again surveyed and were asked to identify course elements that contributed to their learning. Most students aligned with an emergent literacy approach to early literacy. While a comparison between the two surveys did not reveal a significant difference in terms of students’ conceptions of early literacy, multiple students identified the hands-on elements of the course as beneficial. The researchers conclude that providing authentic professional learning opportunities that include knowledge application reinforces learners’ conceptions about emergent literacy. PubDate: 2022-12-12 DOI: 10.21083/partnership.v17i2.6808 Issue No:Vol. 17, No. 2 (2022)
Authors:Allan Cho, Afra Bolefski, Cecilia Tellis, Lei Jin, Maha Kumaran Pages: 1 - 18 Abstract: Five academic librarians from libraries that represent the Canadian Academic Research Libraries (CARL) were invited to share their experiences as racialized librarians. In 2021, the Canadian Academic Research Libraries (CARL) hosted an Inclusion Perspectives Webinar Series, organized by CARL’s Equity, Diversity, and Inclusion Working Group (EDIWG) and the contents of this paper are presentations by these librarians who were invited to speak on systems, structures, and policies needed to dismantle racism; practical strategies to attract and retain racialized library employees; accreditation issues; and provide advice for what Canadian library leaders can start doing immediately. PubDate: 2022-12-12 DOI: 10.21083/partnership.v17i2.6799 Issue No:Vol. 17, No. 2 (2022)
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