The Rise, Fall and Rise of the British Public Library Building

Focuses on recent developments and controversies surrounding public library buildings noting that despite predications of the death of the library due to the information revolution and the availability of digital resources, library buildings are attracting renewed attention and, generally, increased use. Suggests that the public library building may have an important role in the new local government philosophy of “place shaping”, and particularly in the “community engagement” agenda which is part of this approach. Explores the debate about the nature of the public library space and whether policies which emphasize the role of the public library as a welcoming community space run counter to many people's idea of the library building as a quiet place for silent contemplation and study. Suggests how public libraries may take forward the community engagement and user consultation agendas through use of the public library space, focusing particularly on the potential of reader and reading development activities for bringing people together and encouraging their contributions and ideas about public library services. Concludes with a discussion of how an emphasis on the role of the public library building in community engagement activities may impact on the ideals of community librarianship

The Rise, Fall and Rise of the British Public Library Building

Focuses on recent developments and controversies surrounding public library buildings noting that despite predications of the death of the library due to the information revolution and the availability of digital resources, library buildings are attracting renewed attention and, generally, increased use. Suggests that the public library building may have an important role in the new local government philosophy of “place shaping”, and particularly in the “community engagement” agenda which is part of this approach. Explores the debate about the nature of the public library space and whether policies which emphasize the role of the public library as a welcoming community space run counter to many people's idea of the library building as a quiet place for silent contemplation and study. Suggests how public libraries may take forward the community engagement and user consultation agendas through use of the public library space, focusing particularly on the potential of reader and reading development activities for bringing people together and encouraging their contributions and ideas about public library services. Concludes with a discussion of how an emphasis on the role of the public library building in community engagement activities may impact on the ideals of community librarianship

Germination of seeds of tropical rainforest species: responses to time and light quality

There is scant information available about the seed ecology of species of the tropical rainforests of Australia. This is the first known investigation of a large number of species from the rainforests of north east Queensland in relation to time and to light quality. A total of 136 seed lots representing 130 species were randomly collected and germinated in four different light treatments - white, red and green light and darkness. For the sake of convenience, darkness is at times referred to as black light in this paper. Time to germination was assessed in white light, and recorded over 12 or more weeks. Results were obtained for 112 seedlots. Sixty percent germinated within the first six weeks after sowing, 23 percent took 7-12 weeks, and the remaining species germinated after 12 weeks, the longest recorded period being 31 weeks. Species with rapid germination tended to have highly uniform germination and a high germination capacity. Over 60 percent of the species germinating in the first two weeks had highly uniform germination, and this fell to 28 per cent for species germinating in the following four weeks. Germination in the three ecologically relevant light treatments (white, green and black light or darkness) is presented in a conceptual framework (a ternary plot) that allows for easier interpretation of the relative light responses of the test species. It is visually apparent that the largest group (57 per cent of the species which yielded results) is made up of species which show no germination response to light quality. Other recognisable groups are species for which germination is facilitated by, or occurs only in white light, and those demonstrating inhibition of germination in green light. Significantly, there are no species with maximum germination in green light, which simulates canopy shade. This indicates that while many species are capable of germinating in shade, germination levels are not maximised in this light environment for the tropical rainforest species in this study. For all species there is a weak negative correlation between percentage of total germination in white light and seed size. Within related groups of species, smaller seed size is associated with a germination response to light quality. Early successional species, as expected, generally germinated better in white light, and distribution patterns of some species suggest that dispersal mechanisms could be important in transporting the seed to a suitable light environment for successful germination

Connecting for Successful Transition: Postgraduate Distance Library and Information Studies Students’ Transition Experiences

Transition in an educational context refers to the shift from one educational environment to another and involves students adapting to a new learning context. The literature on transition is plentiful but mostly focused on transitioning to school, between primary and secondary school or from school to university. While there is a common perception that the transition from undergraduate to postgraduate study requires only minor adjustments for students, evidence suggests that postgraduate students often experience transition difficulties, exacerbated when learning is undertaken at a distance and opportunities for face-to-face interpersonal interactions to address misgivings and ease transition are limited. Drawing on selected results of a study investigating Library and Information Studies (LIS) student experiences as they transition into postgraduate distance learning, this paper explores factors that facilitate and challenge postgraduate distance (PGD) students’ successful transition

Public libraries as e-government intermediaries

This paper presents an analysis of the potential for public libraries to act as e-government intermediaries (EGIs). EGIs are defined by the UK government as ‘organisations from the private or voluntary sectors offering services targeted at groups of customers’ (Cabinet Office, 2003b: 18). Intermediaries can assist people with their e-government use in recognition of the fact that although governments around the world are establishing e-government services, usage remains low in certain geographic areas and among disadvantaged sections of the population. In this paper, the characteristics of successful EGIs will be identified with the aim of establishing good practice in breaking down the digital divide and opening up e-government services to those who may benefit the most from them

'I learn each day.' The informational lifeworld of dog and cat guardians in New Zealand

Recognising the importance of information in understanding and living with companion animals, this paper investigates cat and dog guardians’ opinions on how they learn new things and update themselves. It identifies a range of information, practices, and contexts within their everyday life. An anonymous online survey consisting of close-ended and open-ended questions was distributed to cat and dog guardians in New Zealand between October and December 2021. Response frequencies and descriptive statistics of quantitative data were generated. The qualitative data were open-coded with an information experience lens to identify the categories of information forms and practices. Quantitative data indicate personal experiences and memories of guardians (75%), and casual conversations with other guardians (73%) as the most common resources for learning, after experts (e.g. veterinarians) (93%). Qualitative data analysis categorized these as two main themes of external and internal forms of information. External information consisted of social information in verbal and nonverbal communication with other humans and animals, recorded information in digital and physical mediums, and embedded information held in artifacts and animals’ body. Internal information related to guardians’ memory and personal knowledge (cognitive information), values and emotions (affective information), and bodily feelings and subjective interpretation of their senses (embodied information). The informational lifeworld of the participants was made of their external interactions and internal values, which appears as interwoven concepts in their daily lives with dogs and cats.Peer Reviewe

Indigenous Digital Inclusion: Interconnections and Comparisons

This paper explores published research on Indigenous digital inclusion, starting from the premise that Indigenous peoples adopt and use digital technologies in ways that fit their specific social contexts. Analysis of search results from Scopus and Web of Science aimed to identify common themes and approaches, and to explore differences and interconnections between research from disparate academic disciplines. The findings indicate that research from Australasia features prominently and that the Social and Computer Sciences produce the bulk of the work in this area. Conclusions comment on the importance of a strengths-based, as opposed to a deficit, approach to research and instruction in Indigenous digital inclusion

Critical Incidents and Librarian Professional Identity in LIS Pedagogy: Research Methodology as Pedagogical Tool Embedded in Reflexive Practice

Traditional conceptualisations of the library profession have been challenged due to persistent societal change, similarly affecting professional education. Challenges resulting from such change can be understood as uncertainty of definition and fit in society, and thus a questioning of professional identity. Examinations of professional identity offers potential in practice when introduced in the educational context. This paper outlines a pedagogical tool adapted from a method used in research investigating public librarian professional identity in New Zealand. The tool leverages the elicitation of critical incidents, along with guided questions, to prompt examination of professional identity. The tool is embedded within reflexive practice, creating a framework to understand and engage within increasingly interconnected and changing contexts

Grounded theory and ethnography combined: a methodology to study children’s interactions on children’s mobile libraries

PURPOSE. Libraries are closing or reducing opening hours in the UK due to budgetary cuts. Library provision for children is consequently diminishing and libraries have to justify their existence. Therefore a reliable methodology for assessing the importance of libraries is vital to demonstrate their value to children’s literacy. Two methodologies were combined to study children visiting children’s mobile libraries (CMLs). The purpose of this paper is to consider whether the combined, qualitative methodology was the correct choice. DESIGN/METHODOLOGY/APPROACH. Aspects of each methodology are examined for their appropriateness for researching children. The compatibility of their philosophical stance and the validity of combining ethnography and grounded theory is explored and questioned. FINDINGS. It is found that grounded theory and ethnography were the optimum combination to form a powerful research tool that allows children to be active participants in research. The combined methodology was successful because the ethnographic elements allowed the researcher to enter to the children’s world, whereas the grounded theory elements provided a structural framework, exploration into a novel research topic and ensured that a valid conclusion was drawn. ORIGINALITY/VALUE. It is unusual for qualitative methodologies such as grounded theory and ethnography to be combined in order to study learning in a non-pedagogic, library environment. This paper is valuable reading for librarians, or educationalists wishing to examine how libraries aid literacy because it verifies the benefits of the combined methodology of grounded theory and ethnography and provides a template which can be used by other researchers

“Put your mask on first before helping others”: Faculty members as a neglected population during Covid

In congruence with the conference theme, “Crafting a Resilient Future: Leadership, Education, & Inspiration”, our panel seeks to address the ways in which faculty members in LIS/IS programs have contended with the various changes and challenges stemming from the global pandemic of COVID-19 as well as broader –and related- trends reshaping the academic landscape. While most of the attention in the literature has been geared toward student engagement and learning online as a means of addressing students’ academic success and wellbeing (Rapanta et al., 2020; Katz et al., 2021), there has been disproportionally much less attention geared at teaching and research faculty members. Despite being the backbone of our educational programs and schools, and often the main reasons why students select to enter our field (Dali & Caidi, 2016), faculty members’ needs and the challenges they are facing have been largely ignored (El Masri & Sabzalieva, 2020; Gabster et al., 2020). In this panel, we seek to critically center our discussion on this key constituency, and question (disrupt, even) the notion of faculty resilience. Indeed, making use of the resilience trope sheds light partially on faculty members’ well-being, but it also contributes to masking the many inadequacies and failures at the organizational and systemic level, particularly around policies and practices dealing with the curriculum, workload, representation, accommodations, academic freedom, resource allocation, justice and dignity to name just a few. There is a much-needed engagement that needs to take place around these issues in LIS education if we are truly honest about resilience and sustainability. Our international panelists present a cross-section of faculty members who bring their varied experiences in teaching and research in the LIS field to the discussion. Together, they represent tenure and tenure-track faculty, and administrators across three countries (USA, Canada, New Zealand). The panelists, all LIS educators and professionals, will base their engagement on the following themes/questions: • What efforts are LIS programs making to address the challenges faced by faculty members to ensure not only the sustainability of the educational program but also a dignified and fair treatment of faculty members? • What are possible scenarios for a post-COVID future of LIS education, and how can faculty members be best supported and inspired to achieve resilience for a sustainable future? The speakers will tackle different angles to address these questions. After a short lightning talk (7-8 minutes), a discussion among panelists will ensue as well as engagement with the attendees through a Q/A. Some of the topics discussed include academic freedom, disability and neurodiversity, BIPOC faculty, emergency preparedness, and information cultures in Higher Education. Our format will be an interactive panel discussion that focuses on lessons learned and novel approaches to re-imagining the place of faculty members at the table, and the ways in which they can be supported to ensure they continue to strive toward innovative teaching methods and strategies for a shifting landscape in LIS education. The panelists will keep their lightening talks short to enable opportunities for audience interaction (through small-group conversations or breakout rooms (for virtual attendees))