Reference Services ReviewTable of Contents for Reference Services Review. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0090-7324/vol/52/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestReference Services ReviewEmerald Publishing LimitedReference Services ReviewReference Services Reviewhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/0b6af1076205190b8f6f7bf5ca8fe206/urn:emeraldgroup.com:asset:id:binary:rsr.cover.jpghttps://www.emerald.com/insight/publication/issn/0090-7324/vol/52/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestGuest editorial: Taking action on inclusivity in libraries: models, theories and practices to support all library usershttps://www.emerald.com/insight/content/doi/10.1108/RSR-02-2024-119/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestGuest editorial: Taking action on inclusivity in libraries: models, theories and practices to support all library usersGuest editorial: Taking action on inclusivity in libraries: models, theories and practices to support all library users
Sarah Barbara Watstein, Elizabeth M. Johns
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Guest editorial: Taking action on inclusivity in libraries: models, theories and practices to support all library users10.1108/RSR-02-2024-119Reference Services Review2024-03-05© 2024 Emerald Publishing LimitedSarah Barbara WatsteinElizabeth M. JohnsReference Services Review5212024-03-0510.1108/RSR-02-2024-119https://www.emerald.com/insight/content/doi/10.1108/RSR-02-2024-119/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Special guest editorial: inclusive pedagogies and serviceshttps://www.emerald.com/insight/content/doi/10.1108/RSR-10-2023-0072/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSpecial guest editorial: inclusive pedagogies and servicesSpecial guest editorial: inclusive pedagogies and services
Kawanna Bright, Mónica Colón-Aguirre
Reference Services Review, Vol. 52, No. 1, pp.3-6]]>
Special guest editorial: inclusive pedagogies and services10.1108/RSR-10-2023-0072Reference Services Review2023-11-20© 2023 Emerald Publishing LimitedKawanna BrightMónica Colón-AguirreReference Services Review5212023-11-2010.1108/RSR-10-2023-0072https://www.emerald.com/insight/content/doi/10.1108/RSR-10-2023-0072/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public librarieshttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0030/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice. The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor. Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce. Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic. While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries
Stephanie D. Founds
Reference Services Review, Vol. 52, No. 1, pp.7-22

The goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice.

The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor.

Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce.

Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic.

While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.

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Trauma-informed librarianship: an exploratory literature review of trauma-informed approaches in school, academic and public libraries10.1108/RSR-03-2023-0030Reference Services Review2023-10-06© 2023 Emerald Publishing LimitedStephanie D. FoundsReference Services Review5212023-10-0610.1108/RSR-03-2023-0030https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0030/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Revealing the archive, reckoning with the past: inclusive approaches to institutional historyhttps://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIn describing these projects, the authors hope to encourage academic librarians and archivists to participate in, and even facilitate, similar work at their own institutions. Although both of these projects began in the library and included readings and discussions related to library and archival practices, the most generative conversations rapidly shifted from “how should the library handle these materials?” to “what might this institution do to reckon with its history?” When traditional library practices were de-centered and community perspectives were sought on the college archive, the authors were able to have more inclusive, authentic conversations about the college's history and future. This case study explores two projects undertaken at a liberal arts college: a working group and a credit-bearing course intended to reckon with racist, xenophobic or otherwise harmful materials in the college archive. Both projects were informed by the authors' engagement with Tema Okun's White Supremacy Culture and guided by inclusive pedagogies and practices that participants had explored in workshops and within the context of the college's Engaged Pluralism Initiative. The working group and the course underscore the centrality of relationships, trust-building and time to the work of addressing difficult histories. The “campus-wide conversations” the authors had hoped to have about the college archive evolved into smaller spaces developed with intention and care. The diverse perspectives of working group members and students in the course demonstrate the value of bringing together viewpoints from outside the library and beyond institutional or disciplinary silos, to consider far-reaching systemic issues. Many US colleges and universities have begun, or will begin, to investigate the myriad ways in which racism, racial exclusion, or racial violence have marked their institutions and how these troubled legacies persist in the present day. This case study proposes possible approaches that academic libraries and librarians may take to contribute to this essential work. These two projects propose that work that typically happens solely within libraries and archives (cataloging and description of potentially harmful materials) or within institutional or disciplinary silos (reckoning with legacies of racism and bias) can be discussed, debated, and shared among the campus community. All of the participants in the working group and the course, regardless of their title, role, or academic credentials, bring necessary expertise and experience to these projects. Inclusive practices, when paired with grassroots energy, suggest ways in which a college archive can be used as a site of evidence, reflection, interrogation, and repair.Revealing the archive, reckoning with the past: inclusive approaches to institutional history
Melanie Maksin, Debra J. Bucher
Reference Services Review, Vol. 52, No. 1, pp.23-38

In describing these projects, the authors hope to encourage academic librarians and archivists to participate in, and even facilitate, similar work at their own institutions. Although both of these projects began in the library and included readings and discussions related to library and archival practices, the most generative conversations rapidly shifted from “how should the library handle these materials?” to “what might this institution do to reckon with its history?” When traditional library practices were de-centered and community perspectives were sought on the college archive, the authors were able to have more inclusive, authentic conversations about the college's history and future.

This case study explores two projects undertaken at a liberal arts college: a working group and a credit-bearing course intended to reckon with racist, xenophobic or otherwise harmful materials in the college archive. Both projects were informed by the authors' engagement with Tema Okun's White Supremacy Culture and guided by inclusive pedagogies and practices that participants had explored in workshops and within the context of the college's Engaged Pluralism Initiative.

The working group and the course underscore the centrality of relationships, trust-building and time to the work of addressing difficult histories. The “campus-wide conversations” the authors had hoped to have about the college archive evolved into smaller spaces developed with intention and care. The diverse perspectives of working group members and students in the course demonstrate the value of bringing together viewpoints from outside the library and beyond institutional or disciplinary silos, to consider far-reaching systemic issues.

Many US colleges and universities have begun, or will begin, to investigate the myriad ways in which racism, racial exclusion, or racial violence have marked their institutions and how these troubled legacies persist in the present day. This case study proposes possible approaches that academic libraries and librarians may take to contribute to this essential work.

These two projects propose that work that typically happens solely within libraries and archives (cataloging and description of potentially harmful materials) or within institutional or disciplinary silos (reckoning with legacies of racism and bias) can be discussed, debated, and shared among the campus community. All of the participants in the working group and the course, regardless of their title, role, or academic credentials, bring necessary expertise and experience to these projects. Inclusive practices, when paired with grassroots energy, suggest ways in which a college archive can be used as a site of evidence, reflection, interrogation, and repair.

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Revealing the archive, reckoning with the past: inclusive approaches to institutional history10.1108/RSR-04-2023-0043Reference Services Review2023-10-05© 2023 Emerald Publishing LimitedMelanie MaksinDebra J. BucherReference Services Review5212023-10-0510.1108/RSR-04-2023-0043https://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Drama Queens: applying dramaturgy as an inclusive pedagogy within the one shothttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestTo illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia. This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect. The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context. Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.Drama Queens: applying dramaturgy as an inclusive pedagogy within the one shot
Sarah E. Brown, Kari D. Weaver
Reference Services Review, Vol. 52, No. 1, pp.39-49

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

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Drama Queens: applying dramaturgy as an inclusive pedagogy within the one shot10.1108/RSR-03-2023-0027Reference Services Review2023-10-17© 2023 Emerald Publishing LimitedSarah E. BrownKari D. WeaverReference Services Review5212023-10-1710.1108/RSR-03-2023-0027https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Library staff's understanding of attitudinal barriers experienced by individuals with disabilities in librarieshttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0033/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to investigate how library staff understand disability and attitudinal barriers and how they use their knowledge of attitudinal barriers when planning programs and services for individuals with disabilities. This study took a generic qualitative approach to examining how library staff understand disability and attitudinal barriers. Participants were recruited through emails to professional library associations throughout the United States of America. Emails directed participants to a screening questionnaire, and 15 respondents were selected to participate in semi-structured interviews. The results of the study showed that participants were aware of attitudinal barriers, but attitudinal barriers were not often considered during the planning and implementation of library programs and services. This study is one of a limited body of work examining library staff's understanding of attitudinal barriers to library services for individuals with disabilities.Library staff's understanding of attitudinal barriers experienced by individuals with disabilities in libraries
Lisa Ferrara
Reference Services Review, Vol. 52, No. 1, pp.50-65

The purpose of this study was to investigate how library staff understand disability and attitudinal barriers and how they use their knowledge of attitudinal barriers when planning programs and services for individuals with disabilities.

This study took a generic qualitative approach to examining how library staff understand disability and attitudinal barriers. Participants were recruited through emails to professional library associations throughout the United States of America. Emails directed participants to a screening questionnaire, and 15 respondents were selected to participate in semi-structured interviews.

The results of the study showed that participants were aware of attitudinal barriers, but attitudinal barriers were not often considered during the planning and implementation of library programs and services.

This study is one of a limited body of work examining library staff's understanding of attitudinal barriers to library services for individuals with disabilities.

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Library staff's understanding of attitudinal barriers experienced by individuals with disabilities in libraries10.1108/RSR-03-2023-0033Reference Services Review2023-10-09© 2023 Emerald Publishing LimitedLisa FerraraReference Services Review5212023-10-0910.1108/RSR-03-2023-0033https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0033/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactionshttps://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0042/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies. Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions. The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies. The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactions
Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong, Tad Suzuki
Reference Services Review, Vol. 52, No. 1, pp.66-85

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

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Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactions10.1108/RSR-04-2023-0042Reference Services Review2023-10-17© 2023 Emerald Publishing LimitedAditi GuptaYing LiuTsung-Cheng LinQichen ZhongTad SuzukiReference Services Review5212023-10-1710.1108/RSR-04-2023-0042https://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0042/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchershttps://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities. This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy. Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education. The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers
Xan Y. Goodman, Samantha Ann Godbey
Reference Services Review, Vol. 52, No. 1, pp.86-99

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

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An explicit approach to liminality as an inclusive approach to librarian support for graduate student researchers10.1108/RSR-04-2023-0036Reference Services Review2023-10-31© 2023 Emerald Publishing LimitedXan Y. GoodmanSamantha Ann GodbeyReference Services Review5212023-10-3110.1108/RSR-04-2023-0036https://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Small axe: chipping away at special collections barriers to inclusivityhttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this article is to share this study’s efforts to foster belonging in special collections public service spaces, as Black and Latina practitioners of color, while navigating known systemic professional barriers to inclusivity in the library information profession. In this conceptual essay, frameworks from Black and Chicana feminist theories are applied which resonate deeply with this study’s practices but are not often encountered in library spaces, namely intersectional nepantla, which is used to situate the positionality within special collections. Fostering belonging in special collections environments is an ongoing effort, but this study offers reflections in solidarity with all who seek to increase inclusivity and equity in their spaces. It is believed that the cumulative impact of many small actions implemented from the ground up can potentially be as significant as top-down, administrative charges. This article's originality stems from both its authors and the methodology. As BIPOC practitioners, to the authors emphasize the authentic, day-to-day interactions that are essential to developing inclusivity and equity in special collections and archival spaces. Special collections reference workers have limited time off desk to collaborate and conduct research.Small axe: chipping away at special collections barriers to inclusivity
Jasmine C. Sykes-Kunk, Azalea Camacho, Sandy Enriquez
Reference Services Review, Vol. 52, No. 1, pp.100-113

The purpose of this article is to share this study’s efforts to foster belonging in special collections public service spaces, as Black and Latina practitioners of color, while navigating known systemic professional barriers to inclusivity in the library information profession.

In this conceptual essay, frameworks from Black and Chicana feminist theories are applied which resonate deeply with this study’s practices but are not often encountered in library spaces, namely intersectional nepantla, which is used to situate the positionality within special collections.

Fostering belonging in special collections environments is an ongoing effort, but this study offers reflections in solidarity with all who seek to increase inclusivity and equity in their spaces. It is believed that the cumulative impact of many small actions implemented from the ground up can potentially be as significant as top-down, administrative charges.

This article's originality stems from both its authors and the methodology. As BIPOC practitioners, to the authors emphasize the authentic, day-to-day interactions that are essential to developing inclusivity and equity in special collections and archival spaces. Special collections reference workers have limited time off desk to collaborate and conduct research.

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Small axe: chipping away at special collections barriers to inclusivity10.1108/RSR-03-2023-0032Reference Services Review2023-11-07© 2023 Emerald Publishing LimitedJasmine C. Sykes-KunkAzalea CamachoSandy EnriquezReference Services Review5212023-11-0710.1108/RSR-03-2023-0032https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Dismantling structural and individual cisgenderism in Illinois libraries: a descriptive research study on cisnormativity, transprejudice and biases against transgender and nonbinary populationshttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0031/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestRecent library and information science literature suggests transgender and nonbinary populations are not treated, served and represented on an equal or equitable basis as cisgender populations are in libraries. This article aims to assess the prevalence of bias and inclusion efforts in Illinois libraries. This quantitative, cross-sectional, descriptive study utilizes a critical queer theory lens and includes a Likert scale survey with a demographic question on gender identity to measure four constructs and determine if there is a relationship between gender identity and bias, inclusion efforts, and knowledge of transgender and nonbinary user needs. Results suggest respondents' biases reinforce structural cisgenderism in Illinois libraries and may account for the unequal conditions trans and nonbinary populations experience. Additionally, there is a correlation between cisgender-identifying Illinois LIS professionals and biased attitudes and behaviors, use of inclusive practices, and knowledge of transgender and nonbinary user needs. This study contributes quantitative data, analysis and practical implications to a body of predominantly qualitative library literature on transgender and gender diverse experiences in libraries.Dismantling structural and individual cisgenderism in Illinois libraries: a descriptive research study on cisnormativity, transprejudice and biases against transgender and nonbinary populations
Cristalan Ness
Reference Services Review, Vol. 52, No. 1, pp.114-132

Recent library and information science literature suggests transgender and nonbinary populations are not treated, served and represented on an equal or equitable basis as cisgender populations are in libraries. This article aims to assess the prevalence of bias and inclusion efforts in Illinois libraries.

This quantitative, cross-sectional, descriptive study utilizes a critical queer theory lens and includes a Likert scale survey with a demographic question on gender identity to measure four constructs and determine if there is a relationship between gender identity and bias, inclusion efforts, and knowledge of transgender and nonbinary user needs.

Results suggest respondents' biases reinforce structural cisgenderism in Illinois libraries and may account for the unequal conditions trans and nonbinary populations experience. Additionally, there is a correlation between cisgender-identifying Illinois LIS professionals and biased attitudes and behaviors, use of inclusive practices, and knowledge of transgender and nonbinary user needs.

This study contributes quantitative data, analysis and practical implications to a body of predominantly qualitative library literature on transgender and gender diverse experiences in libraries.

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Dismantling structural and individual cisgenderism in Illinois libraries: a descriptive research study on cisnormativity, transprejudice and biases against transgender and nonbinary populations10.1108/RSR-03-2023-0031Reference Services Review2023-11-28© 2023 Emerald Publishing LimitedCristalan NessReference Services Review5212023-11-2810.1108/RSR-03-2023-0031https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0031/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxishttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0028/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns. This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices. Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice. There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis
Teresa Helena Moreno
Reference Services Review, Vol. 52, No. 1, pp.133-148

The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.

This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.

Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.

There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.

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Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis10.1108/RSR-03-2023-0028Reference Services Review2023-11-13© 2023 Emerald Publishing LimitedTeresa Helena MorenoReference Services Review5212023-11-1310.1108/RSR-03-2023-0028https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0028/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Decentering whiteness in libraries: relational work for an inclusive culturehttps://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0039/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture. This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race. After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations. This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work. Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.Decentering whiteness in libraries: relational work for an inclusive culture
Jessica Denke, Nicholas Cunningham
Reference Services Review, Vol. 52, No. 1, pp.149-162

The purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture.

This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race.

After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations.

This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work.

Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.

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Decentering whiteness in libraries: relational work for an inclusive culture10.1108/RSR-04-2023-0039Reference Services Review2023-12-05© 2023 Emerald Publishing LimitedJessica DenkeNicholas CunninghamReference Services Review5212023-12-0510.1108/RSR-04-2023-0039https://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0039/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Fostering UDL-informed library instruction practices developed from the COVID-19 pandemichttps://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0034/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction. This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes. Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals. The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic
Niki Fullmer, Katie Strand
Reference Services Review, Vol. 52, No. 1, pp.163-183

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

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Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic10.1108/RSR-04-2023-0034Reference Services Review2023-12-05© 2023 Emerald Publishing LimitedNiki FullmerKatie StrandReference Services Review5212023-12-0510.1108/RSR-04-2023-0034https://www.emerald.com/insight/content/doi/10.1108/RSR-04-2023-0034/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Implementing universal design for learning in the library and across campus to promote more inclusive pedagogyhttps://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL. This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL. The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi. This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy. Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy. This paper is an original work describing a campus UDL initiative from a librarian's perspective.Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy
Breanne A. Kirsch
Reference Services Review, Vol. 52, No. 1, pp.184-200

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

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Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy10.1108/RSR-03-2023-0022Reference Services Review2023-12-01© 2023 Emerald Publishing LimitedBreanne A. KirschReference Services Review5212023-12-0110.1108/RSR-03-2023-0022https://www.emerald.com/insight/content/doi/10.1108/RSR-03-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Exploring an automated method for the analysis of virtual reference interactionshttps://www.emerald.com/insight/content/doi/10.1108/RSR-05-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to determine if automated coding with regular expression is a strong methodology to identify themes in virtual reference chat. The authors used a combination of manual and automated coding of chat transcripts for a period of two years to identify the categories of questions related to the new library system. This methodology enabled them to determine if regular expression accurately identified the topics of chat transcripts. They discovered that regular expression is an appropriate method to identify themes in virtual reference interactions. This method enabled them to establish that patrons asked questions related to system changes in the weeks following their implementations. This study highlights a new methodology for transcript analysis.Exploring an automated method for the analysis of virtual reference interactions
Clara Turp, Sandy Hervieux
Reference Services Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to determine if automated coding with regular expression is a strong methodology to identify themes in virtual reference chat.

The authors used a combination of manual and automated coding of chat transcripts for a period of two years to identify the categories of questions related to the new library system. This methodology enabled them to determine if regular expression accurately identified the topics of chat transcripts.

They discovered that regular expression is an appropriate method to identify themes in virtual reference interactions. This method enabled them to establish that patrons asked questions related to system changes in the weeks following their implementations.

This study highlights a new methodology for transcript analysis.

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Exploring an automated method for the analysis of virtual reference interactions10.1108/RSR-05-2023-0050Reference Services Review2023-11-28© 2023 Emerald Publishing LimitedClara TurpSandy HervieuxReference Services Reviewahead-of-printahead-of-print2023-11-2810.1108/RSR-05-2023-0050https://www.emerald.com/insight/content/doi/10.1108/RSR-05-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territorieshttps://www.emerald.com/insight/content/doi/10.1108/RSR-06-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness. This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress. Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs. The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories
Oghenere Salubi, Uyanda Majavu
Reference Services Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness.

This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress.

Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs.

The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.

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Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories10.1108/RSR-06-2023-0056Reference Services Review2023-12-05© 2023 Emerald Publishing LimitedOghenere SalubiUyanda MajavuReference Services Reviewahead-of-printahead-of-print2023-12-0510.1108/RSR-06-2023-0056https://www.emerald.com/insight/content/doi/10.1108/RSR-06-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Starting in-house copyright education programs: commonalities and conclusions from two southeastern US academic librarieshttps://www.emerald.com/insight/content/doi/10.1108/RSR-09-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMany librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs. This case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries. The following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright. This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings. Many individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations. Library or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.Starting in-house copyright education programs: commonalities and conclusions from two southeastern US academic libraries
Kristy Padron, Sarah M. Paige
Reference Services Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

Many librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs.

This case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries.

The following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright.

This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.

Many individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations.

Library or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.

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Starting in-house copyright education programs: commonalities and conclusions from two southeastern US academic libraries10.1108/RSR-09-2023-0069Reference Services Review2024-03-19© 2024 Emerald Publishing LimitedKristy PadronSarah M. PaigeReference Services Reviewahead-of-printahead-of-print2024-03-1910.1108/RSR-09-2023-0069https://www.emerald.com/insight/content/doi/10.1108/RSR-09-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited