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Libraries & Cultural Resources Research & Publications

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Open Access
Shedding light on an important archive: digitizing the Winnifred Eaton Reeve fonds
(2024-06-14) McKillop, Christena; Nisenson, Jason; Ruddock, Kathryn
The Winnifred Eaton Reeve fonds, a significant collection in the literary archives at the University of Calgary, chronicles the works of Winnifred Eaton Reeve (1875-1954), a pivotal early Chinese North American fiction-writer who assumed the Japanese persona “Onoto Watanna.” This collection became the focal point of a comprehensive digitization project driven by substantial demand from academic researchers. This project was unique as it encompassed digitizing the entire collection. The session will include a brief overview of our first venture in digitizing an entire archival collection during a time of change. Attendees will learn about our approach to this digitization project and its multifaceted aspects that needed to be considered. The inherent fragility of the artifacts mandated extreme caution during every interaction, underscoring the need for digitization to safeguard and enhance accessibility for present and future Winnifred Eaton Reeve enthusiasts. Significant challenges and opportunities encountered during the project will be highlighted, including metadata mapping across disciplines, managing sensitive content, and adapting to unforeseen changes in the Canadian copyright landscape as well as substantially updating the finding aid and creating an online guide to increase access to the collection. With the successful completion of the digitization project, access collection either the physical or digital can be an effective way to raise awareness of this important Canadian author and generate new understandings through researching Winnifred Eaton Reeve’s life and works.
Open Access
Digitizing the Winnifred Eaton Reeve Fonds Project: Sometimes it Takes a Village
(2024-05-29) McKillop, Christena; Nisenson, Jason; Ruddock, Kathryn
The University of Calgary’s Archives and Special Collections houses the Winnifred Eaton Reeve archive, a popular collection for literary researchers investigating Winnifred Eaton Reeve, a pivotal early Chinese North American fiction-writer who assumed the Japanese persona “Onoto Watanna.” Winnifred Eaton Reeve (1875-1954) was a successful novelist in North America as well as a Hollywood editor, story and screenplay writer. This collection stands as the second most frequently consulted fonds in our literary archives. The inherent fragility of the artifacts mandated extreme caution during every interaction, underscoring the need for digitization to safeguard and enhance accessibility for present and future Winnifred Eaton Reeve enthusiasts. The rising demand for digital access from external academic researchers became the catalyst for a full-scale digitization project. This project was unique not only as it encompassed digitizing the entire collection but because a cross-departmental team was created to handle the project. The presenters will discuss how the complexities of a team approach for the digitization project – from retrieval, description, and handling of fragile materials to addressing metadata mapping, sensitive content, and navigating changes in the Canadian copyright act, substantially updating the finding aid and creating an online research guide drew upon a wide-range of information experts from across the library system. Insights from our first endeavor in digitizing an entire archival collection will be shared, offering lessons learned and future directions.
Open Access
Map of 19th Century Writers
(arcgis.com, 2024) Jacobson, Dan; Falahatkar, Hawjin; Brosz, John; Bourrier, Karen
Open Access
Reference Chatbots in Canadian Academic Libraries
(Information Technology and Libraries, 2023-12-18) Guy, Julia; Pival, Paul R.; Lewis, Carla J.; Groome, Kim
Chatbots are “computer agents that can interact with the user” in a way that feels like human-to- human conversation.1 While the use of chatbots for reference service in academic libraries is a topic of interest for both library professionals and researchers, little is known about how they are used in library reference service, especially in academic libraries in Canada. This article aims to fill this gap by conducting a web-based survey of 106 academic library websites in Canada and analyzing the prevalence and characteristics of chatbot and live chat services offered by these libraries. The authors found that only two libraries were using chatbots for reference service. For live chat services, the authors found that 78 libraries provided this service. The article discusses possible reasons for the low adoption of chatbots in academic libraries, such as accessibility, privacy, cost, and professional identity issues. The article also provides a case study of the authors’ institution, the University of Calgary, which integrated a chatbot service in 2021. The article concludes with suggestions for future research on chatbot use in libraries.
Open Access
Supreme Courts, Photocopiers, and Copyright
(2024-01-26) Tiessen, Robert
On the 20th anniversary of CCH, compared the CCH Supreme Court Judgment to its two main international comparitors: Moorhouse (Australia); and William & Wilkins (United States). Compared what happened in the past and what might happen next.
Open Access
Evolving Identities: An Overdue Discussion of Academic Libraries and Experiential Studio Pedagogy
(Association of Collegiate Schools of Architecture (ACSA), 2023-07-26) Murphy, James E.; Parker, Matthew
This proceeding discusses the application of an experiential learning studio pedagogy to the problem of academic library space design. Through this studio course, Masters of Architecture students both proposed innovative designs for academic libraries, and were given ownership of their designs through a co-creative model which evolved through the studio. Experiential learning opens new doors in architectural education, and this case study illustrates how, through thoughtful and flexible programming, educators can achieve successful co-creative partnerships that tackle real-world design challenges.
Open Access
Evolving identities: An overdue discussion of academic libraries and experiential studio pedagogy
(2023-06-24) Murphy, James E.; Parker, Matthew
Educators, including those in Architecture programs, are being tasked with ensuring students graduate with practical learning experiences leading to high levels of employability. Often referred to as experiential learning or work-integrated learning, these initiatives connect students with partners outside their faculties to have students tackle specific, realistic scenarios and propose solutions. In our setting, Architecture students are given this opportunity through a work-integrated learning Studio, matching students with internal and external partners on timely and relevant project opportunities. In this case, the co-creative partner is the University’s Architecture Librarian and the project opportunities are two of the University’s library locations. Libraries, as a subset of GLAM organizations (Galleries, Libraries, Archives and Museums) are continually in flux but hold at their core the interaction of their users (students, staff and faculty in the case of an academic library) and their collections. But what will academic library spaces look like, with ever-increasing digital collections and off-site storage? Many academic libraries across the globe were designed with the goal of storing maximum collections, however the current use case is starkly different, often resorting to study space as an unimaginative but popular default in a design void that has not been adequately addressed. Library services have become increasingly digital. Librarians and library staff connect with and support their users virtually, and users access library resources from wherever they are. Also, more and more institutions are choosing to store print materials off-site or in high density storage, to free up premium space for study, collaboration, technology, or new services. Without active intervention, academic libraries of the present day, and especially their smaller, non-signature locations, sit on an unknown path. Through this co-creative partnership between architecture educators with the architecture librarian and university libraries, students are working through a series of scaffolded studio assignments with regular input from both architects and librarians. The university’s librarians, invested in their spaces, are acting both as advisors and as clients in providing their feedback and expertise throughout the studio. To begin, students were guided through an exploration of the history of library design, from the libraries of antiquity and their collections of clay tablets, through Alexandria and libraries of Ancient Greece and their adjacent agoras, through the ornate Enlightenment period, into the Carnegie era with thousands of public libraries created for towns and cities that applied and qualified, and finally to the present day and its cutting-edge modern libraries. Combining a context and precedent analysis, students were tasked with determining what architectural and design qualities have served libraries well, to help inform their future. Even through the first third of the studio, students have brought forward interesting propositions. With a need for future flexibility, how can shelving be designed to actively support a variety of programming? How does furniture delineate and reinforce desired user activities (e.g. quiet study vs. collaboration)? Is the presence of the book critical? Or has it become something of an artifact in digital research and learning environments? Is the presence of books and shelving a quintessential feature for user experience? Instead of print vs. electronic as competing, how can digital programming complement physical collections? What are the variety of affective experiences the library provides, and how can they be continued into future design? In its efforts to be all things to all people, has the library of the present lost its identity, and if so how can architecture help to course-correct an adrift subset of this iconic and ever-important cultural entity. Into the second phase of the studio, the overarching question has evolved to become: libraries and GLAM institutions are primarily concerned with the interaction between users and their collections, and so what will that interaction look like in the academic library of the future? What is the current programming in a typical academic library, and what might it look like in 5-10 years? This type of collaboration not only provides students with a practical, realistic learning experience, but also provides library leadership with student-led space innovations. Students, and not just that but Architects-in-training, are having a direct and tangible say in the spaces they use. As they are the primary user of campus library spaces, students’ input is now connected into the redesign conversation, an additional mutually beneficial goal achieved through this partnership.
Open Access
Learning and teaching about scholarly communication: Findings from graduate students and mentors
(Johns Hopkins University Press, 2024-01-11) Hurrell, Christie; Beatty, Susan; Murphy, James E.; Cramer, Dana; Lee, Jennifer; McClurg, Caitlin
Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.
Open Access
Library programming in undergraduate 'Ready for Research' badge: Reflections from librarians and students
(2023-11-10) Murphy, James E.; Chiang, Bronte; Flanagan, Kyla; Stewart, Rachel
Librarian involvement in post-secondary teaching and learning programming depends greatly on institutional context. Librarians and SoTL scholars have much in common, with librarians focusing on how students interact with the information they encounter in their academic activities. How do librarians perceive their contributions to undergraduate teaching and learning outside course-integrated instruction? And how do students respond to the information literacy skills librarians aim to impart? This year saw the launch of a micro-credential badge at University of Calgary aimed to prepare undergraduate students to be ready to engage in research activities. Organized and facilitated by the Taylor Institute for Teaching and Learning, the pilot year involved a significant presence of workshops from librarians and library staff. This presentation: (1) showcases the context leading to this collaboration and (2) highlights survey feedback and reflections from both librarians teaching and students learning in the program.
Open Access
Open Course Materials Matching Service (OCoMMS): Reducing Barriers and Building Sustainability for OER Adoption
(2023-10-16) Adams, Sarah; Sillito, Savannah
Open Education Global Conference 2023 (Edmonton, Alberta) session description. Are you looking for a new approach to supporting educators in finding OER to adopt into their courses? In this lightning talk (15 minutes), learn about an Open Course Materials Matching Service (OCoMMS) model a Canadian research institution has introduced to help reduce hurdles faculty and instructors face when adopting Open Educational Resources (OER) into their courses. We will first highlight some of the barriers educators experience when starting their journey in finding OER to adopt, followed by outlining the Open Course Materials Matching Service provided by Libraries and Cultural Resources (LCR) staff at the University of Calgary. We will discuss what OCoMMS is, the service’s workflow, and the staffing model used within this service. Library staff supporting this service utilize a course’s outline or syllabus as a guide in conducting a targeted search for finding relevant OER which is provided to educators through a curated list they then evaluate for potential adoption. In order to support these services at LCR, we utilize the strengths and experience of our support staff as the strategies and practices for providing reference services are also similarly applied within the Open Course Materials Matching Service. We will highlight the benefits of having our support staff assist with searches within the Open Course Materials Matching Service managed by the Open Education Librarian and our current service workflows. At the University of Calgary, this staffing model is a crucial piece in supporting the sustainability and growth of our OER services as interest in OER adoption continues to increase at our institution.
Open Access
OER by Discipline Guide: Reducing Barriers and Building Sustainability for OER Adoption
(2023-10-18) Adams, Sarah; Sillito, Savannah
Open Education Global Conference 2023 (Edmonton, Alberta) session description. Are you looking for a new approach to supporting educators in finding OER to adopt into their courses? In this lightning talk (15 minutes), learn about the development of an OER by Discipline Guide introduced by a Canadian research institution as a service to help reduce hurdles faculty and instructors face when adopting Open Educational Resources (OER) into their courses. We will first highlight some of the barriers educators experience when starting their journey in finding OER to adopt, followed by outlining how the OER by Discipline Guide developed by staff at the University of Calgary’s Libraries and Cultural Resources (LCR) reduces these barriers for educators. The OER by Discipline Guide is an ongoing curated resource guide of OER organized by discipline for educators who prefer to independently review previously evaluated OER within their subject area. Similar guides are commonly used across Canadian higher education institutions to curate potential OER organized according to their institution with access provided through Pressbooks. Pressbooks is a publishing platform based on WordPress used by many higher education institutions globally for developing, adapting, and hosting dynamic, interactive Open Education Resources. During this talk, we will discuss what the OER by Discipline Guide is, how it was created, and the process for updating the guide over time. Library staff supporting this service utilize OER recommendations, adoptions, and newly developed OER from the university and open education community, including subject librarians, educators, and other relevant discipline experts for inclusion into the guide. We will also highlight the benefits of having our support staff assist with the sustainability of the OER by Discipline Guide, managed by the Open Education Librarian, along with our current service workflow. At the University of Calgary, this staffing model is a crucial piece in supporting the sustainability and growth of our OER services as interest in OER adoption continues to increase at our institution.
Open Access
Sustainable Problem Solving: Reducing Barriers for OER Adoption
(2023-10-18) Adams, Sarah; Sillito, Savannah
Open Education Global Conference 2023 (Edmonton, Alberta, Canada) session description. Are you thinking about new strategies or service models for helping educators find OER for their courses? At this presentation session (25 minutes), come learn about one approach a Canadian research institution has taken to help reduce hurdles faculty and instructors face when adopting Open Educational Resources (OER) into their courses. We will first highlight some of these barriers, followed by strategic services we provide at the University of Calgary’s Libraries and Cultural Resources (LCR) to reduce these barriers for educators. The first service we will discuss is providing an OER by Discipline Guide, an ongoing curated resource guide of OER organized by discipline for faculty who prefer to independently review previously evaluated OER within their subject area. Similar guides are commonly used across Canadian higher education institutions to curate potential OER organized according to their institution with access provided through Pressbooks. Pressbooks is a publishing platform based on WordPress used by many higher education institutions globally for developing, adapting, and hosting dynamic, interactive Open Education Resources. The second service strategy for supporting educators to adopt OER is the Open Course Materials Matching Service (OCoMMS). This service can be used by faculty who have either reviewed the OER by Discipline Guide and not found relevant OER on their subject, or by those who would prefer a more targeted service where library staff search for and curate potential OER relevant to their specific course. In order to support these services at LCR, we utilize the strengths and experience of our support staff as the strategies and practices for providing reference services are also similarly applied within the Open Course Materials Matching Service. We will highlight the benefits of having our support staff assist with OER finding services managed by the Open Education Librarian and our current service workflows. At the University of Calgary, this staffing model is a crucial piece in supporting the sustainability and growth of our OER services as interest in OER adoption continues to increase at our institution.
Open Access
Supporting Students as Scholars: Using the Library Context to Investigate How Graduate Students Learn About Publishing
(2023-11-11) Hurrell, Christie; Beatty, Susan; Lee, Jennifer; McClurg, Caitlin; Murphy, James
Graduate students are increasingly encouraged to publish during their studies. But how do they learn this process? In this study, a team of librarians used focus groups to uncover the process for learning and teaching the “threshold concept” of academic publishing (Townsend et al, 2011). The focus groups, conducted with graduate students and faculty advisors, resulted in a rich qualitative dataset on the context of teaching and learning of academic publishing. Thematic analysis was used to identify key themes emerging from transcripts. Findings from this research indicate that students rely heavily on disciplinary mentors for knowledge and support, and appreciate experiential learning opportunities to scaffold their skills. Noted learning gaps included feeling ready and confident to embark on the publishing process, and realizing that mentors may not communicate tacit knowledge about publishing. Additionally, students emphasized the importance of integrating the mental health and wellness impacts of this topic into instruction. In response, the research team has developed an openly-licensed multimedia instructional guide that covers key topics of interest highlighted by both student and faculty participants. The guide responds to students’ expressed preference for information available to them at the point of need, and has been systematically evaluated by learners. The team will share how the guide is being used in collaborative teaching efforts at our institution. This study contributes new knowledge on how students learn, and faculty teach, skills relating to academic publishing. It also illuminates the unique teaching context of librarians, who typically have limited time to interact with graduate students in the classroom, and whose teaching must complement that of disciplinary faculty. Our collaborative approach to learning and teaching about this topic allows us to harness expertise from across our institution to support the learning needs of graduate students.
Open Access
The Public Lending Right in Canada: a Librarian’s Perspective
(Canadian Library Association, 2015-11-01) Tiessen, Robert
A look at the 25th anniversary of the PLR in Canada and how it was established from a librarians perspective. Originally published in Feliciter.
Open Access
Canadian Public Lending Right: Forty Years Later
(2014-05-14) Tiessen, Robert
A look back at the history of the Public Lending Right in Canada. Originally presented to the Library History Network at the Canadian Library Association in Victoria, BC.
Open Access
Open Education Alberta: Creating with Pressbooks Workshop
(2023-08-31) Adams, Sarah
Open Education Alberta is a grassroots collaborative, no-fee publishing service for open educational resources (OER), including open textbooks, toolkits, guides, and more. Educators from the University of Calgary and other partnered institutions can use this service to develop and host OER in a Pressbooks platform. In this session, attendees will learn about this OER publishing service offered by Libraries and Cultural Resources and how to get started with their own OER project. Attendees will be introduced to developing open educational resources in Pressbooks, see behind the scenes of what Pressbooks has to offer for creating open educational resources, examples of published Pressbooks OERs, and supports for creating OER at UCalgary. By the end of this session, attendees will be able to: (1) Understand to use the Open Education Alberta publishing service, (2) Consider how they can use the service to create openly licensed teaching and learning materials, (3) Identify supports for creating open educational resources at UCalgary.
Open Access
Foundations in Open Educational Resources Workshop
(2023-08-30) Adams, Sarah
This workshop held August 30, 2023 during Block Week provided learners with an understanding about what OERs are, approaches for integrating them into teaching and learning practices, and ways for accessing and assessing OER resources and tools. The workshop will consist of key learnings, helpful resources, and activities to equip participants with the skills they need to achieve their goals for teaching with OER. Means for continuing the discussion on creating OERs will be provided at the end of the session. At the end of this workshop, learners will be able to: Define open educational resources (OER), copyright, and open licenses; Understand the implications copyright and open licensing have on the adoption, adaptation, and creation of OER; Describe the key considerations for assessing and adopting an OER; Identify ways of incorporating OER into their teaching and learning practices; Conduct a preliminary search using key search tools for finding OER, openly licensed media, and ancillary content.
Open Access
Metaphysical Compatibilism and the Ontology of Trans-World Personhood: A Neo-Lewisian Argument for the Compatibility of Divine Foreknowledge (Determinism) and Metaphysical Free Will
(Metaphysica: International Journal for Ontology and Metaphysics ISSN: 1874-6373, 2022-07) Lenart, Bartlomiej Andrzej
David Lewis’ contemplations regarding divine foreknowledge and free will, along with some of his other more substantial work on modal realism and his counterpart theory can serve as a springboard to a novel solution to the foreknowledge and metaphysical freedom puzzle, namely a proposal that genuine metaphysical freedom is compatible with determinism, which is quite different from the usual compatibilist focus on the compatibility between determinism and moral responsibility. This paper argues that while Lewis opens the doors to such a possibility, in order to fully elucidate a genuinely metaphysical compatibilist account, Lewis’ own counterpart theory must be abandoned in favour of an account of trans-world identity that is theoretically framed by a modified version of Robert Nozick’s closest continuer theory.
Open Access
SSHRC Evidence Brief: Gender-Based Violence Against Immigrants and Refugees Living with HIV/HIV-Risk in Canada: A Systematic Review
(2023-06-02) Rita Dhungel; Liza Lorenzetti; Diane L. Lorenzetti; Karun K. Karki; Sarah Thomas; Claire McGuinness; Kaleb Suedfeld
Immigrant and refugee women in Canada bear a disproportionate burden of HIV and HIV risk, and simultaneously experience a greater risk of gender-based violence (GBV), including interpersonal, community, and structural violence. The observed increase in multiple forms of GBV during the recent COVID-19 pandemic underscores the urgent need for research-informed progressive policies, practices, and community services to support this population. Understanding the impact of systemic racism and sexism within the context of immigrant and refugee women’s dual experiences of HIV/HIV-risk and GBV (HIV/GBV) is necessary to effectively develop comprehensive strategies that can challenge structural barriers and promote equity, social inclusion, and psycho-social well-being. This project sought to understand: • How systemic racism and sexism impact immigrant and refugee women’s dual experiences of HIV/GBV. • What policies, programs, or services, or lack there-of, support or create barriers for immigrant and refugee women experiencing HIV/GBV and what changes are required.
Open Access
No shortcuts to credibility evaluation: The importance of expertise and information literacy
(IGI Global, 2017-01) Kavanaugh, Jill; Lenart, Bartlomiej
This chapter argues that as the online informational landscape continues to expand, shortcuts to source credibility evaluation, in particular the revered checklist approach, falls short of its intended goal, and this method cannot replace the acquisition of a more formally acquired and comprehensive information literacy skill set. By examining the current standard of checklist criteria, the authors identify problems with this approach. Such shortcuts are not necessarily effective for online source credibility assessment, and the authors contend that in cases of high-stakes informational needs, they cannot adequately replace the expertise of information professionals, nor displace the need for proper and continuous information literacy education.