id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
eblip-30714	Schvaneveldt, Nena	We Don't Like Unanswered Questions”: Information Practices of Students Transitioning to Clinical Education 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 18-41	University of Alberta Library	eng	10.18438/eblip30714	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30714/22998	Objective – Health professions students are awash in large quantities of information, often conflicting, as they learn their professions. In order to navigate this information, librarians often engage with these students, usually in their didactic phase of education; however, the way students use information clinically may not be the same as the way they learn to do so in the classroom. This study investigated the information practices and experiences of health professions students early in the clinical phase of their education, in order to answer the following research questions: What are the information practices of health professions students at the transition to clinical education? How do these students understand how their practices have developed over their education?  Methods – A purposive sample of learners from six health-focused professional programs participated in individual in-depth interviews, created timelines, and completed follow-up diary entries. The data were analyzed using inductive thematic analysis.  Results – Students’ information practices are characterized by three themes. They are motivated to build competency to provide patient care; they operate in dual roles as student and clinician; and they navigate ambiguity, uncertainty, and doubt. They were able to describe the way they experienced information, problems they solved, and the development over time. Taken as a whole, this describes student experience with information as a method of making meaning from previous experience and learning with a focus on applying what they know and learn to improve patients’ lives and health.  Conclusion – Insight into these students’ practices, including affective and social domains of practice, can inform librarian-led instruction and outreach within health professions and other professional programs. Linking education about information to students’ motivations to provide excellent patient care and their desire to operate scientifically in a world of doubt may provide more relevant instruction, leading to transference of learning to new environments.
oai:ojs.pkp.sfu.ca:article/30720	Editorial Team	Call for Applicants for EBLIP Journal: Lead Copyeditor 	2025-03-17	Evidence Based Library and Information Practice; Vol. 20 No. 1 (2025); 208-209	University of Alberta Library	eng	10.18438/eblip30720	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30720/22950	none
oai:ojs.pkp.sfu.ca:article/30721	Riegelman, Amy; Langham-Putrow, Allison	Scoping Review of Transformative Agreement Research 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 252-352	University of Alberta Library	eng	10.18438/eblip30721	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30721/23060	Objective – Transformative agreements (TAs) are agreements between publishers and institutions or consortia that combine reading access and open access (OA) publishing. They can take many forms, and the first agreement is believed to have started in 2014. This scoping review aims to identify and synthesize the existing research on TAs.  Methods – Following benchmarking and term harvesting, electronic searches were conducted in 48 databases and were complemented with handsearching and citation chaining which resulted in 1843 unique results. Results were screened with pre-registered inclusion and exclusion criteria which resulted in inclusion of 151 studies (80 case studies, 39 quantitative, 31 qualitative, and 1 theoretical).  Results – The heterogeneity of methods and findings of research on TAs made synthesis challenging. The synthesis was further complicated by the corpus including studies examining different time periods, publishers, agreement types, participating institutions, and more. Studies had varied intended audiences and research dissemination routes further complicating discovery and synthesis.   Conclusions – Despite the heterogeneity, some themes emerged, including TAs increase hybrid OA and that consortia can play an important role in negotiating and managing TAs. Successful implementation relies on a number of factors, including workflows for authors and those managing the agreements. Studies found that TAs are not leading to a transformation of the publishing system as a whole. 
oai:ojs.pkp.sfu.ca:article/30723	Shamchuk, Lisa	Crisis Leadership Characteristics Necessary for Public Library Personnel During Natural Disaster Situations Include Emotional Control, Empathy, Collaborative Coordination, and Community Advocacy 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 87-89	University of Alberta Library	eng	10.18438/eblip30723	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30723/23012	A Review of:  Tu-Keefner, F., Hobbs, A., & Lyons, D. (2025). Libraries on the front lines: The imperative for disaster-ready information professionals. Journal of Library Administration, 65(1), 79–99. https://doi.org/10.1080/01930826.2024.2432230   Objective – To determine critical leadership characteristics necessary for library staff in times of crisis and disaster.  Design – Thematic analysis of previous case studies that employed focus groups and interviews.  Setting – Specific public libraries in South Carolina, Texas, California, and Kentucky (USA) that experienced natural disaster events between 2015-2024.  Subjects – Library administrators, librarians, and staff members involved in library services during crisis situations.  Methods – Transcripts from focus groups and interviews, conducted during site visits and online meetings, were thematically analyzed using Boin et al.’s (2005) five critical tasks of crisis leaders and Goleman’s (1998, 2004) five components of emotional intelligence at work.  Main Results – The authors’ qualitative analysis reveals evidence of five effective crisis leadership characteristics that include: 1) self-awareness and initiative in times of crisis that result in community-first engagement initiatives; 2) the ability to maintain emotional control and empathy in order to prioritize staff and community needs; 3) goal oriented and collaborative decision making and coordination of services; 4) provision of clear and credible communication of information; and 5) learning and growing from experiences in order to make decisions in the moment but also to plan and train for future situations.   Conclusion – Based on their analysis, the authors present and prioritize ten key recommendations for crisis and disaster management aimed at enhancing community engagement. The authors also recommend that LIS education programs incorporate instruction on key crisis leadership characteristics and emphasize the importance of continuing education and professional development. They highlight the need for collaborative planning efforts during non-crisis periods to ensure libraries are adequately prepared for future emergencies. 
oai:ojs.pkp.sfu.ca:article/30725	Luo, Lili	Uneven Sustainability in Academic Publishing: A Call for Transparency and Collaboration 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 81-83	University of Alberta Library	eng	10.18438/eblip30725	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30725/23008	A Review of:  McCord, D., Cassady, S., Roman, P., Cato, J., & Mantz, E. (2025). Sustainability in Library Collection Development: Introducing a Green Audit Template. Canadian Journal of Academic Librarianship, 11, 1-18. https://doi.org/10.33137/cjal-rcbu.v11.43852   Objective – To assess the sustainability practices of academic publishers and their alignment with library collection management, and to determine the nature of sustainable partnership opportunities at the intersection of library and publisher practices.   Design – A cross-sectional, unobtrusive analysis of existing content.  Setting – The academic publishing industry.  Subjects – Sustainability practices from 16 international academic publishers selected based on their prominence in Western Libraries' print book acquisitions.  Methods – The Green Audit Template, a rubric based on the United Nations’ (UN) Sustainable Development Goals (SDGs) and industry standards and inspired by lifecycle assessment (LCA) approach, was employed to assess various aspects of sustainability practices of the 16 publishers. The assessment relied exclusively on the publishers’ websites and analyzed publicly available reports, corporate policies, and sustainability statements from the websites. The analysis focused on the trends found among all publishers rather than identifying major differences between publishers.  Main Results – Notable variability was found in the sustainability practices of academic publishers, with transparency and commitment largely influenced by regional regulations, funding levels, and institutional capacity. Publishers based in the United Kingdom (U.K.) and the European Union (E.U.), where environmental, social, and governance (ESG) reporting is mandatory, demonstrated the highest levels of disclosure, with all of them publicly sharing sustainability initiatives. In contrast, only 66% of North American publishers voluntarily disclosed such efforts, while 31% of all publishers lacked any publicly available sustainability information. Although 44% of publishers provided annual reports detailing environmental commitments, only half of them showed clear progress toward achieving their goals. In terms of sustainability commitments, 38% of publishers pledged to reach net-zero emissions, with target years ranging from 2040 to 2050. However, only two publishers had achieved ISO 14001 certification, an internationally recognized environmental management standard. Additionally, while 63% of publishers had signed the UN SDG Publishers Compact, the extent of their sustainability efforts varied, with some publishers focusing more on advocacy rather than implementing environmentally friendly practices. Material sourcing and production practices also revealed gaps in sustainability efforts. More than half of the publishers, 54%, reported using sustainably sourced paper, and 25% discussed their recycling processes, how they dispose of e-waste, or how they manage edition changes. Very few provided details on Open Educational Resources, servers, sustainable ink and glue. Transportation and infrastructure were also key areas of concern. While 43.75% of publishers reported implementing sustainable travel policies such as reducing business travel and promoting public transit, only 12.5% of publishers disclosed warehouse locations, and just 31.25% addressed eco-friendly shipping practices, primarily through strategies like reducing print production and minimizing plastic packaging. Among the 43.75% of the publishers that acknowledged sustainability efforts in their offices, a variety of practices were reported, such as using renewable energy, reducing in-office printing, using carbon credits, and funding reforestation projects to achieve carbon neutrality.   Conclusion – While some academic publishers are making progress toward sustainability, some of their practices vary widely. Government-mandated ESG reporting plays a crucial role in driving disclosure, with U.K. and E.U. publishers showing more comprehensive sustainability commitments compared to their North American counterparts. Larger publishers generally lead in green initiatives, while smaller publishers face challenges due to limited resources and capacity. The need for increased transparency and accountability in publishing is highlighted, and libraries and publishers are encouraged to adopt and adapt the Green Audit Template as a common reporting framework. Further research may delve into digital infrastructure sustainability, recycling practices, the role of smaller publishers in green initiatives, and collaborative efforts between libraries and publishers.  
oai:ojs.pkp.sfu.ca:article/30730	Inglis, Fiona	Evidence Summary Theme: Equity, Diversity, and Inclusion 	2025-03-17	Evidence Based Library and Information Practice; Vol. 20 No. 1 (2025); 1	University of Alberta Library	eng	10.18438/eblip30730	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30730/22908	none
oai:ojs.pkp.sfu.ca:article/30732	Grams, Kathy	An Increase in Academic Ebook Preferences: A Decade Comparison of Ebook Use versus Non-Use	2025-06-12	Evidence Based Library and Information Practice; Vol. 20 No. 2 (2025); 92-95	University of Alberta Library	eng	10.18438/eblip30732	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30732/22982	A Review of: Owens, E., Hwang, S., Kim, D., Manolovitz, T., & Shen, L. (2023). Do you love them now? Use and non-use of academic ebooks a decade later. The Journal of Academic Librarianship, 49(3), 102703-. https://doi.org/10.1016/j.acalib.2023.102703  Objective – To determine the use of library-provided ebooks by faculty and graduate students, the change in use over the last decade, the features, benefits, and challenges of ebook use, and the influence of the COVID-19 pandemic on ebook use in this population. Design – Survey. Setting – Medium-sized public university with four campuses: a main campus with a physical library, an online campus, and two satellite campuses. Subjects – Faculty and graduate students. Methods – The authors of this study used a Qualtrics survey similar to their previous 2011 survey, which tailored questions based on ebook users versus non-users (Cassidy et al., 2012). They added questions to their survey to assess the impact of COVID-19 on library-provided ebook use. The authors included language that directed respondents to focus on “ebooks that are being studied closely for class purposes.” Invitations to the survey were emailed to all faculty and graduate students and were posted in campus e-newsletters. The survey was open from September 2021 to October 2021 and included a small incentive to participate. Responses were anonymous. Main Results – The initial list of survey recipients included 3377 graduate students and 1126 faculty members, a total of 4480 after 23 duplicate email addresses were removed. A total of 508, or 11.3 %, were included in the analysis: 53.2% were master's students, 16.1% were doctoral students, and 30.7% were faculty members. At this university, the College of Education and Humanities and Social Sciences had the most master’s and doctoral students and represented most of the responses: 26% and 22.8%, respectively. The remaining responses were represented by the colleges of Criminal Justice, 16.1%, Science & Engineering Technology, 11.4%, and less than 8% Colleges of Business Administration, Health Sciences, Osteopathic Medicine, and Arts and Media. Most respondents were female, 72.8%, and aged 20-29, 36%, or 30-39, 26.4%. The authors noted there was no statistical difference in gender identity nor the average age of ebook users versus non-users. Most respondents were ebook users, 64.4%, compared to non-users, 35.6%, which did not vary significantly when comparing campuses. When comparing the same results to those from 2011, however, only 38% of respondents were ebook users. For ebook users, 22.3% reported that they would rather use a print book, 15.3% felt the same about ebooks and print, 29.4% reported that they liked some ebooks but disliked others, and 26.3% reported that they would rather use an ebook. The authors stated that the results were surprisingly similar to their 2011 survey. Of the non-users, 24.5% reported that they would rather use a print book, 28.8 % indicated that they did not necessarily dislike library ebooks but had no opportunity to use them, and 7.5 % reported that they specifically disliked the library ebooks. In 2011, slightly more respondents preferred print books, 30.9%, more reported that they did not have the opportunity to use them, 46.4%, and a similar proportion, 7.2%, reported that they specifically disliked the library ebooks. Of the non-users, 38.7% reported that they may or may not use ebooks in the future, 16.6% and 29.3% reported that they definitely or probably will use ebooks in the future, 13.8% and 1.7% probably or definitely will not. Physical complaints were among the most common reasons for disliking library ebooks related to focus and retention, sensory experience of not holding or handling a print book, fatigue, headache, and eye strain. Other complaints were related to their functionality and usability, such as lag time, clunky interface, accessibility, and challenges with annotation and note-taking. Also mentioned was the additional screen time required. Ebook features reported to be important were searching within the text, 91% of respondents, seeing the search terms highlighted, 78%, downloading the book to read offline, 75.2%, copying and pasting from the ebook, 70.5%, printing pages, 62%, or chapters, 60%. In 2011, features of the highest importance were searching within the text, 63.3%, printing individual pages, 49.0%, copying and pasting from the ebook, 47.7 %, and taking and saving notes, 39.4 %. The authors also collected open-ended comments, and respondents indicated ebook features such as annotation, formatting and compatibility, no print limit, no time limit, navigation, and text-to-speech were important. A little over 72% of respondents used an electronic device, such as a tablet, smartphone, or e-reader, for reading, whereas only 51.2% reported the use of an electronic device for reading in 2011. Of the respondents who attended the university before the COVID-19 pandemic, 71.4% reported their use of ebooks remained the same during the pandemic, which, according to the authors was not as significant as expected. The authors wrapped up the survey by including questions for graduate students regarding the future use of ebooks: 75.9% of respondents wanted the library to purchase more ebooks to support their classes, 59.9% responded that their use of ebooks would likely increase with a recommendation by the professor, and 90.1% would rather use an ebook than wait for a print copy to be returned to the library. Conclusion – The authors report that library ebook users compared to non-users have significantly increased since their 2011 survey, yet the feelings about ebooks remain consistent, and the use of ebooks before and after the COVID-19 pandemic remained the same for most respondents. They acknowledged that many frustrations with library ebook use are related to copyright restrictions and device compatibility and suggested that publishers could improve compatibility and increase usability by loosening restrictions. They suggested that libraries communicate with their local users before making major changes in their print versus ebook collection. Electronic availability alone may not be enough, and users are looking for accessibility, ease of use, and device compatibility with fewer restrictions. The authors suggest more research into strategies for promoting ebooks to teaching faculty and advocating for publisher improvements.
oai:ojs.pkp.sfu.ca:article/30733	Hancock, Kristy	ProQuest Ebook Platform Outperforms EBSCO Ebook Platform in Functionality and Usability Study 	2025-06-12	Evidence Based Library and Information Practice; Vol. 20 No. 2 (2025); 96-98	University of Alberta Library	eng	10.18438/eblip30733	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30733/22984	A Review of:   Calhoun, E., & Zhu, M. (2023). A comparison study and heuristic evaluation of two aggregator ebook platforms: ProQuest eBook Central and EBSCOhost eBooks. Journal of Electronic Resources Librarianship, 35(2), 132–138. https://doi.org/10.1080/1941126X.2023.2197754   Objective – To identify the strengths and limitations in functionality and usability of two electronic book (ebook) platforms.    Design – Comparison study and heuristic evaluation.   Setting – University of Toronto Libraries.   Subjects – The user interfaces and the library administration portals of the ProQuest and EBSCO ebook platforms. In ProQuest, the user interface is Ebook Central, and the administration portal is LibCentral. In EBSCO, the user interface is EBSCOhost eBooks, and the administration portal is EBSCO Collection Manager.    Methods – The evaluation was conducted in August 2022. The authors compared the user interfaces for ease of use, searching and reading functionality, additional features, and accessibility. To evaluate the usability of features, the authors performed a heuristic evaluation by evaluating common tasks that a user would perform against the set of heuristic principles developed by Jakob Nielsen. When usability issues were identified, they were given a severity rating of critical, moderate, or minor. The authors then compared the administration portals using a set of common tasks that a library administrator would perform when managing ebook collections. A heuristic evaluation of the administration portals was not performed.  Main Results – The ProQuest and EBSCO user interfaces have similar functionality. Users can search across the platform and within an ebook, view digital rights and bibliographic information, and access the full-text of a book. However, the heuristic evaluation revealed usability issues with both platforms. On the ProQuest platform, minor issues include misleading feature availability and non-descript link labelling. On the EBSCO platform, there are several issues with varying severity ratings. The most critical issue is that there is no warning that content saved to folders will be lost unless the user is signed into the platform. The moderate issues include a lack of autocorrection or spelling alternatives when searching, hyperlinks that blend into regular text, and a cluttered results page. Minor issues include inconsistent font hierarchies and different full-text access pathways depending on whether ebooks are available or unavailable to access. In the administration portal comparison, the two platforms are comparable for managing ebook download periods. When generating reports and configuring alerts, the ProQuest platform offers more customization options than the EBSCO platform.   Conclusion – This study describes the strengths and limitations of the ProQuest and EBSCO ebook platforms. Overall, the ProQuest platform outperformed the EBSCO platform. For users, the ProQuest interface has fewer and less significant issues than the EBSCO interface. For library administrators, ProQuest offers more options for customizing reports and alerts. The findings of this comparison study and heuristic evaluation may help librarians and library staff choose the most suitable ebook platform for library users and administrators.  
oai:ojs.pkp.sfu.ca:article/30773	Baird, Catherine; Berg, Cara; Joachim, Anthony C.; Wallace, Drew	Back to Normal? Perspectives of Faculty and Teaching Librarians on Information Literacy Instruction After the Lockdowns 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 44-72	University of Alberta Library	eng	10.18438/eblip30773	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30773/23078	Objective – While LIS scholars have extensively studied the widespread disruptions to library instruction during the lockdown period of the COVID-19 pandemic, there is a relative dearth of research concerning the longer-term implications for teaching information literacy (IL). This exploratory survey sought to examine how faculty have introduced IL skills to students before, during, and after the COVID-19 lockdowns. After returning to in-person operations in 2021, the authors observed a change in how faculty have engaged with libraries to teach IL to their students.  Methods – Utilizing parallel survey instruments, we asked faculty and librarians for their perceptions of current and past practices with scheduling library IL sessions, evaluating student research skills and considering how they acquired those skills.  Results – Although responses showed an unsurprising decrease in library instruction requests during the pandemic lockdowns, faculty respondents noted a return to nearly pre-pandemic norms after the resumption of in-person operations. Teaching modality and use of research assignments did not appear to impact faculty IL scheduling behaviors, but differences in faculty and librarian responses highlighted potential disagreements about the impact of COVID-19 on faculty use of library instruction. Additional questioning indicates a disconnect between how faculty perceive student research skills and their reasons for scheduling library instruction, which suggests misperceptions of librarian expertise and differences in understanding how librarians should teach information literacy. Open-ended responses provided additional context to these issues, while identifying potential barriers and opportunities.   Conclusion – Overall, our findings indicate that, rather than fundamentally altering faculty approaches to information literacy, the COVID-19 disruptions revealed and exacerbated endemic problems with the prevalent one-shot model of library instruction. 
oai:ojs.pkp.sfu.ca:article/30775	Phinney, Jackie	Walking a Fine Line: How Norwegian Public Library Staff Navigate Activism and Neutrality in Their Settings 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 84-86	University of Alberta Library	eng	10.18438/eblip30775	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30775/23010	A Review of:  Solum, E. E. B. D. (2025). Negotiating neutrality and activism in Norwegian public libraries: the case of environmental sustainability. Journal of Documentation, 81(1), 107-124. https://doi.org/10.1108/JD-04-2024-0082   Objective – To explore the idea of public library staff’s environmental activism in Norway and determine how they view library neutrality when considering the United Nations (UN) Sustainable Development Goals (SDGs).  Design – Qualitative study design using semi-structured interviews.  Setting – Four public libraries in Norway: The Northern and central-Eastern regions (2), and Oslo (2).  Subjects – 30 Librarians and non-librarians from the Norwegian public library sector, with a range of 1-38 years of employment in the library system.  Methods – The researcher recruited participants from the chosen library locations, conducted semi-structured interviews with participants, and analyzed data by library location using deductive-inductive methods. They also conducted field visits to each library and reviewed internal documents.  Main Results – The data revealed that the library’s support of the SDGs is context-dependant, and that negotiating between advocacy and neutrality may occur through library initiatives that are not outwardly political. Interview participants described their thoughts surrounding library neutrality during event-planning, with some feeling that demonstrating a stance on climate issues could reignite negative biases about public libraries. Other participants felt that if events are hosted, skeptical voices should be welcomed to offer balanced discussion. The data suggested that neutrality and activism are impacted by professional competencies, as librarians who are hired to support sustainability initiatives may lead efforts that are later adopted by other professionals and organizations.  Conclusion – Norwegian public library staff are aware that environmental activism is important and are determining how best to address the UN’s SDGs while also welcoming patrons with various views. 
oai:ojs.pkp.sfu.ca:article/30777	King, Maria	Public Libraries Have a Key Role to Play in Planetary Health Programs and Initiatives 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 78-80	University of Alberta Library	eng	10.18438/eblip30777	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30777/23006	A Review of:  Patrick, R., Bruges, N., Gunasiri, H., Wang, Y., & Henderson‐Wilson, C. (2025). Healthy me, healthy planet: Evaluation of a pilot planetary health library program. Health Promotion Journal of Australia, 36(1), Article e882. https://doi.org/10.1002/hpja.882  Objective – To evaluate the impact of the Healthy Me, Healthy Planet (HMHP) pilot health promotion program, running from December 2021 to August 2022. The program was designed to promote the health benefits of action on climate change to build a climate ready community.  Design – Mixed methods design of online quantitative surveys and online qualitative focus groups via Zoom.  Setting – Public libraries in Victoria, Australia during the Covid lockdown.  Subjects – 136 adults aged 18+ who were members of the public who were program participants, as well as library staff and HMHP delivery partners.  Methods – Researchers conducted pre- and post-surveys in English and simplified Chinese using the quantitative Personal Wellbeing Index (PWI) and Environmental Attitudes Inventory (EAI). The pre-surveys were undertaken from December 2021-February 2022 and the post-surveys between the 26th of July and 7th August 2022. A focus group was conducted in July 2022 for program participants, and a second focus group for library staff and HMHO delivery partners. Focus group transcripts were analysed in NViVO using inductive and deductive thematic analysis approaches. Survey and focus group data was triangulated using thematic content analysis.  Main Results – The impact evaluation found four main themes: personal health and social-wellbeing, individual capacity building, pro-environmental knowledge, and organisational/community capacity. The authors found that libraries promote meaningful social connections and can use programs like this to create shared community social connections, including intergenerational, on the topics of climate change, sustainability, and healthy environments to alleviate loneliness and isolation and take collective action to adopt pro-environmental behaviours. Public libraries are well placed to deliver these types of programs as trusted community knowledge hubs as they know their communities and can reach populations at every age. As well, libraries are stakeholders for partnership development, empowering communities to take ownership of their health and environmental well-being and engage in pro-environmental behaviour.  Conclusion – The HMHP program offers a tested framework for others to adopt to align to health and well-being strategies, particularly around climate change. It highlights the potential benefits of linking health and well-being and planetary health into a joint health promotion, and the value of the use of public libraries as a setting for these types of promotions and programs. It recommends that future programs should prioritise community engagement in the decision-making process, integrate intergenerational aspects more explicitly, and take a systems thinking approach to collaborate with stakeholders across sectors on programs addressing planetary health. 
oai:ojs.pkp.sfu.ca:article/30779	Jasmin, Hilary	Assessing the Gap Between Intention and Implementation in Seed Lending Libraries 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 75-77	University of Alberta Library	eng	10.18438/eblip30779	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30779/23003	A Review of:  Cohn, S. B. (2024). Lending seeds, growing justice: Seed lending in public and academic libraries. The Library Quarterly, 94(2), 117–133. https://doi.org/10.1086/729231  Objective – To survey seed lending programs in libraries on their goals and marketing. The research questions focus on the theoretical underpinnings of creating a seed library, the promotion and marketing materials used, and the gaps and connective points between the marketing and the underpinned intent, especially surrounding activism.   Design – Literature review and survey.   Setting – Academic and public libraries in the Seed Lending Network in the United States and Canada.  Subjects – Librarians responsible for seed lending programs identified on each library’s website.  Methods – Online survey with a mix of open- and closed-ended questions covering reasons for starting seed lending and workshops and other programming around seeds.  Main results – 58 completed surveys were returned, 42 from public libraries and 16 from academic libraries. Some academic libraries who curate seed libraries do so in support of their agricultural degree programs, while others noted campus community gardens. Public libraries responded that their primary purpose was to support community gardeners; some less neutral responses included food deserts and rural libraries concerned about the loss of heirloom and non-GMO seeds. The marketing and programming around these programs primarily focused on gardening and how-to classes, including making paper with food scraps, creating natural dyes, and others. There is a gap between the initial intentions that were less neutral and the programming language that is more neutral and less activist.  Conclusion – Some surveyed seed libraries stated goals around food justice, but there is a gap between that intention and the more neutral marketing and programming for their seed libraries. This could be due to preservation in a precarious time for public libraries.  
oai:ojs.pkp.sfu.ca:article/30786	MacDonald, Heather	Evidence Summary Theme: Ebooks 	2025-06-12	Evidence Based Library and Information Practice; Vol. 20 No. 2 (2025); 1	University of Alberta Library	eng	10.18438/eblip30786	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30786/22967	none
oai:ojs.pkp.sfu.ca:article/30787	Shen, Lisa	National Survey Identifies Disaster Preparedness Gaps in Philippine Libraries 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 90-92	University of Alberta Library	eng	10.18438/eblip30787	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30787/23014	A Review of:  Superio, D. L., Yap, J. M., Sebial-Guinanao, J. M. L., & Calilung, R. P. (2024). When a disaster strikes: Are libraries in the Philippines ready? IFLA Journal, 50(2), 322-340. https://doi.org/10.1177/03400352231222039  Objective – To assess the level of disaster preparedness and management practices of Philippine libraries.   Design – Web-based survey questionnaire.  Setting – Online survey conducted between March and May 2019.  Subjects – Ninety head librarians or officers-in-charge of academic (52), school (24), public (8), or special (6) libraries in the Philippines.  Methods – Participants were recruited online by convenience and snowball sampling. Invitations were posted on the Facebook pages of various library associations and councils and shared through personal posts and messages.  Main Results – Thirty-nine (43%) of the respondents indicated that their libraries had experienced at least one natural or human-caused disaster between 2009 and 2019, including earthquakes (18%), floods (18%), typhoons (16%), and fires (10%).  However, only 21 (23%) of the surveyed libraries had a formal disaster management plan (DMP). Limited financial (51%) and human (41%) resources were the most frequently identified constraints for the lack of DMP. Even so, most libraries did employ some preparedness measures, such as fire and theft alarms (63%), emergency kits (59%), or scheduled trainings or drills (46%).    Conclusion – Noting the limited capacity to prepare for and respond to disasters at most Philippine libraries, the researchers called for systematic interventions by national and local government agencies and library associations to provide the necessary resources and training to improve knowledge around and capabilities for disaster resilience across all types of libraries.  
oai:ojs.pkp.sfu.ca:article/30788	Editorial Team	Call for Applications: Copyeditors for Evidence Based Library and Information Practice 	2025-06-12	Evidence Based Library and Information Practice; Vol. 20 No. 2 (2025); 102-103	University of Alberta Library	eng	10.18438/eblip30788	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30788/22989	none
oai:ojs.pkp.sfu.ca:article/30797	Medaille, Ann	AI Literacy and Evidence Based Practice in Libraries 	2025-06-12	Evidence Based Library and Information Practice; Vol. 20 No. 2 (2025); 2-4	University of Alberta Library	eng	10.18438/eblip30797	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30797/22980	none
oai:ojs.pkp.sfu.ca:article/30800	Scheinfeld, Laurel; Chung, Sunny; Fena, Christine; Tran, Clara; Kretz, Chris; Reisman, Myra R.	Assessing Formatting Accuracy of APA Style References: A Scoping Review 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 159-191	University of Alberta Library	eng	10.18438/eblip30800	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30800/23047	Objective – The objective of this scoping review is to synthesize the existing literature on the accuracy of formatting American Psychological Association (APA) Style references, with a focus on how accuracy has been defined and measured across studies. Specifically, the review aims to identify commonly reported formatting errors, evaluate the transparency and reproducibility of research methods, and assess whether standard assessment tools have been proposed or developed. Additionally, the review gathers the discipline and geographic location of study authors and examined how issues of diversity, equity, and inclusion (DEI) are addressed in this body of research.  Methods – The review followed the JBI methodology for scoping reviews, with a registered protocol on the Open Science Framework. A comprehensive search strategy was executed in the following academic databases: Academic Search Complete, Business Source Complete, CINAHL Plus with Full-Text, Education Source Complete, LISTA, ProQuest Platform Search, and the Web of Science Core Collection. This was supplemented with Google and Google Scholar searches. Initial searches were conducted in May 2023 and updated in November 2024. Eligibility criteria included English-language studies that assessed APA Style formatting accuracy in reference list entries. Two independent reviewers conducted all phases of screening and data extraction, with discrepancies resolved through consensus or third-party adjudication. Citation searching was also employed, yielding additional studies. Data extracted included publication details, source types, accuracy measures, and identified biases.  Results – Out of the included 32 studies, most were authored by researchers in Library Science and published in North America between 2006 and 2024. APA Manual editions from the 3rd to the 7th were represented. Reference sources most often came from student papers (41%), followed by article reference lists and databases. The most frequently analyzed source types were journal articles and books. Fourteen studies evaluated automated tools that create references, including tools embedded in databases, citation managers, and AI tools such as ChatGPT. Seventeen types of errors were pre-identified and nine additional error types were noted from the included studies. However, error classification terminology varied widely across studies, limiting comparability. While some studies used comprehensive checklists to assess accuracy, only a few tools were accessible, and no standardized, widely accepted assessment method emerged. Formatting accuracy was quantified using 64 different types of metrics, with inconsistent use of normalized measures. Only one study explicitly addressed a DEI-related issue—mis-formatting of names from non-Western cultures—highlighting an underexplored area of concern. Citation searching was notably effective in identifying studies not indexed in major databases.  Conclusion – This review reveals a fragmented research landscape regarding how formatting accuracy of APA references is measured and described. There is no consensus on assessment methodology, terminology, or reporting metrics, making it difficult to benchmark or compare results across studies. The findings underscore the need for standardized, source-specific tools to assess formatting accuracy and call attention to the role of librarians and educators in addressing this gap. Additionally, more attention must be paid to equity considerations, particularly related to name formatting conventions. Consistent terminology, inclusive practices, and evidence based tools are essential for advancing citation literacy and supporting academic integrity. 
oai:ojs.pkp.sfu.ca:article/30802	Amusan, Blessing Babawale; Tella, Adeyinka	Why Are Data so Important to Library Development Today? Implications for Practice 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 65-74	University of Alberta Library	eng	10.18438/eblip30802	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30802/23000	none
oai:ojs.pkp.sfu.ca:article/30806	Verdines, Patricia	Understanding the Information Needs of Students Conducting Multidisciplinary Capstone Projects in Engineering Education 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 192-199	University of Alberta Library	eng	10.18438/eblip30806	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30806/23049	none
oai:ojs.pkp.sfu.ca:article/30808	Higgins, Abigail E.; Cumbo, Piper L.	LibGuides or Bust? Usability Testing Platforms for Research Guides 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 114-142	University of Alberta Library	eng	10.18438/eblip30808	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30808/23039	Objective – The purpose of this study was to compare student use of two library research guides, one created in Springshare’s LibGuides platform with a multi-page layout and one created using a single-page Adobe Express website. The researchers sought to explore how LibGuides’ library-first design and embedded features would enable successful student navigation versus Adobe Express’ simpler, website-style layout that might be more familiar to users yet lacks the ability to integrate fully with the broader library Web presence.  Methods – The study used a qualitative usability test to answer the research questions. Two groups of six users each were assigned to complete tasks using one of the two platforms. Researchers designed test guides for the study mirroring real-world content and layout, following best practices of design and institutional guidelines within each system. During test sessions, users followed a “think-aloud” protocol, allowing researchers to transcribe and code comments to identify patterns in students’ feedback. Pretest and posttest questionnaires were also used to assess participants’ prior experience and subsequent perceptions.   Results – Users’ posttest responses indicated they found both guides easy to use. However, there were a few differences between their use of LibGuides and Adobe Express during the sessions. Users of Adobe Express commented favorably on its clean aesthetic, though users appreciated both guides’ collation of resources. Adobe Express users experienced higher rates of task success, fewer instances of confusion, and a clearer differentiation between the guide and broader library resources. Many themes that surfaced in sessions related to user behaviour overlapped between the two platforms, such as a preference for searching over browsing, gravitation toward familiar tools, and not reading all content.  Conclusion – Neither guide fully enabled universal task success, and each brought its own set of challenges for users. Moreover, users in both test groups failed to fully engage with all content. Librarians designing research guides should consider the context and purpose of creation, as well as users’ existing information literacy skills and mental models, when selecting platforms, layouts, and designs. 
oai:ojs.pkp.sfu.ca:article/30814	Mindell, Loren D.; Hardin, Amanda; Toth, Gabrielle M.; Vossler, Joshua J.	Cost-Benefit Analysis of Security Gates and Collection Shrink in the Academic Library 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 100-113	University of Alberta Library	eng	10.18438/eblip30814	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30814/23081	Objective – Two academic libraries serving public universities in the United States faced a similar choice of whether to keep magnetic security gates in place and pay for their upkeep. To make informed decisions, researchers at Chicago State University (CSU) and Western Kentucky University Libraries (WKUL) ran concurrent studies with different models of cost-benefit analysis to determine whether magnetic security gates were worth the expense. Security gates were physically present but not functional at both institutions during the study. Exploring different methods of analysis provided opportunities to discuss whether security gates are effective at preventing collection shrink, identify issues in measuring the costs of theft, and explain why WKUL chose to remove magnetic security gates altogether.  Methods – At CSU, we measured loss over a six-month period on a sample set of 110 monographs. The cost of replacing missing books, including labor and incidentals, was used to approximate the cost of shrink in an equivalent percentage of materials from the main collection housed in open stacks. We compared the expected cost of replacing the security gates to the estimated cost of shrink to determine how much loss security gates would need to prevent to justify the cost of maintaining security gates. While the sample was neither randomized nor large enough to draw conclusions, trialing this model of cost comparison presented an opportunity for discussion.  WKUL had a practice of running a near continuous inventory prior to this study. In 2024, staff inventoried the entire collection held in open stacks. This provided a precise number of how many items went missing during that timeframe. We compared the number of missing items to the quoted cost of annual service and maintenance fees to determine whether maintaining security gates would justify the cost. Simply dividing the annual service fees by the number of missing items provided a dollar value per missing item that security gates would have had to save in order to justify their expense.  Results – The calculated annual cost of collection shrink at CSU is $136,335, much more than the estimated $85,121 to replace the magnetic security gates. Inferring a similar rate of shrink to the sample set, despite the problems with the method, suggests that new security gates would have to prevent 62.44% of total loss to pay for themselves in the first year, 33.66% in two years, and 24.07% over three years. While we did not draw firm conclusions from this trial analysis, it is evident that security gates would likely save money over the span of a few years.  WKUL found that 99 individual items went missing from all collections housed in open stacks over 2024. The quoted annual subscription fee for the four sets of security gates at WKUL is $8,894. These data suggest that security gates at WKUL must prevent an average of $89.83 in lost value per missing item to justify the annual fees alone. Another way of describing this is that if each item that went missing cost $89.83, security gates would have to stop 100% of collection shrink to make up for their annual subscription fees. A more likely scenario is that security gates would have prevented 50% of the collection shrink, and materials would have had to carry an average value of $179.66 for security gates to pay for themselves.   Conclusion – At first glance, the data from CSU suggests that magnetic security gates have the potential to prevent enough collection loss that they pay for themselves. The library at CSU has an annual operating budget of just over $2 million, and an annual loss of nearly $140,000 in value would be unsustainable. However, the data from WKUL suggest it would be difficult to justify the annual subscription fees, let alone the cost of replacing defunct hardware. Further inquiry and discussion are needed to explore variables not covered in this study, including employee theft, security gate efficacy, the lifecycle of library materials, and how security gates may affect students’ feelings of belonging and inclusion. 
oai:ojs.pkp.sfu.ca:article/30816	Sung, Sanga; Deeke, Alexander	Government Information Use by First-Year Undergraduate Students: A Citation Analysis 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 42-64	University of Alberta Library	eng	10.18438/eblip30816	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30816/23019	Objective – The objective of the study was to investigate how first-year undergraduate students in a general education communication course engaged with government information sources in their academic research. The study examined the frequency, types, and access points of cited government information, as well as patterns in secondary citations and topic-based variation, to identify implications for library instruction, discovery systems, and collection strategies.  Methods – For the study, the researchers analyzed citations from persuasive papers submitted by 136 students across 14 course sections. A total of 1,704 citations were reviewed, of which 124 were identified as government information sources. A classification scheme was developed to code citations by source type, government level, agency, and access point. Researchers also conducted a secondary citation analysis to identify where students referenced government-produced content through nongovernmental sources and categorized papers by topic to assess variation in government information use.  Results – Government sources constituted 7.3% of all citations, with 45.3% of students citing at least one government source. Most cited materials came from U.S. federal agencies, particularly the Department of Health and Human Services and the U.S. Congress. Students predominantly accessed government sources through open Web sources, with minimal use of library databases and materials. The types of government sources most commonly cited were webpages, press releases, and reports. An additional 201 secondary citations referenced government information indirectly. Citation patterns varied by topic, with higher engagement in papers on government, immigration, and environmental issues.  Conclusion – The findings suggest that even without explicit instruction or assignment requirements, undergraduate students demonstrated baseline awareness and independent use of government information sources. However, their reliance on open Web access and secondary references highlights gaps in discovery, evaluation, and access. Instructional support could enhance students’ ability to locate and critically engage with more complex and authoritative government documents. Beyond instruction, the findings inform strategies for enhancing discovery, improving visibility, and promoting balanced access to government information. 
oai:ojs.pkp.sfu.ca:article/30818	Hosford, Max; Remus, Edward	A Syllabus Review Model for Proactive Ebook Textbook Provisioning 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 200-204	University of Alberta Library	eng	10.18438/eblip30818	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30818/23051	none
oai:ojs.pkp.sfu.ca:article/30823	Ndumu, Ana; Park, Hayley; Siebold, Connie	Library Workers’ Perceptions of Immigrant Acculturation: Renewed Understandings for Changing Contexts 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 8-43	University of Alberta Library	eng	10.18438/eblip30823	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30823/23079	Objective – Immigrants’ adjustment to U.S. society, also known as immigrant acculturation, is a vast area of study, but there are few studies relating to immigrant acculturation within the library and information science field.   Methods – Data from 131 survey responses and 20 interviews suggest that library workers are somewhat familiar with the immigrant acculturation process, but specific and evidence based training can further their knowledge.  Results – Insight on immigrant acculturation contextualizes immigrants’ realities and thus assists library workers in being aware of and responsive to the nuances of adjusting to and thriving in a new country like the U.S.  Conclusion – In the face of anti-immigration legislation and heightened xenophobic misinformation, librarians need professional development drawn from empirical investigations of immigrants’ acculturative experiences. 
oai:ojs.pkp.sfu.ca:article/30826	Estrada, Natalia	Plotting Your Job Hunt: The Use of Visual Timeline for Investigating the Job Search Process 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 143-158	University of Alberta Library	eng	10.18438/eblip30826	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30826/23041	Objective – This article discusses the use of a visual timeline activity in qualitative research investigating a process. This was part of a larger project exploring the experience of former library staff and their searches for academic librarian positions. It will also discuss the impact a visual method had in shaping the quality of the data.    Methods – In 2023, the author conducted in-depth virtual interviews with 22 former library staff working in U.S.-based academic libraries about their experiences applying for academic librarian positions. A timeline worksheet was incorporated into the interviews, in which participants were asked to chronologically plot out their searches, as well as discuss significance of their selections. Both transcripts and timelines were analyzed using inductive thematic analysis, with the derived codes applied to both. Timelines were analyzed for visual connection to themes.  Results – Participants used the timelines as a way to explain steps taken during their job searches, eventually leading to the start of their new jobs. Completing the activity helped participants recall moments from their searches during the interview. They also used the visual format to express the emotions they felt and their sense of passing time. Issues that arose while conducting the activity included some participants’ fears of “doing [the activity] wrong,” as well as limitations of the digital tool used to lead the interviews.  Conclusion – Qualitative research in library science can benefit from the use of visual methods like timelines, especially for research on procedural aspects of working in academic librarianship. While practical matters such as extra time and material needs may hamper a researcher’s desire to use them, visual data can supplement oral interview transcripts. 
oai:ojs.pkp.sfu.ca:article/30827	Ball, Heather F.	Content Matters: How Information Literacy Workshops Tailored for Marginalized Groups Can Impact Student Performance 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 73-99	University of Alberta Library	eng	10.18438/eblip30827	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30827/23034	Objective – This study sought to understand information literacy instruction tailored for first-year students of color in higher education, and the impact of that instruction on student performance and confidence levels.  Methods – The study was conducted at a four-year doctoral-granting higher education institution and was designed as a QUAL+quan convergent mixed-methods study. It utilized critical race theory (CRT) as its theoretical framework, a participatory action research (PAR) approach for its design, and critical pedagogical practices to tailor the instructional content and delivery. The instruction was designed as a multi-session information literacy workshop series delivered outside of the traditional classroom and was comprised of six one-hour sessions: an initial focus group, four information literacy sessions focusing on specific aspects of the research process, and semi-structured interviews.  Results – Data collected through discussions, open-ended activities with rubrics, and pre- and post-series surveys were analyzed to determine whether the instructional series impacted student learning outcomes. The results showed the series had a positive impact on student performance and their confidence levels pertaining to understanding and applying information literacy concepts.  Conclusion – The study is significant as it is the first to specifically utilize CRT and PAR in a multi-session information literacy workshop series for first-year students of color delivered outside of the traditional classroom setting and can serve as a model for other institutions. 
oai:ojs.pkp.sfu.ca:article/30834	Estomihi Mayende Kiwelu, Jackline; Ngulube, Patrick	The Role of Community Libraries in Repackaging Scientifically Researched Information for Rural Farming Communities: A Review 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 226-251	University of Alberta Library	eng	10.18438/eblip30834	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30834/23058	Objective – Scientifically researched information is often found in journal articles, book chapters, and conference papers, which can be technical and challenging for those without training. Repackaging information into a simpler and preferred language can make it easier for undereducated rural communities to access. This narrative review investigates the strategies community libraries can adopt to repackage scientifically researched information for easier access by rural farming communities. This study contributes to the literature gap on research-based information repackaging by community libraries for rural development.  Methods – The literature search for this narrative review was conducted across several databases, electronic discovery tools, and individual journal articles. Google Scholar, EBSCOhost, Emerald, AGORA, Scopus, and Wiley collections were searched. Reference lists from various journal articles, book chapters, and conference papers were reviewed to select the desired studies for inclusion in this review.  Results – The findings highlight the challenges community libraries face in Africa when repackaging research-based information for farmers, as discussed in relation to those reported in other parts of the world. These challenges include a lack of information and communications technologies (ICT) infrastructure, limited budgets, the absence of relevant policies, low awareness, and inadequate skills among library staff. Additionally, community libraries are scarce in rural areas, and those that exist often lack updated, scientifically researched information. To address these issues, the study proposes strategies such as collaborating, considering community norms and cultures, training community librarians in digital and appropriate repackaging methods, and equipping rural libraries with reliable, research-based information and necessary ICT tools.  Conclusions – This study highlights the critical role of information repackaging in enhancing access to scientific farming knowledge for rural communities through community libraries. By translating complex information into user-friendly formats, libraries meet farmers' unique needs effectively. The integration of digital technologies further strengthens this process. The findings extend beyond the African context, as rural libraries worldwide face similar challenges in delivering context-specific knowledge, promoting information literacy, and engaging communities. Thus, the strategies highlighted in this study may be applied globally. Future research should explore the effectiveness of different repackaging strategies, the role of digital tools in various contexts, and the training needs of community librarians to optimize information delivery. 
oai:ojs.pkp.sfu.ca:article/30839	Anwar, Rully Khairul; Rejeki , Diah Sri; Aminudin; Aunillah, Rinda; Surya, Ibrahim Adi; Agustine, Merryam	Informing Sustainability Education in Academic Libraries Through Community Engagement: Evidence From a Rural Green Library in Indonesia 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 205-225	University of Alberta Library	eng	10.18438/eblip30839	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30839/23077	Objective – This research investigates how a rural community library contributes to sustainability education by generating practice-based evidence promoting environmental literacy that is participatory, culturally grounded, and responsive to local contexts. The study focuses on Perpustakaan Alam Malabar in Mekarsari Village, West Java, Indonesia and examines how the library integrates ecopedagogical strategies to foster ecological awareness within the community.  Methods – A qualitative single-case study design was applied. Data were gathered through semi-structured interviews, participant observation, and document analysis and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The researchers took part in several community-based programs hosted by the library, such as mobile literacy sessions (melapak), environmental discussions, film screenings, gardening activities, and the annual Rawat Bumi Festival. Data reliability was strengthened through triangulation and member checking.  Results – The findings indicate that Perpustakaan Alam Malabar has successfully redefined the library as a participatory learning hub that supports environmental literacy in everyday life. The library’s approach blends scientific insights with local wisdom and community-based action, creating an educational environment that stimulates cognitive, emotional, and behavioural engagement. Nonetheless, the model faces several constraints, including reduced local participation, a lack of institutional policy support, and the growing influence of external stakeholders. To navigate these challenges, the library has implemented adaptive strategies, including training local facilitators, fostering cross-sector partnerships, and promoting culturally responsive communication.  Conclusion – The study demonstrates that community libraries—especially in rural settings—can serve as effective platforms for sustainability education. The Perpustakaan Alam Malabar model offers a replicable, evidence informed model that practitioners can adapt to align literacy initiatives with ecological values and local engagement. In addition to its empirical contributions, the study advances a conceptual perspective on libraries as inclusive, transformative, and community-driven spaces for ecological learning and advocacy. 
oai:ojs.pkp.sfu.ca:article/30847	Grams, Kathy	Visual Prebunking Advertisements Perform Better Than Their Audio-Only Counterpart for Improving Information Literacy 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 353-356	University of Alberta Library	eng	10.18438/eblip30847	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30847/23062	A Review of:  Daly, D., & Jarrette, K. (2025). Design of audio ads to prebunk misinformation and promote civil discourse. Information Research: An International Electronic Journal, 30(iConf), 249–259. https://doi.org/10.47989/ir30iConf47359  Objective – To determine if the use of prebunking advertisements influences information literacy, the ability to identify false news headlines, or attitudes toward civil discourse.  Design – A pilot, experimental study.  Setting – A large university in the southwestern United States.  Subjects – 143 undergraduate students.  Methods – A research team developed five short audio advertisements intended for prebunking sources of misinformation identified through social media. For each misinformation strategy, the team created a humorous sketch, dramatizing an interaction between two characters who knew each other. The team created familiar characters to model how one could engage friends or family who could be susceptible to believing misinformation and promote civil discourse among them. The audio ads were intended to be aired during podcasts known to spread misinformation.   For the experimental design, the audio ads were coupled with Artificial Intelligence (AI)-generated visualization. Researchers set out to determine whether exposure to a specific prebunking ad enhances an individual’s ability to identify false news headlines, whether the visualization of the ad script using AI assistance impacts respondent literacy, and how participants describe and gauge the effectiveness of a specific prebunking audio ad.    Participants were recruited through instructors who taught courses related to study topics. Instructors were encouraged to offer extra credit for participation. In Part 1 of the study, participants answered questions about demographics and social media use.    Participants completed two established qualitative questionnaires: the Generic Conspiracist Beliefs scale (GCBS) and the Misinformation Susceptibility Test (MIST-20) (Maertens et al., 2024). The researchers developed a questionnaire modeled after the MIST-20, the ITMIST, using real and fake headlines. Participants were exposed to one ad: either an audio-only ad, an AI-generated visualization ad, or a control ad. Participants completed another qualitative questionnaire after viewing the ad to finish Part 1. The following day, participants received a link to complete the GCBS, MIST-20, and ITMIST and completed another qualitative questionnaire within a week of the first survey, to finish Part 2 of the study.  Main Results – One hundred forty-three participants completed Part 1 of the study, and 99 completed Part 2. Participants ranged in age from 18–48 years; 59.6% identified as female, 38.4% identified as male; 54.5% identified as White/Caucasian, with the remaining participants identifying as racially diverse; 34.4% identified as Democrat, 32.3% Republican, 18.2% Independent; and participants represented multiple religious affiliations.   All participants used a social media platform at least once a week: 43.4% reported usage over two hours per day, 26.3% between 90–120 minutes, 12.1% between 60–90 minutes, 14.1% between 30–60 minutes, and 4% less than 30 minutes. Nearly 90 percent (89.9) of participants used Instagram, 67.6% TikTok, 66.7% Snapchat, 34.3% Twitter/X, 21.2% Facebook, and 8.1% used other social media platforms. Regarding podcasts, 23.2% frequently tuned in, 50.5% sometimes tuned in, and 26.3% never tuned in. Of those who listened to podcasts, 71.2% always skipped podcast ads, 26% sometimes skipped, and 1.4% never skipped. The podcasts that participants reported frequently tuning into for entertainment and education were strongly related to stated political affiliation.  The authors reported the results of the MIST-20 and ITMIST in this article. At the time of publication, the authors were still analyzing the results of the GCBS and the complete quantitative and qualitative data. When comparing the AI-generated visualization ad (Visual Experimental group) to the Visual Control group, investigators reported a significantly large average improvement in information literacy scores for the Experimental group on the MIST-20 (Visual Experimental x̄ = 0.93, Visual Control x̄ = 0.33), and a moderate average improvement on the ITMIST (Visual Experimental x̄ = 0.98, Visual Control x̄ = 0.81). When comparing the Audio Experimental group to the Audio Control group, investigators report mixed results. The Audio Experimental group did not show as great an average improvement compared to the Control group on the MIST-20 (Audio Experimental x̄ = 0.85, Audio Control x̄ = 1.41) but scored higher than the Control group on the ITMIST (Audio Experimental x̄ = 0.78, Audio Control x̄ = 0.45). More than half of the participants in each Experimental group improved in score. Those who improved showed a greater change in score than those whose score declined.  Conclusion – Prebunking ads improved information literacy, but a greater improvement was shown with AI-generated visualization ads than with audio-only ads. The investigators acknowledge the benefit of theatrical visual advertisements to prebunk misinformation and plan research to include broader populations. 
oai:ojs.pkp.sfu.ca:article/30862	Medaille, Ann	Avoiding Common Errors When Conducting Survey Research 	2025-09-15	Evidence Based Library and Information Practice; Vol. 20 No. 3 (2025); 1-4	University of Alberta Library	eng	10.18438/eblip30862	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30862/22994	none
oai:ojs.pkp.sfu.ca:article/30865	McCrary, Quincy D.	School Library Professionals Report Inadequate Student Digital Information Literacy Across Global Contexts 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 366-368	University of Alberta Library	eng	10.18438/eblip30865	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30865/23071	A Review of:  Merga, M. K., & Mat Roni, S. (2025). School library professionals' perceptions of students' digital information literacy. Journal of Library Administration, 65(4), 397–411. https://doi.org/10.1080/01930826.2025.2475701  Objective – To explore school library professionals' perceptions of their students' digital information literacy (DIL) knowledge, skills, and learning opportunities across multi-country contexts.  Design – Cross-sectional survey questionnaire.  Setting – School library professionals (SLPs) working in 63 countries. Four public libraries in Norway: The Northern and central-Eastern regions (2), and Oslo (2).  Subjects – 971 SPLs responded to the survey, of which 801 (82.5%) were included in the analysis as they indicated they were knowledgeable about their students’ DIL.  Methods – Data was collected via an online Qualtrics-hosted survey from July 12 to August 29, 2024. This analysis focused on one block of questions within a larger international survey of SLPs (Merga & Mat Roni, 2025, p. 401). The DIL measurement included 12 Likert-scale items determining access to technology, DIL education provision, and students' DIL skills. The researchers conducted partial correlation tests and regression analyses, controlling for country income level. A three-step mediation analysis with Sobel test examined the role of school libraries in DIL instruction. The survey instrument underwent cognitive piloting with diverse international SLPs to ensure cross-contextual validity.  Main Results – The findings revealed that although technological infrastructure was nearly universal (95.1% reported majority internet access at country level), and DIL instruction was reportedly integrated across all schooling years in most schools (75.8%), fewer than half of SLPs perceived DIL development as a priority at their schools, with even fewer (48.8%) noting it was prioritized at the national level. The respondents perceived students' DIL skills as low, with only 43.7% of SLPs agreeing that students have strong DIL skills for their age. Even fewer SLPs believed students possessed sound strategies for evaluating online information credibility (34.2%) or expertise (27.8%). The data revealed a moderate positive correlation (r = .56, p < .001) between DIL instruction and perceived student DIL skills.  Conclusion – While many respondents reported that technological infrastructure was widely available, the authors emphasize that global internet access remains uneven, with only 57% of the population reliably connected. Findings should therefore be interpreted with these disparities in mind. The authors recommend greater prioritization of DIL instruction in schools. They also suggest an increased utilization of SLPs (and school libraries) who possess unique qualifications for DIL education but remain underutilized in 35% of contexts. 
oai:ojs.pkp.sfu.ca:article/30873	Lewis, Abbey	New Information Literacy Model for Identifying Mis/Disinformation Falls Short of Determining and Addressing a Need 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 363-365	University of Alberta Library	eng	10.18438/eblip30873	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30873/23069	A Review of:  John, K., & Tater, B. (2025). Reframing the information literacy framework to identify misinformation and disinformation. Serials Librarian, 86(1/2), 29–55. https://doi.org/10.1080/0361526X.2025.2459765  Objective – To determine the information literacy skills needed for identifying misinformation and disinformation, examine current information literacy models’ incorporation of those skills, and propose a new information literacy model to address those skills.  Design – Analysis of published literature.  Setting – Publications on misinformation and disinformation and information literacy.  Subjects – Information literacy models. Methods – Google Scholar was used to locate 1,378 peer-reviewed articles addressing topics related to the current study. Of these, 175 papers were selected for analysis and categorized into the following areas: misinformation and disinformation, causes of misinformation and disinformation, types of misinformation and disinformation, identification of misinformation and disinformation, library and information services, information literacy, misinformation and disinformation and information literacy, information literacy models and misinformation. Content from the studies was synthesized into a discussion and used to create a new information literacy model to address misinformation and disinformation.  Main Results – The authors assert that misinformation and disinformation pose a substantial problem and that current information literacy models do not adequately underscore elements that lead to the identification of misinformation and disinformation. They point to plagiarism and poor research design as evidence that existing models are unable to assist in substantiating information. Recommendations for an information literacy model include promoting thorough analysis, emphasizing accuracy, educating users about determining the purpose of information, and integrating information and communication technology skills. Additionally, the authors propose an information literacy model that lists components of information literacy, information literacy skills, and elements of misinformation and disinformation.  Conclusion – The authors suggest that their review of relevant literature shows that existing information literacy models do not facilitate the identification of misinformation and disinformation. Furthermore, the authors believe that this weakness, coupled with changes to the online information environment, necessitates an information literacy model to assist users in identifying misinformation and disinformation. Their proposed information literacy model includes elements that they believe support this need. 
oai:ojs.pkp.sfu.ca:article/30874	Stephenson, Collin	Escape Room Game Design Has Teaching Potential for Engaging With Misinformation Behaviors 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 369-371	University of Alberta Library	eng	10.18438/eblip30874	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30874/23073	A Review of:  Cho, Y., Coward, C., Lackner, J., Windleharth, T. W., & Lee, J. H. (2023). The use of an escape room as an immersive learning environment for building resilience to misinformation. Journal of Librarianship and Information Science, 57(2), 524-538. https://doi.org/10.1177/09610006231208027   Objective – To evaluate the efficacy of game-based learning as a tool to teach misinformation recognition strategies, with an additional focus on cognitive bias, emotion, and attitudes related to misinformation. The authors also explore librarians’ responses to the use of the game as library educational programming to identify strengths and areas of concern in the game design process.  Design – Mixed-methods user study combining participant survey data with inductive and deductive coding of qualitative data extracted from video recordings and open-ended questions.  Setting – Washington State public libraries, primarily city and suburban locations.  Subjects – 80 public library patrons and 6 public librarians in gameplay; 50 patrons additionally completed the optional survey.  Methods – For this exploratory study, authors designed a misinformation escape room game based on interviews with librarians, college student input, and escape room developer collaboration. The authors recruited and trained public librarians to host the game and facilitate follow-up discussions, then recruited 80 participants via communication channels chosen by the public librarians, including newsletters, websites, and social media. The game was run 17 times across six locations. Game participation and discussions were recorded and transcribed. Following the game, participants were asked to complete a survey that included quantitative and qualitative responses, and librarians participated in a focus group after completing all of their game sessions. Researchers then coded the responses with both predefined and emergent codes.  Main Results – Researchers found that participants were exposed to new misinformation techniques during the game, especially deepfake images and videos. Participants stated in the follow-up discussion that the use of misinformation created a sense of vulnerability, and they reflected on their individual responsibility regarding the spread of misinformation, including that once misinformation is shared, it cannot truly be unshared. As a result of the game, many participants highlighted the need for greater caution and critical thinking when engaging with information. Participants appreciated that the game was both fun and cooperative while affirming that it improved their awareness of misinformation techniques.  Conclusion – The combination of immersive experience, collaborative play, and the post-game discussion led to better awareness of modern misinformation techniques and a willingness to reflect on the experience of engaging in misinformation. The post-game debrief is particularly important as it allows participants to form connections between the game and real-world misinformation experiences. Further research could pursue more conclusive evidence regarding patterns in misinformation experiences, or a longitudinal study could explore the game’s long-term effects on participants’ attitudes and behaviors. 
oai:ojs.pkp.sfu.ca:article/30876	Hinrichs, Rachel J.	Librarians and Faculty Are Concerned About Misinformation, But Differ in How to Implement News Literacy in the Classroom 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 360-362	University of Alberta Library	eng	10.18438/eblip30876	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30876/23067	A Review of:  Saunders, L. (2023). Librarian perspectives on misinformation: A follow-up and comparative study. College & Research Libraries, 84(4), 478-494. https://doi.org/10.5860/crl.84.4.478  Objective – To explore academic librarians’ perspectives on misinformation, including how they teach it in the classroom and their perceptions of undergraduate students’ news literacy competence. A secondary objective is to compare academic librarians’ and faculty’s misinformation perspectives using data from the author’s previous study (Saunders, 2022).   Design – A Qualtrics-hosted online survey modified from the previous study.  Setting – Two electronic mailing lists from the American Library Association (ALA).  Subjects – There were 189 respondents. The target population was librarians employed in a college or university with at least some library instruction responsibilities.  Methods – The electronic survey was distributed in March 2021. The quantitative analysis included descriptive statistics and chi-squared tests to identify any statistically significant differences in responses between librarians liaising with different departments and between librarians and faculty.  Main Results – Academic librarians agree that mis- and disinformation is a major concern. The survey defined misinformation as “inaccurate information shared by accident,” and disinformation as “inaccurate information shared on purpose to mislead/deceive.” In the article, misinformation was used to encompass both terms. The majority of librarians address news literacy during classroom instruction using a variety of methods, including active learning and, less often, using assignments with news literacy outcomes. Librarians who do not teach news literacy report that faculty members do not request this type of instruction, and that they do not have time to teach it. Faculty and librarians agree that misinformation is a concern, and that news literacy instruction is important for combatting misinformation. However, faculty members were more likely to report that misinformation was not relevant to their discipline, and that news literacy instruction should occur elsewhere in the curriculum. Faculty also tended to rate students’ proficiencies in identifying misinformation as higher than librarians.  Conclusion – The majority of academic librarians and faculty are concerned about misinformation and agree that news literacy instruction is an important method to address it. It is unclear how librarians are teaching students how to identify misinformation and if they are using evidence based methods to do so. Many faculty members do not include librarians in this instruction or do not believe it should be addressed in their discipline. Based on these results, librarians could provide outreach to faculty members about how librarians can address misinformation within their disciplinary curriculums. They could also provide training workshops to faculty members to enable them to teach these skills on their own. 
oai:ojs.pkp.sfu.ca:article/30879	Hancock, Kristy	Exploring Faculty Engagement With and Perceptions of the Library When Teaching University Students About Fake News 	2025-12-15	Evidence Based Library and Information Practice; Vol. 20 No. 4 (2025); 357-359	University of Alberta Library	eng	10.18438/eblip30879	https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30879/23064	A Review of:  Alwan, A., Garcia, E., Kirakosian, A, & Weiss, A. (2021). Fake news and libraries: How teaching faculty in higher education view librarians' roles in counteracting the spread of false information. Partnership: The Canadian Journal of Library and Information Practice and Research, 16(2), 1-30. https://doi.org/10.21083/partnership.v16i2.6483   Objective – The authors sought to examine how faculty engage with and feel about the library and librarians when teaching university students about fake news. This follow-up article focuses on survey questions not reported on in the previous article by Weiss et al. (2020).  Design – Cross-sectional mixed methods survey.  Setting – California State University, Northridge (CSUN) in Los Angeles, California.  Subjects – CSUN faculty members, including tenured, tenure-track, and term-contract faculty (e.g. lecturers and adjuncts).  Methods – The authors identified survey participants using purposeful-random sampling. The CSUN Office of Institutional Research provided the authors with a randomized subsample of 400 faculty (18.88% of all CSUN faculty). The subsample included an equal number of tenure-track faculty and term contract faculty drawn from across all nine CSUN colleges.   The full survey consisted of 28 questions and was divided into four sections entitled: “Demographics,” “Personal Views,” “In the Classroom,” and “Role of the Library.” In this article, the authors focus on the “Demographics” and “Role of the Library” sections, exploring the association between select demographic variables (age range, gender identity, college, and academic rank) and questions 23-27 using cross-tabulation and Spearman correlation.  Main Results – The authors received 69 survey responses. The cross-tabulation identified a significant association between respondent’s college and response to question 23 (“Do you use the Oviatt Library's resources/services to teach or inform your students about fake news?”). Faculty from two of the nine CSUN colleges and half of the faculty from the remaining colleges reported never using library resources or services. The correlation analysis revealed a moderate correlation between academic rank (Professor, Associate Professor, Assistant Professor, and Lecturer) and response to question 26 (“Do you feel librarians offer sufficient support related to fake news?”). Lecturers were more likely to agree with question 26, while respondents in higher academic ranks were more likely to disagree or strongly disagree.  The correlation analysis identified three pairs of questions with significant correlations. Questions 23 and 24 (“Do you collaborate with librarians to teach or inform your students about fake news?”) were significantly correlated. When respondents selected Never" in response to question 23, they were more likely to select "Never" in response to question 24. Questions 26 and 27 (“Do you feel the Oviatt Library offers sufficient support related to fake news?”) were also significantly correlated. When respondents selected "Agree" or "Neutral" in response to question 26, they were more likely to select "Agree" or "Neutral" in response to question 27. Finally, questions 25 (“Do you feel the Oviatt Library has reputable trustworthy sources?”) and 27 had a weak correlation. The more strongly respondents agreed with question 25, the more likely they were to select "Strongly Agree", "Agree", or "Neutral" in response to question 27.  Conclusion – The results of the study suggest that faculty at CSUN have divergent views about how the library and librarians can help them teach students about fake news. Lecturers agree more often than faculty in higher academic ranks that the librarians at CSUN offer sufficient support related to fake news. Library outreach and awareness programs may be helpful in changing how faculty view the library and librarians. 	nan		.htm	text/html	10918	526	51	Information practice is a broad concept that incorporates emotions, context, and social interaction and “gives a central role to the social and cultural factors qualifying information seeking and devotes attention to the processes of information sharing” (Savolainen, 2007, p. 125).   (Smith, 2003, p. 1431)   Here, Savolainen’s (2007) definition of information practice can be useful, as studies indicating affective domains of information experience, as well as attitudes and beliefs, often fall in this category of information practice.	cache/eblip-30714.htm	txt/eblip-30714.txt