CAUT Librarians Conference
Contested Terrain: Shaping the Future of Academic Librarianship
Ottawa, ON, 26-27 October 2012
Academic librarian
workload responsibilities
Terms of employment
Workload includes:
Universities
2012¹
2004²
Professional Practice
93%
Scholarly Activities
79%
Academic Service
89%
Colleges
2012³
42%
74%
31%
57%
¹Preliminary data from 2012 CAUT Librarian Salary Survey (61 responses)
²Data from 2004 CAUT Librarian Salary Survey (47 responses)
³Preliminary data from 2012 CAUT Librarian Salary Survey (29 responses)
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
CAUT Librarians Conference
Shaping the Future of Academic
Librarianship 26-27 October 2012
My answer is an emphatic “yes”
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
Academic Librarians:
Teaching responsibilities
Types of teaching:
Universities
(62)
Colleges
(28)
Workshops
95%
100%
Integrated instruction in
non-library courses
77%
54%
Library courses (non-credit)
42%
50%
Non-library credit courses
34%
14%
Library credit courses
27% (17)
3%
Preliminary data from 2012 CAUT Librarian Salary Survey
Includes responses from 62 universities, 28 colleges
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Growing consensus is “yes”
Teaching vs. instruction
Historical precedent: professors were the first
librarians
Teaching must involve more than complex
reference interactions or one-shot
information literacy (resource-based)
workshops, etc.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Librarians as teachers: we apply the label
“teaching” to a variety of activities: reference
instruction, one-shot classes, workshops,
collaborative courses, integrated content,
credit courses
In collective agreements: usually included
with “professional practice” and not drawn
out at a specific responsibility (as are
research and service)
Can be invisible work
Not all librarians participate in teaching
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Lack of professional preparation
Inflexibility of schedule
Time requirements of teaching
Colleagues who do not understand value of
teaching, or begrudge the time it takes away from
the library. Workload implications for all.
Equity issue: librarians already don’t have one term
free of “teaching”. Will regularized teaching
exacerbate the problem?
Equitable compensation
More PT instructors
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Lack of standardization to our teaching
Will those NOT teaching lose credibility or
become vulnerable (dispensable?)
Trend in higher education to promote core
competencies, which has benefited libraries
teaching IL, but we must not be party to
diminished curricula
Less time for research
Self confidence – can we do it?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Closer interaction with students over
extended time
Deeper understanding of faculty workload
Better understanding of curricular needs
New way of looking a collection development
Enhanced faculty status
Increased intellectual stimulation
Sharper self-assessment of teaching
performance
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012

Academic librarianship: service profession or
academic discipline?
◦ If academic discipline = teaching, research, service
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Revitalized role for librarians and library on
campus
More active participation in teaching and
scholarly life will allow for greater input in
campus strategic planning
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Embrace teaching
Recognize teaching as more than just another
professional duty
Hire with teaching in mind
Reassign non-professional duties
Consider a library-based full credit course
Staffing levels are a management
responsibility; don’t defer teaching due to too
few staff
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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At the national level:
◦ Review CAUT discussion paper on teaching.
◦ Continue to survey librarians on their teaching
practices.
◦ Lobby for curricular changes in MLIS programs
that support librarian-teaching.
◦ Establish best practices for librarian workload:
teaching is an integral part of the profession and
needs to be recognized as such.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
Common Priorities:
Librarians
Common Priorities:
Faculty
◦ Professional practice
◦ Service
◦ Research
◦ Research
◦ Teaching
◦ Service
Where does teaching fit?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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At the local level:
◦ Define our professional identity to include
teaching
◦ Establish criteria for the evaluation and review of
teaching
◦ Establish criteria for teaching excellence
◦ Better manage this part of our workload through
thoughtful contract language
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Should CAs recognize teaching as a distinct
responsibility?
MSVU:
◦ Workload: The following elements constitute Librarian members'
workload: professional practice (the provision of information services to
library users and the technical services required to deliver these
information services); scholarly and/or professional activity, and internal
and external collegial service. Professional practice may include the
teaching of one half-unit LIBR course per Agreement year.
◦ RTP/RPP: Evaluation criteria prescribes that when professional practice
includes the teaching of LIBR courses a teaching portfolio is required
(identical language to faculty)
◦ Other institutions that identify “teaching” in CAs: Guelph, Memorial,
Toronto, Saskatchewan
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
References
Bewick, L., & Corrall, S. (2010). Developing librarians as teachers: A study of their pedagogical knowledge. Journal of
Librarianship and Information Science, 42(2), 97-110. doi: 10.1177/0961000610361419
Christiansen, L., Stombler, M., & Thaxton, L. (2004). A report on librarian-faculty relations from a sociological perspective.
Journal of Academic Librarianship, 30(2), 116-121.
Coker, C., van Duinkerken, W., & Bales, S. (2010). Seeking full citizenship: A defense of tenure faculty status for librarians.
College & Research Libraries, 71(5), 406-420.
Cunningham, A. D., & Donovan, C. (2012). Settling uncharted territory: Documenting & rewarding librarians’ teaching role in
the academy. In C. W. Wilkinson, & C. Bruch (Eds.), Transforming information literacy programs intersecting frontiers of
self, library culture, and campus community (pp. 181-220). Chicago: Association of College and Research Libraries.
Retrieved from http://www.wagner.edu/library/sites/wagner.edu.library/files/
/download/TransformingInformationLiteracyProgramsACRL.pdf
Davey, N., & Andrews, T. (1978). Implications of faculty status for university librarians, with special attention to tenure. Journal
of Academic Librarianship, 4(2), 71-74. Retrieved
Julien, H., & Pecoskie, J. (. L. ). (2009). Librarians' experiences of the teaching role: Grounded in campus relationships. Library
& Information Science Research (07408188), 31(3), 149-154. doi: 10.1016/j.lisr.2009.03.005
Kemp, J. (2006). Isn't being a librarian enough? librarians as classroom teachers. College & Undergraduate Libraries, 13(3), 323. doi: 10.1300/J106v13n03-02
Loesch, M. F. (2010). Librarian as professor: A dynamic new role model. Education Libraries, 33(1), 31-37.
Owusu-Ansah, E. (2007). Beyond collaboration: Seeking greater scope and centrality for library instruction. Portal: Libraries &
the Academy, 7(4), 415-429. 10.1353/pla.2007.0043
Partello, P. (2005). Librarians in the classroom. Reference Librarian, 43(89), 107-120. doi: 10.1300/J120v43n89•08
Polger, M. A., & Okamoto, K. (2010). "Can't anyone be a teacher anyway?": Student perceptions of academic librarians as
teachers. Library Philosophy & Practice, 12(2), 1-16.
Salony, M. 1995. The history of bibliographic instruction: Changing trends from books to the electronic world. The Reference
Librarian, 51/52, 31-51.
Wyss, P. A. (2010). Library school faculty member perceptions regarding faculty status for academic librarians. College &
Research Libraries, 71(4), 375-388.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
As academics and on the job
CAUT Librarians Conference
Shaping the Future of Academic
Librarianship 26-27 October 2012
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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The pursuit of research, study, educational
and other scholarly activities shall
constitute a normal component of a
librarian’s workload
A librarian shall have the right to devote up
to 40% of normal workload to the pursuit of
research, study, educational and other
scholarly activities
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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The scheduled duties of librarians shall be
arranged so that there is regular and
sufficient uninterrupted time for the pursuit
of research, study, educational and other
scholarly activities
Research, study, educational and other
scholarly activities performed by a librarian
shall be considered in the librarians
performance appraisal, promotion or tenure
evaluation
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
Workload responsibilities & enabling
contract provisions
Terms of employment
Workload includes:
Scholarly Activities
Contract provisions
Universities
2012 (66) 2008 (62)
79%
69%
Colleges
2012(28)
2008 (32)
31%
Universities
2012
2008
0
Colleges
2012
2008
Sabbatical
71%
69%
67%
28
Research days
63%
29 out 62
answered
43%
3 in total
Preliminary data from 2012 CAUT LSAS Survey
Raw data from the 2010 CAUT LSAS Survey
%’s based on total number of replies to questions
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Part of the normal workload?
Required for promotion, tenure?
Pursued for interest?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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The same as scholarly activity?
The same for librarians & faculty?
Influenced by the “practitioner-researcher”
paradigm?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012

Faculty
◦ Asymmetrical disconnect in understanding
librarians work
◦ Respect librarians as experts
◦ Value collaboration that do include research
collaborations
 Christiansen, Stombler & Thaxton, 2004
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Library School Faculty believe
◦ librarians are disadvantaged in producing research
because of their schedules
◦ Sabbatical and research leaves facilitate research
and improve publication rates
 Wyss, 2010, p. 383
◦ The MLS may not be sufficient to prepare librarians
for faculty stats
 Wyss, 2010, p. 379
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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CARL
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Librarians as Researchers and Writers
Research Competencies for CARL Librarians
Core Competencies for 21st Century CARL Librarians
Librarians’ Research Institute
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Collective Agreement or work conditions
◦ librarians are expected to develop their professional
knowledge, scholarly competence, and
effectiveness as librarians. Where research is
conducted by librarians in the course of their duties
in accordance with the provisions of Article 16C.02,
it shall have as its primary objective to increase
knowledge and understanding, to improve the
professional competence of librarians, and to
enhance library services. (UNB)
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Collective Agreement or work conditions
◦ Members have the right to engage in the following
activities
 Priority One
 A) Teaching/Professional Librarianship/Archives
Management
 B) Scholarly Activity
 Priority Two
 C) University Governance and Administrative Duties…
 Laurentian
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Matters because
◦ It is important that the perception of the research
and its place is understood both by librarian peer
reviewers and faculty
◦ It affects the support and approval
◦ It’s place in workload needs to be understood,
balanced and valued
◦ It can influence appointment, promotion and tenure
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Because if we permit it to become only evidencebased practice rather than research-based practice
research by librarians will be reduced to complying
with metrics
Our own research is vital to protect and advance
our profession otherwise we will be defined by
others
Since good librarianship is vital to the academic
enterprise, it follows that advancing knowledge of
the field of librarianship is vital to maintaining our
ability to do so” (Lowry p. 449-450)
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Lack of professional preparation/confidence
Inflexibility of schedule
Time requirements
Colleagues who do not understand value of
research, or begrudge the time it takes away from
the library. Workload implications for all.
Equity issue: many librarians struggle to find
designated, dedicated research time (eg a research
term).
Will research expectations increase pressure?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Will those who do no research lose credibility
or become vulnerable (dispensable?)
Might this lead to a two-tiered, streamed
division of academic librarianship along the
lines of the faculty “research professor” vs
“teaching professor”
Funding
How do we keep it all in the mix – practice,
research and service?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
References
CARL. (2012). Librarians’ Research Institute. Canadian Association of Research Libraries. Retrieved from http://carlabrc.ca/en/research-libraries/librarians-research-institute.html; https://sites.google.com/site/2012lriwindsor/home.
CARL Library Education Working Group. (200?). Librarians as Researchers and Writers: Research Priorities for Canada’s
Research Libraries. Canadian Association of Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/writers1.pdf.
CARL Library Education Working Group. (2007). Research Competencies for CARL Librarians. Canadian Association of
Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/carl_lewg_product_brief-en.pdf.
CARL Library Education Working Group and Building Capacity Subcommittee. (2010). Core Competencies for 21st Century
CARL. Canadian Association of Research Libraries. Retrieved from http://carl-abrc.ca/uploads/pdfs/core_comp_profilee.pdf.
CAUT. (2003). Model Clause on the Scholarly Activity of Academic Librarians. Canadian Association of University Teachers.
Retrieved from http://www.caut.ca/pages.asp?lang=1&page=412.
Croft, J.B. (2012). Library Faculty and the Research Agenda: A Building Block for the Successful Academic Career. Presented at
SWTXPCA February 2012. Academia.edu.
http://www.academia.edu/1416295/Library_Faculty_and_the_Research_Agenda.
Fox, D. (2007). A Demographic and Career Profile of Canadian Research University Librarians. The Journal of Academic
Librarianship, 33(5), 540-550. doi: 10:1016/j.acalib.2007.05.006.
Fox, D. (2007). Finding Time for Scholarship: A Survey of Canadian Research University Librarians. portal: Libraries and the
Academy , 7(4), 540-550. doi: 10.1353/pla.2007.0041.
Fox, D. (2007). The Scholarship of Canadian Research University Librarians. Partnership: the Canadian Journal of Library and
Information Practice and Research, 2(2), 22p. Retrieved from:
http://journal.lib.uoguelph.ca/index.php/perj/article/view/305.
Jacobs, H.L.M., Berg, S. & Cornwall, D. (2010) Something to Talk About: Re-thinking Conversations on Research Culture in
Canadian Academic Libraries. Partnership: the Canadian Journal of Library and Information Practice and Research, 5(2),
11p. Retrieved from: http://journal.lib.uoguelph.ca/index.php/perj/article/view/1247.
Koufogiannakis, D. & Crumley, E. (2006). Research in Librarianship: Issues to Consider. Library Hi Tech, 24(3), 324-340. doi:
10.1108/07378830610692109.
Lowry, C.B. (2004). Research and Scholarship Defined for portal: Libraries and the Academy. portal: Libraries and the Academy,
4(4), 449-453. doi: 10.1353/pla.2004.0068
Watson-Bourne, R. (2000). Academic Librarians as Practitioner-Researchers. The Journal of Academic Librarianship, 26(2), 8593. doi: 10.1016/S0099-1333(99)00144-5.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
What does “service” mean to academic librarians?
What role does “service” play in protecting and
advancing our profession?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Same as faculty service?
Relationship with tenure process and academic
librarian professional status
How to compare across institutions?
http://academic-librarian-status.wikispaces.com/
http://staffweb.lib.washington.edu/committees/aluw/s
tatus/p-t-information/peers
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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California State University Retention, tenure and
promotion guidelines
Example policies and procedures
Sample definition of “excellence”
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Example: University of Saskatchewan Library
Standards
Example: Concordia University Duties and
Responsibilities of Librarian Members
Example: Stanford Medical Center Criteria
“Administrative activities detract from the time
available for the primary areas of clinical care,
teaching and scholarship”
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
(a) Public Service
Public service is normally defined as extending the librarian’s expertise to the
community outside of the University Library. It includes service to the campus
community, as well as service beyond the campus community that is not sponsored
by the University Library. It will be accorded recognition insofar as the activities entail
application of expertise associated with the candidate’s position in the University
Library. For tenure as or promotion to Librarian III or IV, candidates must demonstrate
a willingness to participate. Examples may include, but are not limited to, giving
public lectures or presentations, serving as a resource person for a campus group or
unit, and participating in campus events.
(b) Service to Academic, Professional or Scientific Organizations
To be recognized within this category, service to academic and/or professional
organizations must go beyond membership in an organization to focus on active
participation. Such activities might include: service on the committees or executives
of academic or professional organizations; service on selection committees for
provincial, national or international granting organizations; or service on the editorial
board for academic, professional or scientific journals.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
Service to the University and the community, which in general includes:
i) participation on University-wide bodies;
ii) administrative work not included under Article 17.01 a);
iii) committee membership at all levels of the University, including those
mandated
by this Agreement;
iv) the taking of an active part in scientific, cultural, educational, professional,
governmental and social bodies, together with activities involving expertise or
popularization which are relevant to and compatible with the librarian member’s
professional role;
v) service to the Association;
vi) outside professional activities.
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Service to the Association?
How is “outside” professional service defined?
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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“Since a major commitment to administrative
activities detracts from the time available for the
primary areas of clinical care, teaching and
scholarship, Assistant Professors are discouraged
from significant administrative commitment and
departments are discouraged from requiring such.”
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Practice at Concordia University
Is the outside work paid?
Time required
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Meaning of the word service in library work
Should we treat students, professors, general public
as clients?
Trends in customer service training
Limiting the kinds of service that librarians deliver
Affect on tenure dossiers
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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CAUT Policy Statement on Academic Status and
Governance for Librarians at Canadian Universities and
Colleges
(http://www.caut.ca/pages.asp?page=249&lang=1)
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
3.1
As academic staff, librarians have both a right and a duty to participate in
collegial governance of the academic institution. They must therefore be
eligible to serve as elected or appointed members on all governing councils
and committees. Though the chief librarian may serve in an ex-officio capacity,
all librarians should be eligible to serve as elected members of the senate, or
equivalent body, and its committees. All governance bodies, including but not
limited to Councils and departmental and divisional committees, must provide
for the effective participation of librarians.
3.2
Librarians should be represented on any committee whose mandate includes
any aspect of the operation of the academic library system or whose decisions
affect access to information resources used in teaching, scholarship and
research.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
Association of College and Research Libraries
Standards for Faculty Status for Academic Librarians
http://www.ala.org/acrl/standards/standardsfaculty
College and university governance
Librarians should be eligible for membership in
the faculty senate or equivalent governing body.
They should have the same degree of
representation as other academic units on all
college or university governing bodies.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Understood to include participation in the
development of policies and procedures for the
library including the hiring, review, retention, and
continuing appointment of peers.
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Faculty Service in The California State University (CSU): An
Integral Component in the Retention, Tenure, and
Promotion of Faculty
March 21, 2012 proposed revisions to McGill University
Regulations Relating to the Employment of Academic Staff
“Finally, while the book shies away from issuing an explicit
call for change due to the apparent complexity of the issues
involved, its existence brings into focus the need to engage
more closely and systematically with the definitions and
evaluation of service across different institutions and thus
move toward more equitable ways of incorporating it into
the academic profile.”
http://cautbulletin.ca/en_article.asp?ArticleID=3387
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
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Service efforts may lead to scholarly activity or
unusual opportunities for the advancement of
librarianship
Collegial governance is critical
Keep up-to-date on service issue concerns of other
academic staff
Resist efforts to limit service opportunities
Limitations diminish librarians’ claim to academic,
and even professional, status
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012
References
ACRL. (2011). Guidelines for Academic Librarians Without Faculty Status. Association of College and Research Libraries. Retrieved from
http://www.ala.org/acrl/standards/guidelinesacademic
ACRL. (2011). Standards for Faculty Status for Academic Librarians. Association of College and Research Libraries. Retrieved from
http://www.ala.org/acrl/standards/standardsfaculty
Association of Librarians of the University of Washington. Status Committee. (2000?). Promotion & tenure requirements for peer institutions.
Retrieved from http://staffweb.lib.washington.edu/committees/aluw/status/p-t-information/peers
California State University. Academic Senate. Faculty Affairs Committee. (2002). Faculty Service in The California State University (CSU):
An Integral Component in the Retention, Tenure, and Promotion of Faculty. Retrieved from
http://www.calstate.edu/AcadSen/Records/Reports/serviceFinalreport.pdf
California State University. Chancellor’s Doctoral Incentive Program. Retention, tenure, and promotion guidelines. Retrieved from
http://teachingcommons.cdl.edu/cdip/careertalk/retention_tenure_and_promotion_guidelines.htm
Collective Agreement between Concordia University and the Concordia University Faculty Association in effect until May 31, 2012.
Retrieved from
http://finearts.concordia.ca/documents/officeofthedean/Servicesandresourcestofaculty/Full%20CUFA%20CA_July%202009.pdf
A Guide to the Professional Status of Academic Librarians in the United States (and Other Places). Retrieved from
http://academic-librarian-status.wikispaces.com/
McGill University. Senate. (March 21, 2012). Document #: D11-51 Revisions to Regulations Relating to the Employment of Academic Staff.
Retrieved from http://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/d11-51_revisions_to_regs_on_employment_of_academic_staff_0.pdf
McGill University. Senate. (March 21, 2012). Minutes. Retrieved from
http://www.mcgill.ca/senate/sites/mcgill.ca.senate/files/minutes_march_21_2012.pdf
Nelson, C. (2010). No University is an Island: Saving Academic Freedom. New York: New York University Press, 2010.
Stanford University. School of Medicine. (2009). Faculty Handbook. Retrieved from
http://med.stanford.edu/academicaffairs/handbook/chapt2_2.3new.html#_Toc245041327
Swan Hill, J. (2005). Constant Vigilance, Babelfish, and Foot Surgery: Perspectives on Faculty Status and Tenure for Academic Librarians.
portal: Libraries and the Academy, 5(1), 7-22. doi: 10.1353/pla.2005.0004.
Takševa, Tatjana. (2012). Review of Over Ten Million Served: Gendered Service in Language and Literature Workplaces, Michelle A.
Massé and Katie J. Hogan, eds. Albany, NY: SUNY Press, 2010. Retrieved from
http://cautbulletin.ca/en_article.asp?ArticleID=3387
University of Saskatchewan. (2011). University Library Standards for Promotion and Tenure. Retrieved from
http://library.usask.ca/employment/files/Library%20Standards%20-%20July%201%202011.pdf
CAUT Librarians Conference
Shaping the Future of Academic Librarianship
26-27 October 2012