https://educationlibraries.mcgill.ca/ <p>Education Libraries is an electronic, refereed journal of the Special Libraries Association’s (SLA) Education Division. It offers a forum for new and challenging ideas in education and library and information science. It also explores the effect of new technologies on the library profession and library and information curriculum.</p> en-US <p>Everything we publish is freely available. In the spirit of encouraging free open access journals, <em>Education Libraries </em>applies the Creative Commons Attribution License (CCAL) to all works we publish (read the <a href="http://creativecommons.org/licenses/by/2.5/">summary</a> or the <a href="http://creativecommons.org/licenses/by/2.5/legalcode">full license legal code </a>). • Authors retain copyright and grant <em>Education Libraries</em> right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Under the CCAL, authors retain ownership of the copyright for their article, but authors allow anyone to read, download, reuse, reprint, modify, distribute, and/or copy articles in <em>Education Libraries</em>, so long as the original authors and source are cited. <strong>No permission is required from the authors or the publishers. </strong>In most cases, appropriate attribution can be provided by citing the original article in <em>Education Libraries</em>. For any reuse or distribution of a work, you must also make clear the license terms under which the work was published. This broad license was developed to facilitate open access to, and free use of, original works of all types. Applying this standard license ensures your right to make your work freely and openly available. By submitting a manuscript for review, author(s) acknowledge first publication rights are granted to <em>Education Libraries</em>. Submission of a manuscript implies that the work described has not been published; that it is not under consideration for publication elsewhere; and that its publication has been approved by all coauthors and the responsible authorities at the institute where the work was conducted. As publisher, we are providing a process for your intellectual property to be reviewed by and distributed to your peers. It is the author’s responsibility to obtain all necessary permissions for the inclusion of copyrighted materials, such as figures and tables from other publications, and to pay any and all necessary fees. Appropriate credit should be shown in the body of the work. Previously published work will not be considered for publication; we do not accept any simultaneous submissions. <em>Education Libraries</em> will, however, accept manuscripts based on presentations made at conferences sponsored by the Special Library Association, at the discretion of the co-editors.</p> education.libraries@gmail.com (Willow Fuchs) jennifer.innes@mcgill.ca (Jennifer Innes) Fri, 22 Mar 2024 13:32:44 -0400 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://educationlibraries.mcgill.ca/article/view/392 <p>This case study explores the strategies used to redistribute materials among available shelves in a curriculum materials center after deaccessioning and relocation projects. The librarian estimated imposed fill ratios based on collection segments which were then mapped onto a floor plan to efficiently shift materials. The estimated imposed fill ratio allowed for the consideration of variables that are often overlooked when using a strictly mathematical approach to calculate a fill ratio. Strategies to improve browsability of shifted collections such as call number range breaks on shelves and front-facing covers were key factors included in the project.</p> Caitlin Stewart Copyright (c) 2024 Caitlin Stewart https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/392 Wed, 19 Jun 2024 00:00:00 -0400 https://educationlibraries.mcgill.ca/article/view/386 <p>Library staff developed a project to reclassify the Curriculum Materials Collection of a specialty library on the campus of a regional comprehensive university from its custom classification system derived from those developed during the 1960s and 1970s to Dewey Decimal Classification. While this system had the advantage of browsability for patrons who were familiar with previous use, its unusual nature made training patrons and staff challenging. The transition to Dewey is expected to ease training and use, enhance resource sharing, and allow student teachers to transfer their library skills to their new schools.</p> Christopher Levesque, Bianca Jimmerson Copyright (c) 2024 Chris, Bianca Jimmerson https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/386 Wed, 03 Apr 2024 00:00:00 -0400 https://educationlibraries.mcgill.ca/article/view/393 <p>Book Review</p> Barbie E. Keiser Copyright (c) 2024 Barbie E. Keiser https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/393 Thu, 25 Apr 2024 00:00:00 -0400 https://educationlibraries.mcgill.ca/article/view/390 <p>Book Review</p> Barbie E. Keiser Copyright (c) 2024 Barbie E. Keiser https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/390 Fri, 22 Mar 2024 00:00:00 -0400