ABSTRACT This autoethnographic study explores the disorienting dilemma that a technical services librarian experienced while alternating between working behind the scenes to fulfill professional responsibilities and teaching in the library to meet organizational expectations as a faculty member. The analysis of personal data accumulated during the tenure track period reveals three themes: teaching as learning to become, teaching as learning to challenge the system, and teaching as learning to research. Reflection focuses on three themes interconnected by the concept and practice of mindful learning. With the acknowledgment of limitations, this autoethnography concludes it was the self-reflective lifelong learning mind-set that helped this technical service librarian achieve professional emancipation. This autoethnography emphasizes that academic librarians, either in technical or public services, should arm themselves with the lifelong learning mind-set to survive and thrive in the ever-changing academic libraries’ landscape.

ABSTRACT This paper describes New York University’s (NYU) configuration of Alma’s brief-level rules functionality to support its local cataloging-on-receipt workflow. Brief-level rules allow a library to create customized “levels” (or rankings) from 01 to 10 that assess the completeness of bibliographic records according to the presence or absence of metadata specified by the rules. The levels display in various locations in the Alma user interface and can be evaluated using Alma’s reporting tool Analytics. NYU wrote rules based on its cataloging-on-receipt criteria known as Rapid Cataloging, which allows acquisitions staff and student assistants to process new physical monographs without review by a cataloger. The customized brief-level rules identify bibliographic records that qualify for Rapid Cataloging, records for which the user should compare the record against the item to make a decision, and records that do not qualify for various reasons. The levels present customized workflow guidance to receiving staff directly within the Alma interface, which in turn simplifies training, streamlines processing, and helps preserve staff time for other tasks such as original cataloging and electronic resources (e-resources) maintenance.

ABSTRACT As academic libraries face increasing pressure to justify their budgets and demonstrate their value, accreditation standards may be considered as a potential source of externally validated requirements. However, while accreditation standards may implicitly or explicitly acknowledge the role of libraries, they fall short in providing specific guidance on library infrastructure, collections, staffing, and service requirements. The shift toward outcomes-based assessment in accreditation and library assessment tools further complicates efforts to define library requirements in objective terms that decision makers unfamiliar with library operations can easily understand. This presents some challenges for library leaders who are trying to advocate for adequate financial resources in the institution’s budget process.

ABSTRACT This paper will consider the concept of the right to be forgotten and how it may impact libraries and archives. The right to be forgotten will be introduced, followed by a discussion related to privacy in libraries and how this interacts with the right to be forgotten and laws such as the European Union’s General Data Protection Regulation (GDPR). Issues such as the right to be forgotten’s implications on freedom of speech and freedom of expression will be discussed. Additionally, some of the ways the right to be forgotten may impact libraries and archives will be discussed, including its potential impact on digital preservation and web archiving initiatives.