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In recent years, we have seen a proliferation of the amounts of information that we’re exposed to, and our ability to critically navigate that information hasn’t kept pace with the speed at which it’s coming at us. As information professionals we must ask ourselves—what is our role in helping students and patrons navigate information? What value can we add in a world where information is increasingly complex, contradictory, and competitive? Are our traditional methods of delivering information literacy enough? This paper looks at the evolution of information literacy instruction from the skills in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) through the newly adopted Framework for Information Literacy for Higher Education (2016), using examples from my own experience as a reference and teaching librarian. I will focus on how the ways in which we reach students has changed—from one-shot information literacy sessions to more in-depth interactions with students under the new Framework. I will argue, ultimately, that to truly serve students in our current information age, librarians must consider moving even deeper into the classroom, developing and teaching information literacy and critical thinking skills for credit in the college and university setting, and I will highlight a course I developed at my own institution. How will this change what we do in the classroom?

In 2009 the University of Montana (UM) began revising the university’s diversity plan. The plan immediately established that diversity efforts at UM would be the responsibility of both the central administration and the various subunits of the institution. Colleges and schools, including the Mansfield Library, were committed under the new plan to create diversity plans of their own. This paper details the process the library undertook to draft that plan, including forming a work group; creating action items, goals, and strategic choices; and building consensus. It also highlights progress made towards implementing the plan since its inception.

Many articles deal with diversity in academic libraries. Some include information on diversity initiatives and plans, or incorporating diversity into the structure of an academic library. This article outlines the steps that librarians can take to develop and implement diversity plans in academic libraries. In general and adaptable language, the article focuses on information gathering, communication, committee formation, contextualization, endorsement and implementation. Deliberately broad in scope, the intent is to provide a basic roadmap for libraries undertaking the development of a diversity specific plan for the first time.

This article outlines steps that librarians can take as they begin to develop diversity plans for their institutions. The aim is to provide broad, simple, adaptable guidelines that librarians charged with creating diversity plans for the first time can use as they begin the process of developing and implementing their plans. This article will highlight steps towards developing and implementing diversity plans. As the Association of College and Research Libraries notes, \"Diversity is an essential component of any civil society. It is more than a moral imperative; it is a global necessity. Everyone can benefit from diversity, and diverse populations need to be supported so they can reach their full potential for themselves and their communities.\"1 Diversity isn't just a moral imperative or global necessity. As Winston points out, it makes sense for libraries and higher education to pay attention to diversity. Writing about diversity at small liberal arts colleges he notes a \"relationship between diversity and organizational success or performance in the academic environment. The institutions that are rated most highly in terms of diversity are also rated highly in relation to other measures of organizational success... these results suggest important implications for academic libraries, based on the relationships between larger institutional efforts to foster diversity and similar efforts undertaken within the college library.\"2 Library diversity plans are important for the library, but also for the larger campus community. [Barbara Dewey] and [Jillian Keally] note that \"academic libraries are well qualified to play leadership roles in advancing campus community diversity initiatives because of the inherent commitment to encompassing people and the multitude of ideas reflecting the breadth and depth of the human experience.\"3 The creation of a diversity-specific plan in the library is one way to help advance diversity initiatives internally, and perhaps to help encourage the advancement of initiatives externally as well. Library diversity plans should be developed collectively by a representative group and result in a regularly reviewed, assessed, and revised document. They should be based in a strategic framework addressing the library's underlying beliefs, central diversity values, vision of diversity, mission, diversity goals and strategies and should be driven by climate assessment, include a timeline for review, and include meaningful goals, objectives, and strategies.4 A diversity plan may include a statement of diversity values or goals, a description of strategies for recruiting ethnically/culturally diverse staff to the library and retaining them once they are hired, an outline of programs that promote ethnic/cultural sensitivity in the workplace, results from a work climate assessment, and other similar elements. It may be a stand-alone document or part of a broader document, such as a library strategic plan on an institution-wide diversity plan.5 Many universities might have information scattered throughout the institution. It may take some searching to find what is out there. Check the university's website for definitions of, or statements about, diversity. Look at specific webpages within the website - there may be statements about diversity on the Equal Opportunity/Affirmative Action, the president's, the provost's, the dean of students' or the student affairs webpages. The university's strategic plans might mention diversity. Universities can have multiple strategic plans, including separate institutional diversity plans, so be sure to check into all of them. The vision or mission statement of a university might include a statement about diversity. Finally, if your university has a dedicated diversity officer, check that person's webpage and make contact with him or her to determine if you are missing any critical documents. Remember to look for specific statements about diversity, but don't forget to look more broadly at statements that support diversity without actually using the word \"diversity\" - such as statements that address equity of access, freedom of inquiry and expression, and campus climate and safety. 10 Cathy Gallagher-Louisy, \"What gets measured gets done: Measuring the return on investment of diversity and inclusion.\" Canadian Institute of Diversity and Inclusion, April 16, 2013. http://www.cidiicdi.ca/reports/what-qets-measured-qets-done.pdf; Patricia A. Kreitz, \"Best practices for managing organizational diversity.\" The Journal of Academic Librarianship 34, no. 2 (2008): 101-20; Molly Royse, \"Practical strategies for building a diversity program.\" In Achieving diversity: A how-to-do-it manual for librarians, eds. Barbara Dewey, Loretta Parham, 46-50. New York, NY: Neal Schuman, Inc. 2006; James F. Williams II, \"Managing diversity.\" Journal of Library Administration 27, no. 1-2 (1999): 27-48.

Public libraries are keystone public institutions for any thriving community, and as such can be leaders in making cities better places to work, play, and live. Here, Dudley shows how public libraries can contribute to 'placemaking', or the creation and nurturing of vital and unique communities for their residents.

Donald Rumsfeld's famous quip-\"stuff happens\"-issued in response to concern over the destruction of the INLA, has never satisfied anyone alarmed about the fate of cultural institutions in Iraq.5 Such a statement points not only to the former secretary of defense's disregard for collateral damage but also to the simple fact that for him, as for many, books are not a high priority in war zones. 34 Keeping it safe from the daily violence is no small task, but it is the only way to ensure that the INLA and its materials will survive to illustrate the cultural history of Iraq to open its reading room to new readers and to foster a sense of national identity that encourages people to imagine themselves as Iraqis, not as members of a specific ethnic group or religious sect.